Journal articles: 'Transitions to work'

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Fouad, Nadya A., and John Bynner. "Work transitions." American Psychologist 63, no. 4 (2008): 241–51. http://dx.doi.org/10.1037/0003-066x.63.4.241.

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Wells, Nancy, Trish Barnard, Laura Mason, Adrienne Ames, and Terry Minnen. "Work Transitions." Journal of Nursing Administration 28, no. 2 (February 1998): 50–56. http://dx.doi.org/10.1097/00005110-199802000-00009.

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White, T. H., and Greg Mason. "Transitions to Work." Canadian Public Policy / Analyse de Politiques 12, no. 4 (December 1986): 654. http://dx.doi.org/10.2307/3550682.

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Kwon, Chang-kyu. "Work Transitions Narrative." Work 58, no. 2 (October 20, 2017): 95–97. http://dx.doi.org/10.3233/wor-172613.

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Foster, Michele, Desley Harvey, Rachel Quigley, and Edward Strivens. "Care transitions as street-level work." Journal of Integrated Care 25, no. 3 (July 3, 2017): 196–207. http://dx.doi.org/10.1108/jica-11-2016-0044.

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Purpose Quality care transitions of older people across acute, sub-acute and primary care are critical to safety and cost, which is the reason interventions to improve practice are a priority. Yet, given the complexity of providers and services involved it is often difficult to know the types of tensions that arise in day-to-day transition work or how front-line workers will respond. To that end, this innovative study differs from the largely descriptive studies by conceptualising care transitions as street-level work in order to capture how transition practice takes shape within the complexities and dynamics of the local setting. The paper aims to discuss these issues. Design/methodology/approach Data were collected from 23 hospital health professionals and community service providers across primary, sub-acute and acute care through focus groups. A thematic analysis and interrogation of themes using street-level concepts derived three key themes. Findings The themes of risk logics and dilemmas of fragmentation make explicit both the local constraints and opportunities of care transitions and how these intersect to engender a particular logic of practice. By revealing the various discretionary tactics adopted by front-line providers, the third theme simultaneously highlights how discretionary spaces might represent both possibilities and problematics for balancing organisational and patient needs. Originality/value The study contributes to the knowledge of street-level work in health settings and specifically, the nature of transition work. Importantly, it benefits policy and practice by uncovering mechanisms that could facilitate and impede quality transitions in discrete settings.

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Underwood, Kathryn, Elaine Frankel, Gillian Parekh, and Magdalena Janus. "Transitioning Work of Families." Exceptionality Education International 29, no. 3 (December 20, 2019): 135–53. http://dx.doi.org/10.5206/eei.v29i3.9391.

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This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions.

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Zwart, Dorien L. M., Jeffrey L. Schnipper, Debbie Vermond, and David W. Bates. "How Do Care Transitions Work?" Medical Care 59, Suppl 4 (July 8, 2021): S387—S397. http://dx.doi.org/10.1097/mlr.0000000000001581.

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Pastore, Francesco, and Klaus F. Zimmermann. "Understanding school-to-work transitions." International Journal of Manpower 40, no. 3 (June 3, 2019): 374–78. http://dx.doi.org/10.1108/ijm-06-2019-343.

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Wallis, Stephanie. "Transitions in work and training." Clinical Teacher 13, no. 1 (January 27, 2016): 80. http://dx.doi.org/10.1111/tct.12499.

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Clark, Gary M. "Transitions From School to Work." Contemporary Psychology: A Journal of Reviews 32, no. 6 (June 1987): 571. http://dx.doi.org/10.1037/027253.

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Niessen, Cornelia, Carmen Binnewies, and Johannes Rank. "Disengagement in work-role transitions." Journal of Occupational and Organizational Psychology 83, no. 3 (September 2010): 695–715. http://dx.doi.org/10.1348/096317909x470717.

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Büchel, Felix. "Successful apprenticeship‐ to‐work transitions." International Journal of Manpower 23, no. 5 (August 2002): 394–410. http://dx.doi.org/10.1108/01437720210436028.

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DAVIS, C. ANNE, and BETTY G. DAWSON. "Women, Work, and Life Transitions." Journal of Employment Counseling 22, no. 3 (September 1985): 117–23. http://dx.doi.org/10.1002/j.2161-1920.1985.tb00357.x.

