THE CITADEL THE MILITARY COLLEGE OF SOUTH CAROLINA ANNUAL REPORT 1993-1994

South Carolina laws require that each state agency submit an annual accountability report to the Governor and General Assembly that contains the agency's or department's mission, objectives to accomplish the mission, and performance measures that show the degree to which objectives are being met.

THE CITADEL THE MILITARY COLLEGE OF SOUTH CAROLINA ANNUAL REPORT 1994-1995

South Carolina laws require that each state agency submit an annual accountability report to the Governor and General Assembly that contains the agency's or department's mission, objectives to accomplish the mission, and performance measures that show the degree to which objectives are being met.

The graduate: Spillovers from the entry of the first worker with a college degree in a firm

A Work Project, presented as part of the requirements for the Award of a Double Degree in Economics from NOVA School of Business and Economics and Maastricht School of Business and Economics

Orphée ballet meslé de recits pour servir d'intermedes à la tragedie de Haralde qui sera representée au College de la Compagnie de Jesus, pour la distribution des prix, fondez par messieurs les nobles bourgeois de la ville de Rennes. le jeudi 27. aoust 1705. à midy

[Programme. 1705-08-27. Rennes, Collège de Rennes de la Compagnie de Jésus]

Alphonse ou le Prince inconnu , tragicomedie latine, sera representée par les rhetoriciens du College de Louis le Grand le mardy onziéme fevrier 1738, à trois heures précises après midy

[Programme. 1738-02-11. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Agapit, martyr , tragedie, qui sera representée par les rhetoriciens du College de Louis le Grand. Le mercredy 12. de mars 1710, à deux heures précises aprés midy

[Programme. 1710-03-12. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Enigmes qui seront expliquées par les Petits Pensionnaires du College de Louis le Grand , mardy II. de may 1700. à deux heures aprés midy

[Programme. 1700-05-02. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

La jeunesse d'Achille , ballet dedié à Louis XV. Servira d'intermede à la tragedie de Mithridate, qui sera representée sur le theatre du College de Louis le Grand. Le lundi 7. d'août de l'année 1719. à midi précis

[Programme. 1719-08-07. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Preparing students for the transition from college to work /

The purpose of this study was to examine the perceived preparedness of college students for the transition from college to full-time employment. The study was concerned with the interest and rationale behind developing a required Exit Course for college students in order to improve the college to work transition. As well, possible content of an Exit Course was evaluated. The importance of addressing college to work transitions is highlighted by two phenomena. First, there are specific employability skills that employers in Canada are seeking in newly hired employees. Second, the provincial government in Ontario is determining college funding based on graduate employment statistics which are measured by graduate satisfaction, graduate employment, and employer satisfaction. The research concentrated on the following stakeholders involved in the transition from college to work: (a) current students, (b) recent graduates, (c) support staff who assist students in college to work transition (Career Educators), and (d) employers. Through qualitative research, including focus groups and interviews, these stakeholder groups participated in the research to determine if the Exit Course was a viable solution to facilitate the transition from college to work. Focus groups were conducted with current students, while one-on-one, semi-structured interviews were conducted with recent graduates, Career Educators, and employers. Common themes elicited from the participants included the following: (a) although students were perceived by the participants of this study to be technically prepared for employment, they were perceived to have weak job search skills and unrealistic expectations of the world of work unless they had received the benefits of a Co-operative Education experience; (b) an Exit Course was seen as a viable solution to the issues involved in college to work transition; (c) an Exit Course should be comprised of skills necessary to obtain and succeed in a job and the course should be taught by individuals with extensive qualifications in this area; and (d) there is a need to develop college and business partnerships to ensure that students are connected to employers. Educators within post secondary institutions, specifically colleges, can benefit from the information provided within this study to gain a better understanding of the perceived level of preparedness of students for the transition from college to work. Suggestions with regard to how to improve this transition were made, with specific reference to the addition of an Exit Course as one possible solution.

The motivation of vocational students in a college setting /

This qualitative study explores the motivation of College Vocational Program (CVP) students at one campus of a large College of Applied Arts and Technology (CAAT a) in urban southern Ontario. The study is in response to my close involvement with the CVP students as an instructor for five years, and my observation that a greater understanding of the motivational influences affecting the students' involvement in the program would strengthen teaching and learning, and enhance the CVP educational experience for students and instructors. This study was limited to one CVP program, and a small sample of convenience of 9 CVP male and female students and 6 instructors selected from two classes. The students were chosen based on their verbal abilities to communicate their thoughts, feelings, and experiences in regard to answering the research questions posed. Through interviews with students, instructors, and ajob coach, this study addressed four main questions relevant to college vocational students and motivation: defining student success, encouragement, discouragement, and perceptions about academic and vocationalleaming. The interview questions for both students and instructors were designed by me and were based on themes derived from the literature and from my experience in the program. The findings identify that the students and instructors see success in the program in a slightly different way, the importance of relationships and structure, the hindering effect of disabilities and the importance of accommodation, and the strong aspiration of the students wanting to learn in a supportive accepting environment. The study concludes with implications for further research and theory development.