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Journal articles on the topic 'Vocational training'

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Published: 4 June 2021
Last updated: 25 July 2024

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1

Caplin, R. L. "Vocational training." British Dental Journal 181, no. 5 (September 1996): 166. http://dx.doi.org/10.1038/sj.bdj.4809199.

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2

Isaacs, P. "Vocational training." British Dental Journal 182, no. 1 (January 1997): 9. http://dx.doi.org/10.1038/sj.bdj.4809285.

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3

Forsyth, D. B. "Vocational training." British Dental Journal 175, no. 8 (October 1993): 279–80. http://dx.doi.org/10.1038/sj.bdj.4808300.

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4

Ingle, Ronald. "Vocational training." South African Family Practice 46, no. 4 (May 2004): 3. http://dx.doi.org/10.1080/20786204.2004.10873062.

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5

Razetto, Marina, and Cristiana Bianchi. "Vocational Training Courses." International Journal of Mental Health 23, no. 1 (March 1994): 31–38. http://dx.doi.org/10.1080/00207411.1994.11449275.

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6

Temple-Smithson, P. E. "Vocational training eligibility." British Dental Journal 166, no. 3 (February 1989): 68. http://dx.doi.org/10.1038/sj.bdj.4806715.

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7

Taylor, NG. "Mandatory vocational training." British Dental Journal 175, no. 1 (July 1993): 12. http://dx.doi.org/10.1038/sj.bdj.4808206.

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8

Cronin, Mary E., Kathy Wendling, Deborah C. Lord, and Dominick R. Palmisano. "Community Vocational Training." Intervention in School and Clinic 27, no. 1 (September 1991): 52–55. http://dx.doi.org/10.1177/105345129102700112.

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9

Rani, K. Sudha, G. Umapathi G. Umapathi, and Dr T. Ananda Dr. T. Ananda. "Impact Of Vocational Training On Students." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 62–63. http://dx.doi.org/10.15373/2249555x/feb2012/24.

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10

Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (October 29, 2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and data were analysed using inductive thematic analysis. The results show that choosing a VET programme is a process of choosing what you want to do for work but also who you want to be. However, whether or not students see themselves as suitable is contrasted between how they perceive their future vocation and what the vocational community expects from them, which in turn affects their learning process and development of a vocational identity. Noticing the discrepancies between students’ perceptions and vocational expectations can both reduce the risk of losing students during training and reduces the risk of reproducing unequal ideals.
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11

Fenn, John B. "Education or vocational training?" BioTechniques 40, no. 6 (June 2006): 780–81. http://dx.doi.org/10.2144/000112200.

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12

Hammel, Joy M., H. F. Machiel Van Der Loos, Pamela Lepage, Charles Burgar, Inder Perkash, Daniel Shafer, Eric Topp, and David Lees. "The Vocational Training Facility." Work 4, no. 4 (1994): 270–77. http://dx.doi.org/10.3233/wor-1994-4408.

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13

Petermandl, Monika. "Computer‐Assisted Vocational Training." Educational Media International 27, no. 3 (September 1990): 181–82. http://dx.doi.org/10.1080/0952398900270308.

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14

Paulson, M. "Vocational training--the contract." British Dental Journal 164, no. 4 (February 1988): 122–25. http://dx.doi.org/10.1038/sj.bdj.4806370.

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15

D'Cruz, L. "Vocational training. The interview." British Dental Journal 170, no. 1 (January 1991): 7. http://dx.doi.org/10.1038/sj.bdj.4807402.

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16

Foster, Philip. "Vocational education and training." Prospects 22, no. 2 (June 1992): 149–55. http://dx.doi.org/10.1007/bf02195542.

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17

Greig, D. N. "Vocational training needs overhauling." BMJ 290, no. 6473 (March 30, 1985): 973–74. http://dx.doi.org/10.1136/bmj.290.6473.973.

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18

JUUL-JENSEN, PALLE. "Vocational Training of Epileptics." Epilepsia 2, no. 3 (September 9, 2010): 291–96. http://dx.doi.org/10.1111/j.1528-1167.1961.tb06238.x.

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19

Fowler, Graham. "LIMITATIONS OF VOCATIONAL TRAINING." Education + Training 30, no. 3 (March 1988): 12. http://dx.doi.org/10.1108/eb017410.

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20

Kleinert, Corinna, Alexander Vosseler, and Uwe Blien. "Classifying vocational training markets." Annals of Regional Science 61, no. 1 (November 15, 2017): 31–48. http://dx.doi.org/10.1007/s00168-017-0856-z.