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Zamperini, Adriano, and Letizia Passarella. "Testimony of terrorism: Civic responsibility and memory work after a political massacre." Memory Studies 12, no. 6 (July 26, 2017): 721–35. http://dx.doi.org/10.1177/1750698017720255.

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Despite the wide use of testimonies in collective memory of violent historical and political events, proper psychosocial studies addressing the process of becoming a testimony remain scarce. In the context of the massacre of Piazza della Loggia in Brescia, this study examines the biographical transition from victims to testimonies of people directly or indirectly involved in the event. Through the use of semi-structured interviews, 13 biographical stories were collected and analysed through qualitative methodology. Out of the four biographical transitions evinced by the results of this study and besides the scenario of a victim not becoming a testimony, the results highlight three different biographical transitions: the immediate transition from victim to testimony, transition as awareness, and transition as a process of knowledge. These three biographical transitions are summarized in three types of identity: ‘heroic testimony’, ‘civic testimony’ and ‘epistemic testimony’. The results are hence discussed in the light of the community practices of collective memory and psychosocial research on the testimonies.

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Inui, Akio, and Yoshikazu Kojima. "Identity and the Transition from School to Work in Late Modern Japan: Strong Agency or Supportive Communality?" Research in Comparative and International Education 7, no. 4 (January 1, 2012): 409–18. http://dx.doi.org/10.2304/rcie.2012.7.4.409.

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This article examines the precarious transition from school to work, considers its relation to young people's identity formation in late modern Japan, and rethinks the theory of identity formation in late modernity. Although Japan's transition system had been efficient and stable over many years, since the late 1990s this has been replaced by an increasing precariousness. The Japanese government has responded with a Career Education promotion policy to foster young people's work aspirations and attitudes in the form of an employability enhancement policy. This policy discourse coincides with a late modernist theory (as put forward by Giddens and Cote & Levine) that emphasises the importance of personal agency for young people's transitions. However, in our longitudinal qualitative study, we found that the ‘transitional communities and networks' that young people encounter in their transition from school to work have an important supportive role to play. These transitional communities are important in young people's transitions from the school/college community to the workplace community. Those who had a strong sense of agency but no helpful community experienced serious depression and did not make a successful transition into work. Our case studies support Erikson's argument that community (communality) is indispensable for young people's identity formation. We conclude that both community and agency are important for successful transition in late modernity.

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Helms Jørgensen, Christian, Tero Järvinen, and Lisbeth Lundahl. "A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland." European Educational Research Journal 18, no. 3 (February 25, 2019): 278–97. http://dx.doi.org/10.1177/1474904119830037.

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In recent decades, a range of policy measures to support young people’s school-to-work transitions has been initiated across Europe. However, these transition policies have rarely been studied systematically, particularly from a comparative perspective. Thus, the aim of this article is to compare Swedish, Danish and Finnish policies for supporting young people’s educational and school-to-work transitions. Synthesising and analysing recent research, the article critically draws on Walther’s (2006) classification of transition regimes that recognises a Nordic universalistic regime of youth transitions characterised by emphasis on collective social responsibility, individual motivation and personal development. We conclude that significant policy changes have occurred during the last two decades. Coercive measures have been adopted and social support reduced, making young people more individually responsible for the success of their transitions. Hence, current transition policies diverge in many respects from qualities traditionally ascribed to the Nordic transition regime. We also find significant differences between the three countries’ transition policies, which in some cases indicate policy trade-offs. In addition, we conclude that transition policies are generally weakly coordinated across policy domains, which increases the risk of unintended consequences of these policies.

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Miller, Janice, Brian Vivona, and Gene Roth. "Work role transitions – expert nurses to novice preceptors." European Journal of Training and Development 41, no. 6 (July 3, 2017): 559–74. http://dx.doi.org/10.1108/ejtd-10-2016-0081.

