Jobs for which you can qualify if you're not a high school graduate.

May 1980.

Jobs for which you probably will need some college or specialized training.

May 1980.

A summary report of the Vice President's Task Force on Youth Employment.

Feb. 1980; reprinted Aug. 1980.

A guide to High School Redirection /

"March 1991."

Final report to the Illinois General Assembly : addressing the educational and related needs of children and youths who are parents, expectant parents, or survivors of domestic or sexual violence to ensure their ability to stay in school, stay safe, and successfully complete their education.

"June 2010."

Building the watertable of youth employability : collaboration to support children and youth at risk between ages nine and fifteen /

"May 1988."

Removing the stigma of disadvantage : a report on the education and employability of 9 to 15 year old youth 'at risk' /

Item 1089-H

Why 250,000 children quit school; the yearly army that drops out of line--standards too high and teaching too dull

"Reprinted from the 'World's work,' August, 1910."

Final rule, opportunities for youth : Youthbuild Program.

Mode of access: Internet.

ANÁLISE DE DIFERENÇAS SALARIAIS ENTRE ALUNOS EGRESSOS E EVADIDOS DOS CURSOS TÉCNICOS DE NÍVEL MÉDIO

No mundo dos negócios as organizações colocam-se numa procura contínua por diferenciações estratégicas e buscam o talento humano em profissionais cada vez mais competentes. A competência está relacionada ao desempenho e pode ser treinada e desenvolvida de acordo com as atividades e o trabalho prestado. A educação para o trabalho adquire maior importância à medida que aumenta seu papel na dinâmica da sociedade moderna que exige atualização contínua dos saberes e busca reduzir a evasão dos cursos como um de seus desafios. Esta pesquisa procura compreender a evasão escolar a partir da diferença salarial entre grupos de estudantes que abandonaram e finalizaram o curso, entre outras análises. Os dados foram coletados entre alunos ingressantes em dez cursos técnicos de nível médio de uma escola técnica estadual na cidade de São Paulo entre os anos 2009 e 2011. A pesquisa permite concluir que os alunos formados conseguem melhores salários que os evadidos, sendo a média dos salários dos que conseguiram se formar superior em 16,6% à média salarial dos evadidos. A maioria dos alunos evadidos aponta o trabalho como principal causa da evasão escolar. Evidencia-se a presença das políticas públicas para o crédito educacional entre os respondentes, já que 34,8% da amostra possuem bolsas de estudo, do PROUNI ou do crédito educativo do FIES.

O BÔNUS PROFESSOR

Esta dissertação de mestrado fundamenta-se na pesquisa qualitativa e tem como objetivo a análise da ideologia do Bônus Mérito, instituído para os servidores públicos do Estado de São Paulo no início da década de 2000. Limitamos nossa análise à docência do ensino fundamental. As transformações econômicas, ocorridas a partir da década de 1980 nos países altamente industrializados, passam a exigir a melhoria do ensino dos países emergentes. Em conseqüência, a educação volta a ser revalorizada e a ter papel de destaque para os investimentos externos, através das agências e órgãos internacionais tais como: Bird, Unesco, Banco Mundial, PNUD. A ideologia do Bônus Mérito é um exemplo típico de transferência para o âmbito educacional de modelos de gestão das empresas privadas. Esta ideologia afeta a atividade docente, cujo desempenho é, doravante medido através de pontos, divisão de trabalho, impessoalidade, requalificação profissional etc. Efetivamente, em meio à globalização da economia e ao contexto político neoliberal, o governo do Estado de São Paulo optou, no período analisado, por seguir as determinações das grandes potências econômicas. O repasse de recursos financeiros recebidos pelo Estado para a efetivação das mudanças educacionais (diminuição da evasão, universalização das matrículas, aumento do número de alunos com aprovação) esteve condicionado às exigências das referidas agências e órgãos internacionais. Como é demonstrado neste trabalho, essa política relega a segundo plano o docente e sua prática de ensino. A explicitação do fundamento da ideologia do bônus no interior da escola pública visa demonstrar, em primeiro lugar, que o Bônus Mérito é um aparente benefício ao docente; e, em segundo lugar, que sua implantação não é outra coisa que o domínio econômico sobre o projeto educacional.

The effect of slow passage in the pulse-pumped quantum dot laser

In recent years, quantum-dot (QD) semiconductor lasers attract significant interest in many practical applications due to their advantages such as high-power pulse generation because to the high gain efficiency. In this work, the pulse shape of an electrically pumped QD-laser under high current is analyzed. We find that the slow rise time of the pulsed pump may significantly affect the high intensity output pulse. It results in sharp power dropouts and deformation of the pulse profile. We address the effect to dynamical change of the phase-amplitude coupling in the proximity of the excited state (ES) threshold. Under 30ns pulse pumping, the output pulse shape strongly depends on pumping amplitude. At lower currents, which correspond to lasing in the ground state (GS), the pulse shape mimics that of the pump pulse. However, at higher currents the pulse shape becomes progressively unstable. The instability is greatest when in proximity to the secondary threshold which corresponds to the beginning of the ES lasing. After the slow rise stage, the output power sharply drops out. It is followed by a long-time power-off stage and large-scale amplitude fluctuations. We explain these observations by the dynamical change of the alpha-factor in the QD-laser and reveal the role of the slowly rising pumping processes in the pulse shaping and power dropouts at higher currents. The modeling is in very good agreement with the experimental observations. © 2014 SPIE.