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21

Frei, Cornelia. "Vocational Education and Training." CHIMIA 78, no. 6 (June 26, 2024): 449–50. http://dx.doi.org/10.2533/chimia.2024.449.

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22

Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere." Nordic Journal of Vocational Education and Training 12, no. 2 (August 10, 2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training. The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.
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23

Muhrman, Karolina. "How can students in vocational education be motivated to learn mathematics?" Nordic Journal of Vocational Education and Training 12, no. 3 (October 4, 2022): 47–70. http://dx.doi.org/10.3384/njvet.2242-458x.2212347.

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.
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24

Hvozdetska, Yuliia. "PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF VOCATIONAL TEACHERS: A DEFINITIONAL ANALYSIS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 70–78. http://dx.doi.org/10.31499/2307-4906.4.2023.292341.

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The article presents the results of the definitional analysis of the concept of “psychological and pedagogical training of vocational teachers”. The essence of the terms “vocational education”, “vocational teacher”, “vocational training”, “vocational and pedagogical training”, “psychological and pedagogical training of vocational teachers” is substantiated. “A vocational teacher is a mobile specialist who organizes and carries out engineering and pedagogical activities of students, is engaged in self-education, is creative in solving professional problems, knows how to cooperate in a team and communicate in an educational and information environment”. Specified components of psychological and pedagogical training: basic psychological and pedagogical training; fundamental psychological and pedagogical training; scientific psychological and pedagogical training; functional psychological and pedagogical training; creative psychological and pedagogical training. It is determined that “psychological and pedagogical training of future vocational teachers is a complex process of combining different types of activities of a future specialist in the field of vocational education, which results in the formation of psychological and pedagogical readiness of a future vocational teacher”. Keywords: vocational teacher; vocational education; vocational training; vocational and pedagogical training; psychological training; psychological and pedagogical training of vocational teachers.
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25

Nayab, Dur e., Ghulam Fatima, and Muhammad Jahanzaib. "Teaching Strategies Employed by Teachers in teaching Skills to Students of Vocational Training Institutes of Punjab Pakistan." Sustainable Business and Society in Emerging Economies 3, no. 4 (December 31, 2021): 605–16. http://dx.doi.org/10.26710/sbsee.v3i4.2093.

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Purpose: The main purpose of the study was to explore the teaching strategies employed by Technical and Vocational Education and Training (TVET) teachers in Vocational Training Institutes (VTIs) established by Punjab Vocational Training Council (PVTC) Pakistan Design/Methodology/Approach: The population of the study was all 2423 teachers working in Vocational training Institutes (VTIs) of Punjab Vocational Training Council (PVTC). The sample of the study was 130 (males =69 and females= 61) teachers which were randomly selected from VTIs of PVTC. The instrument of the study was a self-developed and validated questionnaire, having the reliability of 0.87 (Cronbach Alpha). Data were collected personally and by post. Collected data were analyzed through descriptive and inferential statistics. ANOVA and Independent sample t-test were used to observe the differences in the responses of teachers related to their age, gender, experience, zones, professional qualification, and trainings. Findings: The results of the study indicated that teachers were facing a lot of problems during teaching to TVET students like overcrowded classrooms, unavailability of equipment, lack of trainings and insufficient staff. Implications/Originality/Value: The present study helps the authorities of TVET and Punjab Vocational Training Council by giving recommendations in the improvement and reformation of the current condition of TVET sector in Pakistan.
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26

N.S., Beznosiuk. "PRACTICAL STATUS OF VOCATIONAL TRAINING FOR FUTURE TEACHERS OF VOCATIONAL TRAINING AND TECHNOLOGY." Collection of Research Papers Pedagogical sciences, no. 89 (March 3, 2020): 5–9. http://dx.doi.org/10.32999/ksu2413-1865/2019-89-1.

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27

BROOKMAN, D. J. "Vocational trainees' views of their undergraduate endodontic training and their vocational training experience." International Endodontic Journal 24, no. 4 (July 1991): 178–86. http://dx.doi.org/10.1111/j.1365-2591.1991.tb00128.x.

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28

Singh, Neha. "Constraints and Opinions of Farm Women Regarding Vocational Trainings Conducted by Krishi Vigyan Kendra in Uttarakhand." Indian Research Journal of Extension Education 22, no. 5 (December 1, 2022): 178–83. http://dx.doi.org/10.54986/irjee/2022/dec_spl/178-183.

