Spotlight 7 High Tech Teens

🔞 ALL INFORMATION CLICK HERE 👈🏻👈🏻👈🏻

Spotlight 7 High Tech Teens
--Select-- Minnesota Colorado Arizona Town Ball Minnesota
This is the list of all events currently scheduled for livestreaming. Most events are select varsity games for our partner schools. This list is subject to change and in some cases may only be scheduled a few weeks in to the future. Check back regularly for updates.
For support using NSPN.TV, visit fan support For story ideas or questions about your game purchase, please email us at editor@nspn.tv For sponsorship/sales inquiries, please email us at sales@nspn.tv For job inquiries, please email us at jobs@nspn.tv

Senior Vice President for the Economic Program
Get updates whenever new content is added. We’ll never share your email with anyone.
The 7 Habits of Highly Effective Workforce Programs:
I n his State of the Union address, President Barack Obama tapped Vice President Joe Biden to “lead an across-the-board reform of America’s training programs to make sure they have one mission: train Americans with the skills employers need and match them to good jobs that need to be filled right now.” 1
To assist with this effort, Third Way spent the last four months working to uncover the secret sauce that makes workforce programs go from good to great. We examined hundreds of programs as we searched for unique training innovations with external validation to support their efforts. We also did not limit our research to one sector or delivery mechanism, instead opting to search for the best programs among community & technical colleges, corporations, community-based service providers, unions, workforce investment boards, job search services, and more.
Based on this comprehensive research, we identified seven key traits of successful programs. As policymakers work to remake the federal workforce system, it is imperative that grant programs and other federal support incent and reward these characteristics. In this report, we outline each of these essential traits and highlight a series of case studies where innovative providers are demonstrating their effectiveness.
As Labor Department Secretary Thomas Perez puts it, we can no longer afford to simply “train and pray.” 2 A common criticism of ineffective training programs is that they train people for jobs that don’t exist anymore or cover concepts that are irrelevant or outdated. 3 According to professor and author Edward Gordon,“The education and employment link is broken.” 4 In order to succeed, workforce development providers must work hand-in-glove with local businesses to ensure that their students gain skills that employers want.
Graduates of training programs are more likely to land jobs and earn higher wages when the training is specifically designed to meet the needs of employers. 5 Industry-focused training also benefits companies and the economy as a whole. Employers want a steady supply of qualified workers; job seekers want to know that there will be a job for them at the end of their training program; and local governments want their economies to thrive and the tax base to grow. To accomplish this, different players in the workforce development field—including business, education and training providers, unions, trade associations, local governments, and workforce investment boards—need to come together to form training partnerships. These partnerships can constructively shape workforce development in the following ways:
Lake Area Technical Institute (LATI), a small technical college in Watertown, SD, is known for their hands-on approach with students and the local business community. Faculty and administrators consult regularly with members of professional advisory boards composed of local employers who often struggle to find qualified talent. 6 This is part of LATI’s commitment to a cutting-edge technical education that meets the needs of South Dakota companies. “We do a lot of coaching of businesses,” said President Deb Shephard. “We’re telling [employers] they can no longer be passive in this process.” 7 Employers not only help LATI develop curriculum, they also provide an educational component themselves by hosting workshops and seminars for students in their field. 8
LATI constantly adjusts their educational programs based on employer knowledge of industry trends. They also consult with companies that employ LATI grads to find out how their students are performing. For instance, the college added a conflict resolution training to the nursing program, redesigned their agriculture curriculum, and created a whole new degree in energy technology based on discussions with industry. 9 LATI administrators move quickly and can establish new degree programs in as little as year if the changing economy demands it. 10 Degree programs across disciplines also emphasize hands-on, interactive learning to better prepare their students for employment. 11 This has given their students an edge: LATI’s graduation rates are three times the national average and 98% of their graduates are either employed or continuing their education. 12
The Wisconsin Regional Training Partnership/BIG STEP (WRTP/BIG STEP) is a nonprofit that works with over 100 employers and unions in the Milwaukee, WI, region. WRTP/BIG STEP trains and places people in careers in the construction and manufacturing industries. WRTP/BIG STEP tries to stay ahead of the labor market by regularly consulting with its members, who include contractors, apprenticeship programs, trade associations, and unions, to ensure that their training remains current and meets employers’ needs. 13 Members sit on advisory boards and can request specific training services from WRTP/BIG STEP or provide advice about emerging trends in their field. 14