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Purpose Several issues are reported in the literature regarding the preparation and training of nurses for the preceptor role. The purpose of this study is to explore the experiences, growth and development of nurses transitioning to the preceptor role in allied health contexts. Design/methodology/approach A basic interpretive qualitative research method was used for this study. In total, 20 preceptors who were practicing in a variety of healthcare settings participated in in-depth interviews. Findings The preceptors of this study found meaning through their teaching and learning encounters with novice nurses. Their meaning making led to identity development and new perspectives on both the nursing and preceptor roles. Research limitations/implications This study extends the literature on informal learning and training by focusing on the unique work role of nurse precepting. Conclusions of this study call for additional research that examines other occupational areas in which workers have transitioned from expert to novice again, and how training can enhance these transitions Practical implications Participants described several areas of improvement for preceptorships: additional administrative support, guidelines and standards for preceptor training and preparation and additional time and support for transitioning to the preceptor role Originality/value Work role transition theory was used in this study to examine the preparation and training of preceptors. This study features the voices of nursing preceptors who have experienced changes in their employment status and major shifts in their work roles transitioning from expert to novice to expert again.

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Richards-Schuster, Katie, Mary C. Ruffolo, Kerri Leyda Nicoll, Catherine Distelrath, Joseph Galura, and Alice Mishkin. "Exploring Challenges Faced by Students as they Transition to Social Justice Work in the “Real World”: Implications for Social Work." Advances in Social Work 16, no. 2 (February 8, 2016): 372–89. http://dx.doi.org/10.18060/18526.

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For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the “real world” can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate) from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population’s future volunteer, service, and employment needs.

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Schels, Brigitte, and Veronika Wöhrer. "Challenges in School‐To‐Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities." Social Inclusion 10, no. 2 (June 9, 2022): 221–25. http://dx.doi.org/10.17645/si.v10i2.5770.

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Transitions between schools, vocational education and training (VET), and work pose important challenges for young people that influence their well‐being and social positioning now and in the future. The young people themselves experience the transition phase as the formation stage of their aspirations and goals. In this process, young people are confronted with the expectations and assessments of relevant others—such as parents, teachers, employers, and career counsellors—and by the requirements that are defined in sociopolitical and institutional contexts. In these contexts, criteria of successful transitions and risky transitions worthy of special support are made relevant. German and Austrian employment-centred transition regimes are characterised by relatively high standardisation and segregation as well as a strong VET system linked to the labour market. This thematic issue brings together contributions that examine challenges in these transitions from different perspectives and related facets of social inequality. The articles address different transitions (mostly school‐to‐VET, but also school‐to‐school or unemployment to work) and their different phases: aspiration formation, changing aspirations, challenges in transitions, and concrete problems in transition processes like disconnectedness or unemployment. The articles on social inequalities are related to class, ethnicity, gender, and (dis)ability. We also place importance on balancing different methods to bring together findings from quantitative surveys, qualitative interviews, and participatory research.

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Holmes, Janet, Meredith Marra, and Keely Kidner. "Managing transitions through discourse at work." Journal of Applied Linguistics and Professional Practice 13, no. 1-3 (January 17, 2018): 122–44. http://dx.doi.org/10.1558/japl.31843.

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West, Michael, and Ruth Rushton. "Mismatches in the work-role transitions." Journal of Occupational Psychology 62, no. 4 (December 1989): 271–86. http://dx.doi.org/10.1111/j.2044-8325.1989.tb00500.x.

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Wan, W., and T. C. Antonucci. "WORK-RETIREMENT TRANSITIONS AND SOCIAL RELATIONS." Innovation in Aging 1, suppl_1 (June 30, 2017): 984. http://dx.doi.org/10.1093/geroni/igx004.3556.

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Staff, Jeremy, and Jeylan T. Mortimer. "Diverse Transitions from School to Work." Work and Occupations 30, no. 3 (August 2003): 361–69. http://dx.doi.org/10.1177/0730888403254372.

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Pavlova, Margarita, John Chi-Kin Lee, and Rupert Maclean. "Complexities of school to work transitions." Educational Research for Policy and Practice 16, no. 1 (January 12, 2017): 1–7. http://dx.doi.org/10.1007/s10671-017-9211-5.

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Mutchler, J. E., J. A. Burr, A. M. Pienta, and M. P. Massagli. "Pathways to Labor Force Exit: Work Transitions and Work Instability." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 52B, no. 1 (January 1, 1997): S4—S12. http://dx.doi.org/10.1093/geronb/52b.1.s4.