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To analyze the training experience, opinions and constraints of women benefi ciaries (BF) regarding vocational training conducted under KVK Jeolikote. The study was conducted by applying random sampling technique, 45 BF (by using proportional allocation method) and 75 women non-benefi ciaries (NBF) engaged in vocational training from the same area were deeply interviewed using a pre-tested structured interview schedule. A descriptive research design was used for the present investigation. Based on the nature of data, frequency, percentage, arithmetic mean and weighted mean square the weightage of each constraint was calculated and ranked by Garrett’s ranking by the researcher. It was reported that majority of respondents 66.66 per cent felt vocational training as improving farm family living and half of the respondents 54.16 per cent found vocational training programmes as means of promoting gender equality. Lack of fi nancial assistance to start own venture or small-scale enterprise received the highest weighted mean score of 3.1 and were thus ranked fi rst. Information regarding constraints and opinion through group activities involving both vocational and horizontal learning helps in eliminating the barriers that restricts the development of farm women. Theoretical Implications: Vocational training provided by Krishi Vigyan Kendra helps majority of the farming community especially to marginal and a small farm woman to gain women empowerment with the acquaintance of new skill, knowledge and attitudes. This research will provide a thorough understanding of the impact of vocational training provided by KVKs on socio-economic status, trainings skill needed, and level of empowerment after adopting diff erent enterprises. The result of the study may be useful to encourage non-benefi ciaries to join Vocational trainings.
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29

T. G., Muibi, and Suulola O.M. "Factors Predicting Participation in Skill Acquisition Training Programme and Skill Development in Ibadan Metropolis of Southwestern Nigeria." International Journal of Advance Research and Innovation 10, no. 3 (2022): 7–19. http://dx.doi.org/10.51976/ijari.1032202.

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Background. Vocational skill acquisition constitutes an important component of the educational process of training both young and old adults including out-of-school children. The purpose of this study was to assess the extent to which vocational skill acquisition training programme impacted the lives of beneficiaries taking into consideration the influence of socio-cultural and environmental factors on peoples’ participation in vocational skill acquisition training programmes in Ibadan Metropolis of Southwestern Nigeria. A descriptive cross-sectional study was conducted among 220 learners aged 11–50 years with at least two years of learning experience. Data were collected with a questionnaire and analyzed using frequency counts, percentages and chi-square analysis. Results. The results indicate that the majority of participants 41.3% (n=83) possesses National Diploma were unemployed youth graduates while 27.4% (n=55) possesses secondary education were out-of-school youth. A significant proportion of the age group 21 to 30 years constitutes the largest 65.7% (n=132) participated in vocational skill acquisition training programmes. The three socio-cultural important factors predicting peoples’ participation in skill acquisition training were cultural value system, social networks (family, friends and relatives) and customs and tradition disposition to vocational training programme. Again, the results also revealed that the three main environmental factors that influence learners’ participation in skill acquisition training were home environment (location of the training centres), society success stories on vocational skill acquisition and overemphasizing on skill acquisition to complement formal schooling. The main challenges facing learners to engage in vocation skill acquisition training programme were lack of motivation from the society, lack of modern machines and tools to work with after graduation, limited availability of industries for employment after graduation, limited opportunities for establishment after graduation and poor government policies on vocational skill acquisition programme. Conclusions. The out-of-school youths and unemployed youth graduates who participated in the study are willingly enrolled in vocational skill acquisition training programme based on the socio-cultural and environmental factors with the intention to acquired one skill or the other to be self-reliance. Having identified the importance of socio-cultural and environmental factors on peoples’ participation in vocational skill acquisition training programme will enable government put into consideration these factors in planning, organizing and implementing their vocational skill acquisition training programme in order to achieve desirable results on the citizenries. However, there are critical perceived barriers that need to be addressed, to enable more out-of-school youths and unemployed youth graduates with the desire to participate in vocational skill acquisition training programme to reduce unemployment rate in the country.
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30

Bui Thanh, Binh. "Vocational training policy for rural youth in Lai Chau province: reality and policy impications." Journal of Science Social Science 68, no. 1 (February 2023): 161–69. http://dx.doi.org/10.18173/2354-1067.2023-0017.