Dropout dynamics in pulsed quantum dot lasers due to mode jumping

We examine the response of a pulse pumped quantum dot laser both experimentally and numerically. As the maximum of the pump pulse comes closer to the excited-state threshold, the output pulse shape becomes unstable and leads to dropouts. We conjecture that these instabilities result from an increase of the linewidth enhancement factor α as the pump parameter comes close to the excitated state threshold. In order to analyze the dynamical mechanism of the dropout, we consider two cases for which the laser exhibits either a jump to a different single mode or a jump to fast intensity oscillations. The origin of these two instabilities is clarified by a combined analytical and numerical bifurcation diagram of the steady state intensity modes.

Editorial

The year so far has been a slow start for many businesses, but at least we have not seen the collapse of as many businesses that we were seeing around two years ago. We are, however, still well and truly in the midst of a global recession. Interest rates are still at an all time low, UK house prices seem to be showing little signs of increase (except in London where everyone still seems to want to live!) and for the ardent shopper there are bargains to be had everywhere. It seems strange that prices on the high street do not seem to have increased in over ten years. Mobile phones, DVD players even furniture seems to be cheaper than they used to be. Whist much of this is down to cheaper manufacturing and the rest could probably be explained by competition within the market place. Does this mean that quality suffered too? Now that we live in a world when if a television is not working it is thrown away and replaced. There was a time when you would take it to some odd looking man that your father would know who could fix it for you. (I remember our local television fix-it man, with his thick rimmed bifocal spectacles and a poor comb-over; he had cardboard boxes full of resistors and electrical wires on the floor of his front room that smelt of soldering irons!) Is this consumerism at an extreme or has this move to disposability made us a better society? Before you think these are just ramblings there is a point to this. According to latest global figures of contact lens sales the vast majority of contact lenses fitted around the world are daily, fortnightly or monthly disposable hydrogel lenses. Certainly in the UK over 90% of lenses are disposable (with daily disposables being the most popular, having a market share of over 50%). This begs the question – is this a good thing? Maybe more importantly, do our patients benefit? I think it is worth reminding ourselves why we went down the disposability route with contact lenses in the first place, and unlike electrical goods it was not just so we did not have to take them for repair! There are the obvious advantages of overcoming problems of breakage and tearing of lenses and the lens deterioration with age. The lenses are less likely to be contaminated and the disinfection is either easier or not required at all (in the case of daily disposable lenses). Probably the landmark paper in the field was the work more commonly known as the ‘Gothenburg Study’. The paper, entitled ‘Strategies for minimizing the Ocular Effects of Extended Contact Lens Wear’ published in the American Journal of Optometry in 1987 (volume 64, pages 781-789) by Holden, B.A., Swarbrick, H.A., Sweeney, D.F., Ho, A., Efron, N., Vannas, A., Nilsson, K.T. They suggested that contact lens induced ocular effects were minimised by: •More frequently removed contact lenses •More regularly replaced contact lenses •A lens that was more mobile on the eye (to allow better removal of debris) •Better flow of oxygen through the lens All of these issues seem to be solved with disposability, except the oxygen issue which has been solved with the advent of silicone hydrogel materials. Newer issues have arisen and most can be solved in practice by the eye care practitioner. The emphasis now seems to be on making lenses more comfortable. The problems of contact lens related dry eyes symptoms seem to be ever present and maybe this would explain why in the UK we have a pretty constant contact lens wearing population of just over three million but every year we have over a million dropouts! That means we must be attracting a million new wearers every year (well done to the marketing departments!) but we are also losing a million wearers every year. We certainly are not losing them all to the refractive surgery clinics. We know that almost anyone can now wear a contact lens and we know that some lenses will solve problems of sharper vision, some will aid comfort, and some will be useful for patients with dry eyes. So if we still have so many dropouts then we must be doing something wrong! I think the take home message has to be ‘must try harder’! I must end with an apology for two errors in my editorial of issue 1 earlier this year. Firstly there was a typo in the first sentence; I meant to state that it was 40 years not 30 years since the first commercial soft lens was available in the UK. The second error was one that I was unaware of until colleagues Geoff Wilson (Birmingham, UK) and Tim Bowden (London, UK) wrote to me to explain that soft lenses were actually available in the UK before 1971 (please see their ‘Letters to the Editor’ in this issue). I am grateful to both of them for correcting the mistake.

Using structural equation modeling to assess two theoretical models that explain dropout

This study evaluated the relative fit of both Finn's (1989) Participation-Identification and Wehlage, Rutter, Smith, Lesko and Fernandez's (1989) School Membership models of high school completion to a sample of 4,597 eighth graders taken from the National Educational Longitudinal Study of 1988, (NELS:88), utilizing structural equation modeling techniques. This study found support for the importance of educational engagement as a factor in understanding academic achievement. The Participation-Identification model was particularly well fitting when applied to the sample of high school completers, dropouts (both overall and White dropouts) and African-American students. This study also confirmed the contribution of school environmental factors (i.e., size, diversity of economic and ethnic status among students) and family resources (i.e., availability of learning resources in the home and parent educational level) to students' educational engagement. Based on these findings, school social workers will need to be more attentive to utilizing macro-level interventions (i.e., community organization, interagency coordination) to achieve the organizational restructuring needed to address future challenges. The support found for the Participation-Identification model supports a shift in school social workers' attention from reactive attempts to improve the affective-interpersonal lives of students to proactive attention to their academic lives. The model concentrates school social work practices on the central mission of schools, which is educational engagement. School social workers guided by this model would be encouraged to seek changes in school policies and organization that would facilitate educational engagement. ^