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Wooldridge, Abigail R., Pascale Carayon, Peter Hoonakker, Bat-Zion Hose, Thomas B. Brazelton, Ben Eithun, Shannon M. Dean, et al. "Team Cognition as a Barrier and Facilitator in Care Transitions: Implications for Work System Design." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 648–52. http://dx.doi.org/10.1177/1071181319631303.

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Inpatient care of pediatric trauma patients includes care transitions, including from emergency department (ED) to operating room (OR), OR to pediatric intensive care unit (PICU) and ED to PICU, which are important to patient safety and quality of care. Previous research identified work system barriers and facilitators in these transitions; the most common related to team cognition. We conducted interviews with 18 healthcare professionals to better understand how work system design influences team cognition barriers and facilitators. Using Systems Engineering Initiative for Patient Safety (SEIPS)-based process modeling, we identified when each barrier/facilitator occurred. The ED to OR transition had more barriers in transition preparation, while OR to PICU had more facilitators in the transition. Future research should explore solutions to support team cognition early in the ED to OR transition, such as designing a technology to be used by distributed teams.

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Lundahl, Lisbeth, and Jonas Olofsson. "Guarded transitions? Youth trajectories and school-to-work transition policies in Sweden." International Journal of Adolescence and Youth 19, sup1 (January 22, 2014): 19–34. http://dx.doi.org/10.1080/02673843.2013.852593.

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Shin, Ji Youn, Nkiru Okammor, Karly Hendee, Amber Pawlikowski, Grace Jenq, and David Bozaan. "Development of the Socioeconomic Screening, Active Engagement, Follow-up, Education, Discharge Readiness, and Consistency (SAFEDC) Model for Improving Transitions of Care: Participatory Design." JMIR Formative Research 6, no. 4 (April 12, 2022): e31277. http://dx.doi.org/10.2196/31277.

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Background Transition to home after hospitalization involves the potential risk of adverse patient events, such as knowledge deficits related to self-care, medication errors, and readmissions. Despite broad organizational efforts to provide better care transitions for patients, there are challenges in implementing interventions that effectively improve care transition outcomes, as evidenced by readmission rates. Collaborative efforts that require health care professionals, patients, and caregivers to work together are necessary to identify gaps associated with transitions of care and generate effective transitional care interventions. Objective This study aims to understand the usefulness of participatory design approaches in identifying the design implications of transition of care interventions in health care settings. Through a series of participatory design workshops, we have brought stakeholders of the health care system together. With a shared understanding of care transition and patient experience, we have provided participants with opportunities to generate possible design implications for care transitions. Methods We selected field observations in clinical settings and participatory design workshops to develop transitional care interventions that serve each hospital’s unique situation and context. Patient journey maps were created and functioned as tools for creating a shared understanding of the discharge process across different stakeholders in the health care environment. The intervention sustainability was also assessed. By applying thematic analysis methods, we analyzed the problem statements and proposed interventions collected from participatory design workshops. The findings showed patterns of major discussion during the workshop. Results On the basis of the workshop results, we formalized the transition of care model—the socioeconomic, active engagement, follow-up, education, discharge readiness tool, and consistency (Integrated Michigan Patient-centered Alliance in Care Transitions transition of care model)—which other organizations can apply to improve patient experiences in care transition. This model highlights the most significant themes that should necessarily be considered to improve the transition of care. Conclusions Our study presents the benefits of the participatory design approach in defining the challenges associated with transitions of care related to patient discharge and generating sustainable interventions to improve care transitions.

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ten Broeke, Pam, Merlijn Olthof, Debby G. J. Beckers, Nicola D. Hopkins, Lee E. F. Graves, Sophie E. Carter, Madeleine Cochrane, et al. "Temporal dynamics of sitting behavior at work." Proceedings of the National Academy of Sciences 117, no. 26 (June 15, 2020): 14883–89. http://dx.doi.org/10.1073/pnas.2001284117.

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Sitting for prolonged periods of time impairs people’s health. Prior research has mainly investigated sitting behavior on an aggregate level, for example, by analyzing total sitting time per day. By contrast, taking a dynamic approach, here we conceptualize sitting behavior as a continuous chain of sit-to-stand and stand-to-sit transitions. We use multilevel time-to-event analysis to analyze the timing of these transitions. We analyze ∼30,000 objectively measured posture transitions from 156 people during work time. Results indicate that the temporal dynamics of sit-to-stand transitions differ from stand-to-sit transitions, and that people are quicker to switch postures later in the workday, and quicker to stand up after having been more active in the recent hours. We found no evidence for associations with physical fitness. Altogether, these findings provide insights into the origins of people’s stand-up and sit-down decisions, show that sitting behavior is fundamentally different from exercise behavior, and provide pointers for the development of interventions.