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Vocational training for rural youth according to Decision 1956\QĐ-TTg dated November 27, 2009, of the Prime Minister approving the Scheme: “Vocational training for rural youth until 2020” with the goal of vocational training to develop human resources for rural areas as well as to serve the restructuring of agricultural production. Lai Chau has developed and implemented well projects and plans for vocational training associated with job creation. In the period 2011 – 2020, vocational training for more than 61,000 employees job creation for 7,000 laborers\year; in which, training at the elementary level, regularly under 3 months is over 59,000 people; intermediate vocational training for more than 2,000 people. However, studies still show that the achievement of vocational training for rural workers still faces many difficulties, so this article reviews and analyzes data related to networks and facilities, enrollment scale, human resources involved in vocational training, and synthesis of vocational training policies for rural youth in Lai Chau province. The policy system has been a driving force for rural youth to participate in vocational training, but it is not really effective in ensuring job creation and income for apprentices. Therefore, it is necessary to have solutions to encourage product development, development a network of vocational training for employees, increase the proportion of workers through vocational and vocational training, strengthen the capacity of the state management apparatus on vocational training, solutions for vocational education institutions…
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31

Sanda, István Dániel. "Vocational training and vocational education in the ancient world." Képzés és Gyakorlat 13, no. 1-2 (2015): 419–33. http://dx.doi.org/10.17165/tp.2015.1-2.30.

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32

Vásquez, Paola, Elizabeth Gómez, Viviana Gallego, and Andrea Potes. "Integrating Gender Equity in Vocational Studies to Transform Agricultural Activities Towards Green and Inclusive Businesses." European Journal of Sustainable Development 11, no. 4 (October 1, 2022): 141. http://dx.doi.org/10.14207/ejsd.2022.v11n4p141.

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Productive sectors greatly contribute to environmental pollution in Colombia, especially in rural areas. Green businesses emerged as an alternative to reduce such environmental impacts, applying clean technologies that require STEM knowledge. However, the participation of women in environmental STEM careers is still low, particularly those vocationally oriented to eco-efficient agricultural activities. Thus, the research aimed to answer the question: How to integrate gender equity in vocational training processes to transform agricultural activities towards green and inclusive businesses? A vocational institute acted as the unit of analysis for the case study. Interviews, focus groups and surveys were used to collect data on women in two selected training programs. The gender transformative and sustainable production approaches guided the identification of gender barriers and the implementation of strategies to remove them. As a result, female models led trainings and the installation of environmental prototypes, which inspired and developed STEM skills in the female apprentices, and reduced pollution in rural units. Finally, innovative pedagogical processes and gender aspects were introduced in organizational guidelines, seeking the institutionalization of the gender perspective in STEM environmental vocational training programs and fields.
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33

Városi, Klára. "Dual training and adult education in agricultural vocational training." Acta Carolus Robertus 13, no. 2 (December 15, 2023): 225–35. http://dx.doi.org/10.33032/acr.4679.

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The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed by the VET based on legal compliance and is mainly based on the documentation system. The international outlook shows a market-based cooperation model.
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34

Nguyen, Nhung Thi Hong. "Vocational training for human resources in An Giang to serve the industrialization and modernization period (from 2006 to 2012)." Science and Technology Development Journal 19, no. 4 (December 31, 2016): 143–54. http://dx.doi.org/10.32508/stdj.v19i4.742.

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Vocational training for human resources in An Giang has increased significantly in both quantity and quality over the 2006-2012 period. However, it is still basically slim in quality. This situation is particularly reflected in the paper because the author has thoroughly studied vocational training issues about human resources in An Giang in terms of facilities and equipment which serve the province's vocational training, teachers working in vocational training, vocational training results and vocational training for rural workers in An Giang. After forming the overall sketch of vocational training for human resources in An Giang, the author suggests some solutions to promote vocational training so that An Giang will have a highly qualified workforce.
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35

Kamalov, Murat, Amangeldi Saipov, and Yusubali Kamalov. "Training of future teachers about educational technologies of vocational training." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1279–90. http://dx.doi.org/10.18844/wjet.v14i5.8055.

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This study aimed at investigating the education of future teachers about the educational technologies of vocational education, and it was designed according to this purpose. In this context, it was aimed to conduct a study with the teachers of the future. The research was created and implemented in the 2021–2022 spring academic year. A total of 172 pre-service teachers voluntarily participated in the research. In the research, vocational education technologies were given with the help of online technology in the form of a 2-week online training to the group participating in the study. In order to collect data in the study, the ‘Vocational Education and Technology’ data collection tool, which was developed by the researchers and whose validity and reliability were obtained, was used. The data collection tool used in the research was delivered to the people participating in the research with the Google survey method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis and t-test; the results are added to the research in the presence of tables. As a result of the research, it is seen that the teachers of the future will prefer technology for vocational education and use it in their professional life to achieve positive results. Keywords: Teachers of the future, vocational education, online and distance education, technology;
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36

Cho, Hye Seung. "A Study on the Development Process of Women's Vocational Training Policies in South Korea." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (October 31, 2023): 539–55. http://dx.doi.org/10.22251/jlcci.2023.23.20.539.

