School to work programs unite _____. School 2022-10-22
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Love is a central theme in Shakespeare's play "As You Like It." It is depicted in various forms and through a variety of characters, and it plays a significant role in the development of the plot and the resolution of conflicts.
One prominent example of love in the play is the love between Rosalind and Orlando. Despite the societal barriers that stand in their way, they are drawn to each other and their love grows stronger as the play progresses. Orlando is initially infatuated with Rosalind and writes love poems to her, but it is only when they are exiled to the forest of Arden and have the opportunity to spend time together that their love truly blossoms. Through their conversations and interactions, they come to understand and appreciate each other more fully, and their love becomes more genuine and enduring.
Another example of love in the play is the love between Touchstone and Audrey. Touchstone, a fool, falls in love with Audrey, a simple country girl, and their relationship serves as a contrast to the more refined and sophisticated love between Rosalind and Orlando. Touchstone's love for Audrey is genuine and heartfelt, and he is willing to marry her and make a life with her in the forest, despite the fact that she is not as educated or refined as he is.
The theme of love is also present in the relationships between other characters in the play. Duke Senior and his followers find love and acceptance in the forest of Arden, and the characters of Celia and Oliver also undergo a transformation as they learn to love and accept each other.
Overall, the theme of love in "As You Like It" is one of the play's most enduring and universal themes. It is depicted in various forms and through a range of characters, and it plays a key role in the resolution of conflicts and the development of the plot. Love is shown to be a powerful force that can bring people together, overcome obstacles, and bring joy and fulfillment to those who experience it.
Preparing Students for Life: The School
By allowing the system to develop in th is manner, no one program will be the standard. They would also receive the career exploration and counseling, job preparedness training, and the on- the-job experience needed so that they would have marketable skills upon completion of high school. Ultimately "the nation becomes weakened because productivity lags and hampers our ability to compete in Employers are becoming frustrated because there are not enough workers adequately prepared for today's demanding jobs. That is, unless its educational policies change. Room will be provided for individual needs to be met at the local level, while experiences, both successful and unsuccessful, can be shared nationally to develop better programs all around.
States and school systems should develop curricula that provides the learning needed for post secondar y studies. If they were given a chance to explore the careers they were interested in before attending college, they would have an informed base on which to make their decisions about c areer choice and major course of study. This approach is favor ed by the National Center for Education and the Economy Pauley,1995 , as it integrates academic and vocational learning and makes these available to all students. Our young people need more and better preparation for their lives in the labor force Pauley, 1995. Not only would this be useful information for the employer, it would give students an incentive to earn better grade s and improve attendance.
If we are to respond to this demand, an entire restructuring of curriculum and pedagogy at the secondary level will be required. The federal governments involvement in the school-to-work reform movement has served as the catalyst for the implementation of many ongoing programs throughout the country. Committee on Small Business. Ultimately, students experience a boost in self-confidence through success at both school and work. Although high school has always been considered the final preparation for entering the world of work or college, we have not prepared all of the students to make good career choices. IMPLICATIONS FOR EDUCATION Implementing school-to-work transition programs will have a variety of implications for educators, students, community leaders and our nation as a whole.
In the latter, students will follow an integrated and accelerated sequence of courses in career areas such as: Health Sciences and Medical Profession, Law and Governance, Engineering Technologies, Business and Finance, and Environmenta l Sciences. The program provides financial assistance to full-time employees who want to continue their education toward LVN and RN undergraduate degrees. For these students, knowing they were being taught skills which would enable them to make a decent living upon graduation will give meaning to their high school careers. This will equip student with the means with which to obtain jobs in their community. School To Work Program United Regional encourages and supports the personal and professional growth of our workforce. It should be noted, however, that those who do attend college often prolong their studies due to an unfamiliarity with the variety of career paths. T here has been no systematic connection in the United States between economic growth and labor force skills improvement.
United Regional allows employees to attend school on a full-time basis while working 24 hours part-time and still receive full-time pay and benefits. Today, this differentiation has resulted in the widely held belief that vocational programs are for the low-achieving students, while academic programs are for the higher-achieving students who will probably seek post-secondary education for training in t heir profession. These apprenticeships usually go to the more talented students, and students are given a diploma of recog nized occupational credentials upon completion of the program. In our communities, economic prospects for young people who lackhighly marketable knowledge and skills are dreary. Evans, Karen and Heinz, Walter R. A State JobReady Partnership Council will oversee the new system. Government Printing Office, 1994 Владелец оригинала: Университет штата Пенсильвания Оцифровано 25 июн 2010 ISBN 0160445914, 9780160445910 Количество страниц Всего страниц: 23 Экспорт цитаты BiBTeX EndNote RefMan.
School to Work Programs: An Opportunity for Oregon to Lead Again : Hearing ...
Department of Labor has also attempted to identify some basic skills necessary to enter the job force. Thus, the dropout rate and discipline problems would be lowered. In addition, this will provide students with opportunities to develop a good Federal government Government motivation for the initiation of this movement came at the national level from reports of well established "employment prepatory systems" in most European nations and Australia. It is imperative that we begin introducing these higher order thinking skills at a much earlier stage of education for our youth and future workers. This division of purpose has evolved into two distinct educational approaches. North Carolin a has developed its own school-to-work program, entitled "JobReady: Pathways to Career Success" which will focus on the three R's while adding a fourth, workforce "Readiness". The program actually begins in the sixth grade with a great deal of career counseling and pre-assessments to determine where the student's interests lie.
Each pathway integrates a sequence of related courses to a cluster of occupations and provides work experience. Equity and Excellence in School toWork. This is an enormous task, but one in which some school systems have succeeded. School to work programs, by definition, link students and schools with the workplace. With businesses getting involved with the schools and supporting such programs, with additional start-up funds for the staff-development and additional equipment needed for implem entation, and an understanding that any reform evolves as it happens, successful implementation of the school-to-work program will occur. When this happens, everyone loses.
In addition to these long-term goals, there is a short-term goal that could have a great impact on student achievement. Meeting the Needs of the At RiskLearner in Rural Areas. Driving Forces Faced with a fast changing job market through which there seems to be no discernible pathway to economic survival, non-college-bound students often exit high school with a diploma and no marketable skills. The findings suggest that certain imperfections in American labor markets-for example, compensation below marginal product for some workers, and a gap between productivity and wages that increases with workers' skill levels-motivate firms to invest in general skills, but these labor market imperfections may not be great enough to allow firms to sustain STW programs over the long run. The following groups have proposed some solutions to the problem of workforce preparedness.
This council is comprised of employers, employee representatives, school representatives, colleges, state age ncies, and other community leaders JobReady: Pathways to Career Success, 1995. The macro environment of our educational system is demanding that the schools produce a better-prepared work force. Following graduation from the program, employees commit to work one year in their current department. Five basic models of innovative school-to-work programs have been identified: career academies, occupational-academic cluster programs, restructured vocational and coope rative learning education programs, tech prep programs, and youth apprenticeship programs. They may have been the d riving force behind the present movement to integrate school-to-work transition programs into all of our classrooms today.