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DiMenna, Fred J., Stephen J. Bailey, Anni Vanhatalo, Weerapong Chidnok, and Andrew M. Jones. "Elevated baseline V̇o2 per se does not slow O2 uptake kinetics during work-to-work exercise transitions." Journal of Applied Physiology 109, no. 4 (October 2010): 1148–54. http://dx.doi.org/10.1152/japplphysiol.00550.2010.

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We investigated whether the characteristic slowing of pulmonary oxygen uptake (V̇o2) kinetics during “work-to-work” exercise is attributable to elevations in baseline metabolic rate (V̇o2) as opposed to the elevated baseline work rate, per se. We hypothesized that a step transition to a higher work rate from “unloaded” cycling, but with elevations in V̇o2 [and heart rate (HR)] reflective of a work-to-work transition, would result in a lengthened phase II time constant (τp). Seven male subjects (mean ± SD age 27 ± 10 yr) completed 1) transitions to a high-intensity work rate from a moderate-intensity work rate (M→H) and 2) two consecutive bouts of high-intensity exercise (U→H and E→H, respectively) initiated from unloaded cycling, with the time separating the exercise bouts chosen such that the baseline V̇o2 for the second transition was similar to the baseline V̇o2 for the M→H transition. The τp for M→H (48 ± 16 s) was significantly greater ( P < 0.05) than the τp for U→H (28 ± 8 s) and E→H (27 ± 6 s), which did not differ significantly. These findings suggest that the altered V̇o2 dynamics that are observed during work-to-work exercise are not related to the elevated baseline V̇o2 (or HR) per se; rather, these effects appear to be linked to the elevated baseline work rate, which would be expected to dictate the subsequent muscle fiber recruitment profile.

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Gallagher, Rollin M. "Pain Medicine Transitions and the Work Ahead." Pain Medicine 22, no. 3 (February 23, 2021): 529–32. http://dx.doi.org/10.1093/pm/pnab046.

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Kosterlitz, J. Michael, and David J. Thouless. "Early Work on Defect Driven Phase Transitions." International Journal of Modern Physics B 30, no. 30 (November 23, 2016): 1630018. http://dx.doi.org/10.1142/s0217979216300188.

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This article summarizes the early history of the theory of phase transitions driven by topological defects, such as vortices in superfluid helium films or dislocations and disclinations in two-dimensional solids. We start with a review of our two earliest papers, pointing out their errors and omissions as well as their insights. We then describe the work, partly done by Kosterlitz but mostly done by other people, which corrected these oversights, and applied these ideas to experimental systems, and to numerical and experimental simulations.

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Pommier, François, and Frédéric Forest. "Imaginary Transitions and Transformation in Psychoanalytic Work." Psychoanalytic Review 103, no. 2 (April 2016): 145–67. http://dx.doi.org/10.1521/prev.2016.103.2.145.

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Raffe, David. "Explaining National Differences in Education-work Transitions." European Societies 16, no. 2 (August 7, 2013): 175–93. http://dx.doi.org/10.1080/14616696.2013.821619.

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Mutchler, J. E., J. A. Burr, M. P. Massagli, and A. Pienta. "Work Transitions and Health in Later Life." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 54B, no. 5 (September 1, 1999): S252—S261. http://dx.doi.org/10.1093/geronb/54b.5.s252.

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Simon Thomas, Juli. "Health effects of work and family transitions." Longitudinal and Life Course Studies 9, no. 4 (October 19, 2018): 412–32. http://dx.doi.org/10.14301/llcs.v9i4.507.

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Firchow, Pamina. "When political transitions work: reconciliation as interdependence." International Affairs 96, no. 3 (May 1, 2020): 807–9. http://dx.doi.org/10.1093/ia/iiaa065.

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Haukka, Sandra. "Education-to-work transitions of aspiring creatives." Cultural Trends 20, no. 1 (March 2011): 41–64. http://dx.doi.org/10.1080/09548963.2011.540813.