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Objectives The purpose of this study is to examine the process of change in women's vocational training policies in South Korea from the liberation to the present, and analyze the characteristics of women's vocational training policy. Methods To this end, comprehensive policy documents regarding women’s vocational training policies, such as the 6th - 7th Five-Year Plan for Economic and Social Development, the 1st-4th Basic Plan for Women's Policy, the 1st-3rd Basic Plan for Gender Equality Policy, the 1st-3rd Basic Plan for vocational Competency Development, are analyzed. Results South Korea's women's vocational training policy progress can be divided into five stages: preparatory stage, nascent stage, settlement stage, development stage, and transition stage. During the preparatory period, from the liberation to the early 1980s, no women's vocational training policy was established, and the focus of women's vocational training was on liberal arts education for vulnerable women. Since the mid-1980s, laws and policies on women's vocational training have been introduced in the nascent stage. From the 1990s, during the settlement period, women’s vocational training policies were actively pursued to expand vocational training opportunities for women. Since the enactment of the Framework Act on Women's Development (1995), a systematic policy for women’s vocational training has been established, leading to the development stage. Lastly, since 2015, during the transition period, policies such as gender mainstreaming of vocational training and expansion of women's vocational training opportunities for high-skilled occupations are promoted. Conclusions Women's vocational training policies in South Korea have progressed along with the development of women's policy. Its policy direction has changed from low-skilled women to high-skilled women training. In addition, the policy target of women’s vocational training was gradually diversified and specified. The results of this study help to understand in depth the characteristics of Korean women's vocational training policies, and furthermore, provide implications for women's vocational training policy in developing countries.
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37

김하나. "Vocational training and wage inequality." Journal of Next-Generation Humanities and Social Sciences ll, no. 6 (March 2010): 79–101. http://dx.doi.org/10.22538/jnghss.2010..6.79.

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38

Crochard, Magali. "Adult Vocational Training in University." International Journal of Learning: Annual Review 15, no. 3 (2008): 147–52. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45694.

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39

Zimmermann, Klaus F. "Youth Unemployment and Vocational Training." Foundations and Trends® in Microeconomics 9, no. 1-2 (2013): 1–157. http://dx.doi.org/10.1561/0700000058.

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40

Day, Malcolm. "Putting vocational training into practice." Nursing Standard 9, no. 52 (September 20, 1995): 30–32. http://dx.doi.org/10.7748/ns.9.52.30.s33.

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41

Essex-Lopresti, Michael. "Vocational training for general practice." British Journal of General Practice 62, no. 605 (December 2012): 646. http://dx.doi.org/10.3399/bjgp12x659349.

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42

Sally, Smith. "Researching vocational education and training." Journal of Vocational Education & Training 68, no. 4 (October 2016): 475–76. http://dx.doi.org/10.1080/13636820.2016.1245809.

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43

Moodie, Gavin. "Identifying vocational education and training." Journal of Vocational Education & Training 54, no. 2 (June 2002): 249–66. http://dx.doi.org/10.1080/13636820200200197.

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44

Renson, Ted. "Vocational Training Today and Tomorrow." Primary Dental Care os9, no. 1 (January 2002): 3–4. http://dx.doi.org/10.1308/135576102322547449.

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45

Paine, Nigel. "Multimedia Packages in Vocational Training." Educational Media International 27, no. 1 (January 1990): 42–45. http://dx.doi.org/10.1080/0952398900270113.

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46

KELLY, D. R., and T. S. MURRAY. "An assessment of vocational training." Medical Education 26, no. 5 (September 1992): 402–5. http://dx.doi.org/10.1111/j.1365-2923.1992.tb00193.x.

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47

Gleason, Sandra. "Inmate Attitudes Toward Vocational Training." Journal of Offender Counseling Services Rehabilitation 10, no. 4 (October 8, 1986): 49–60. http://dx.doi.org/10.1300/j264v10n04_05.

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48

Broadway, R. T. "Orthodontic aspects of vocational training'." British Dental Journal 171, no. 10 (November 1991): 308. http://dx.doi.org/10.1038/sj.bdj.4807701.

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49

Isaacson, K. G. "Orthodontic aspects of vocational training'." British Dental Journal 172, no. 2 (January 1992): 43–44. http://dx.doi.org/10.1038/sj.bdj.4807755.

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50

Lumsden, K. W. "Orthodontic aspects of vocational training'." British Dental Journal 172, no. 2 (January 1992): 44. http://dx.doi.org/10.1038/sj.bdj.4807756.

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