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Fadaak, Talha H., and Ken Roberts. "Transitions from Education to Work And Non-Work in Saudi Arabia." International Journal of Youth Economy 2, no. 1 (May 1, 2018): 17–31. http://dx.doi.org/10.18576/ijye/020103.

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Kamezaki, Mitsuhiro, Hiroyasu Iwata, and Shigeki Sugano. "A Symbolic Construction Work Flow Based on State Transition Analysis Using Simplified Primitive Static States." Journal of Robotics and Mechatronics 24, no. 6 (December 20, 2012): 939–48. http://dx.doi.org/10.20965/jrm.2012.p0939.

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In this paper, a quantitative analysis method for a comprehensive work flow in construction work for identifying work states in more detail is proposed. The proposed method is based on analyzing state transitions of simplified primitive static states (s-PSS), which consist of four symbolic work states defined by using the on-off state of lever operations and manipulator loads. First, practical state transitions (PST), which are common and frequent transitions in arbitrary construction work, are defined on the basis of the transition rules, according to which an operation flag changes arbitrarily and a load flag changes only during a lever operation. Second, PST is notionally classified into essential (EST) and nonessential (NST) state transitions whose definitions change depending on the task phase, including reaching, contacting, loadworking, and releasing. Third, closed loops formed by EST represent work content and those formed by NST represent wasted movements. In work-analysis experiments using our instrumented setup, results indicated that all s-PSS definitely changes on the basis of PST under various experimental conditions and that work analysis using EST and NST easily reveals untrained tasks related to wasted movements.

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DiMenna, Fred J., Daryl P. Wilkerson, Mark Burnley, Stephen J. Bailey, and Andrew M. Jones. "Priming exercise speeds pulmonary O2 uptake kinetics during supine “work-to-work” high-intensity cycle exercise." Journal of Applied Physiology 108, no. 2 (February 2010): 283–92. http://dx.doi.org/10.1152/japplphysiol.01047.2009.

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We manipulated the baseline metabolic rate and body position to explore the effect of the interaction between recruitment of discrete sections of the muscle fiber pool and muscle O2 delivery on pulmonary O2 uptake (V̇o2) kinetics during cycle exercise. We hypothesized that phase II V̇o2 kinetics (τp) in the transition from moderate- to severe-intensity exercise would be significantly slower in the supine than upright position because of a compromise to muscle perfusion and that a priming bout of severe-intensity exercise would return τp during supine exercise to τp during upright exercise. Eight male subjects [35 ± 13 (SD) yr] completed a series of “step” transitions to severe-intensity cycle exercise from an “unloaded” (20-W) baseline and a baseline of moderate-intensity exercise in the supine and upright body positions. τp was not significantly different between supine and upright exercise during transitions from a 20-W baseline to moderate- or severe-intensity exercise but was significantly greater during moderate- to severe-intensity exercise in the supine position (54 ± 19 vs. 38 ± 10 s, P < 0.05). Priming significantly reduced τp during moderate- to severe-intensity supine exercise (34 ± 9 s), returning it to a value that was not significantly different from τp in the upright position. This effect occurred in the absence of changes in estimated muscle fractional O2 extraction (from the near-infrared spectroscopy-derived deoxygenated Hb concentration signal), such that the priming-induced facilitation of muscle blood flow matched increased O2 utilization in the recruited fibers, resulting in a speeding of V̇o2 kinetics. These findings suggest that, during supine cycling, priming speeds V̇o2 kinetics by providing an increased driving pressure for O2 diffusion in the higher-order (i.e., type II) fibers, which would be recruited in the transition from moderate- to severe-intensity exercise and are known to be especially sensitive to limitations in O2 supply.

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Valadas, Sandra T., Carla Vilhena, and António Fragoso. "TRANSITIONS TO RETIREMENT: PERCEPTIONS OF PORTUGUESE OLDER MEN." Andragoška spoznanja 25, no. 2 (April 30, 2019): 37–51. http://dx.doi.org/10.4312/as.25.2.37-51.

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In this paper we present results based on the project Old Guys Say Yes to Community. We interviewed 90 men in southern Portugal between 60 and 93 years of age. Our main aim was to understand how older men experienced their transitions from work to retirement. We clarify the concept of transition and the models that explain transitions in the life course perspective. There are a number of factors to consider during the processes of retirement. Also, not much is known about the role of education and learning during the transition process. We try to contribute to the field, reflecting on the learning processes that result from this transition. Our findings show that work is one of the most crucial dimensions to consider in transitions to retirement (despite the fact that we identify many others). But education and learning do have an immense impact on the lives of older adults, either negative or positive.

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TANG, FENGYAN, and JEFFREY A. BURR. "Revisiting the pathways to retirement: a latent structure model of the dynamics of transition from work to retirement." Ageing and Society 35, no. 8 (June 20, 2014): 1739–70. http://dx.doi.org/10.1017/s0144686x14000634.

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ABSTRACTA dynamic latent structure model of the work–retirement transition process was identified, focusing on transitions of work and retirement status for men and women aged 51–74 years. Using the Health and Retirement Study data (1998–2004), latent transition analysis was used to identify a best fitting model capturing work–retirement statuses in four samples defined by age and sex. The prevalence of each status was described and the dynamic transition probabilities within the latent structure were examined. Using multinomial logistic regression, socio-demographic, health, family and occupational factors were assessed to determine how each was related to the likelihood of occupying a specific latent status at baseline. Results showed that study respondents were classified into distinct groups: full retiree, partial retiree or part-time worker, full-time worker, work-disabled or home-maker. The prevalence of full retiree status increased, while the prevalence for full-time worker status decreased over time for both men and women. Membership rates in the work-disabled and partial retiree status were generally consistent, with decreased probabilities of the work-disabled status in the older age groups and increased probabilities of partial retirees among younger men. Our findings indicated that many older Americans experience multiple transitions on the pathway to retirement. Future research on late-life labour-force transitions should evaluate the impact of the recent Great Recession and examine the role of larger socio-economic contexts.

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Roberts, Ken. "Explaining Education-to-Work Transitions: Thinking Backwards, Situating Agency and Comparing Countries." Review of European Studies 10, no. 1 (February 2, 2018): 72. http://dx.doi.org/10.5539/res.v10n1p72.

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This paper argues that explanations must start at the end of young people’s education-to-work transitions, with employers’ recruitment behaviour and preferences, which then govern the content of and recruitment to preceding education and training. Young people themselves exercise agency: this propels their careers forward biographically, but necessarily consolidates opportunity structures (variously called routes, pathways or trajectories) that have been pre-built from above. It is also argued that ultimately the transition regime in every country, and sometimes in each region and business sector, needs to be treated as a unique case study. However, these regimes can be divided into recognisable types which are most easily identified by starting in an economy and its labour markets. Finally, it follows that attempts which start in earlier life, prior to young people entering the labour market, to modify links between social origins and occupational destinations will invariably fail. Effective interventions can be envisaged only by starting at the end of young people’s transitions, then thinking backwards.

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Moen, Phyllis, Jungmeen E. Kim, and Heather Hofmeister. "Couples' Work/Retirement Transitions, Gender, and Marital Quality." Social Psychology Quarterly 64, no. 1 (March 2001): 55. http://dx.doi.org/10.2307/3090150.

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Trudeau, Robert H. "Understanding Transitions to Democracy: Recent Work on Guatemala." Latin American Research Review 28, no. 1 (1993): 235–47. http://dx.doi.org/10.1017/s0023879100035226.

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McLaughlin, Diane K., and Leif Jensen. "Work History and U.S. Elders' Transitions into Poverty." Gerontologist 40, no. 4 (August 1, 2000): 469–79. http://dx.doi.org/10.1093/geront/40.4.469.

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Webb, Janette. "Gender, Work and Transitions in the Local State." Work, Employment and Society 15, no. 4 (December 2001): 825–44. http://dx.doi.org/10.1177/095001701400438224.

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Shildrick, Tracy, and Robert MacDonald. "Biographies of exclusion: poor work and poor transitions." International Journal of Lifelong Education 26, no. 5 (September 2007): 589–604. http://dx.doi.org/10.1080/02601370701559672.

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Stead, Graham B., and Justin C. Perry. "Toward Critical Psychology Perspectives of Work-Based Transitions." Journal of Career Development 39, no. 4 (July 16, 2012): 315–20. http://dx.doi.org/10.1177/0894845311405661.

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Journal articles on the topic 'Transitions to work'

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