In 2005, WRTP/BIG STEP established the Center of Excellence for Skilled Trades & Industry, a one stop shop that serves employers looking to recruit skilled workers and members of the community looking to receive occupational training. More recently, the organization has been working with employers to establish a mentoring program that pairs experienced journey workers with apprentices in order to increase apprenticeship completion rates. 15 This close relationship with employers has paid off—an impact study by the Aspen Institute found that graduates of WRTP/BIG STEP’s pre-employment training program were significantly more likely to be employed in jobs with higher wages and benefits. 16 Graduates earned, on average, 27% more than those in the control group two years after participating in the training. 17
The Pathways in Technology Early College High School (P-TECH) in Brooklyn, NY, is a collaboration among IBM, the New York City Department of Education, The City University of New York, and the New York City College of Technology. P-TECH integrates a four-year high school degree with an industry in-demand, two-year associates degree in an effort to bring together the best elements of high school, community college, and career training. Students graduate in six years or less with a high school diploma and a free associates degree in either Computer Information Systems or Electromechanical Engineering Technology. In order to develop the curriculum, IBM carefully mapped out the skills needed for entry-level positions within the company. The company then worked with high school and college faculty to map the skills to the curriculum, which would give the students the targeted tools for a career at IBM. 18
In some ways, P-TECH functions just like any public high school: the program does not charge tuition, is open to all students, and meets Common Core requirements. 19 The school represents the diversity of New York City; more than 96% of the students at P-TECH are black or Hispanic and over 80% are on free or reduced lunch. 20 Students advance at their own pace and can begin taking college classes as early as the 10 th grade. They also receive one-on-one mentoring from IBM employees, participate in skills-based, paid internships, and successful graduates will be first in line for jobs at IBM.
P-TECH’s early results have been quite remarkable. By fall 2013, 74% of all students had passed at least three Regents exams for graduation; 51% had passed four and 23% had passed five Regents exams before entering Year 3 at P-TECH. Typically, students across NYC may have taken up to two required Regents exams before entering the third year. By spring 2014, 160 students in Years 1 and 2 were enrolled in at least one college course at City Tech. 21
“This model works because you have trust, trust between the public and private sector,” explains Doris Gonzalez, Director of Corporate Citizenship and Corporate Affairs at IBM. 22 IBM has also developed a free guide to developing P-TECH 9-14 model school for use by other partnerships. Interest in the program is high: The Chicago public school system and Chicago City Colleges have partnered with IBM, Cisco, Motorola, and Verizon to launch four high schools modeled after P-TECH. Governor Andrew Cuomo is launching 16 P-TECH schools throughout New York State in 2014, with another 10 planned for September 2014. Governor Dannel Malloy is following suit; the first Connecticut school will launch in September 2014, through a partnership with Norwalk Public Schools, Norwalk Community College and IBM. 23
Effective workforce development programs recognize that today’s training might not be appropriate for tomorrow’s jobs. Technology is rapidly changing how we live and work: being a long haul truck driver might pay a middle class wage today, but it’s easy to imagine a not-too-distant future when driverless vehicles move goods across the country. While some jobs or industries will no longer exist due to technological advances, others will require fundamentally different skills. Today, surgeons are increasingly using a robotic arm instead of a scalpel to operate on patients, and factory workers monitor machines assembling widgets, rather than building the widgets themselves. Training programs that fail to keep pace with these shifts will ultimately produce graduates who are not equipped for the job market.
Exemplary workforce development providers use labor market data and job projections to tailor training to growing industries and eliminate irrelevant programs. Successful programs study trends in the job market, often in conjunction with talks with local business, to determine which fields are growing and then adjust their efforts accordingly. 24 This may mean expanding courses in high-demand fields like nursing; scaling back or eliminating courses in shrinking fields like traditional manufacturing; or updating curriculum to teach students new skills required on the job. Job seekers also benefit from access to labor market data when selecting a training program or career path. Many job seekers, particularly displaced workers, have little way of knowing which industries are expanding in their area. 25 Strong programs share this information with their students, guiding them toward a career that will give them the opportunity to grow for years to come.
Walla Walla Community College (WWCC) in Walla Walla, WA, routinely adjusts their course offerings in response to changes in the labor market. The college president, Steven VanAusdle, served as Vice Chair of the state Economic Development Commission, so it’s no surprise that he and other college officials rely on wage data and job projections to make decisions. 26 “We use economists to measure everything we’re doing,” VanAusdle says. “We lead our organization by looking through an economic lens.” 27
The college uses labor market data to decide whether to invest in new programs or close or consolidate existing ones. When an analysis indicated that the region’s hospitals needed more nurses than the college was producing, the school doubled their nursing program. 28 Likewise, WWCC identified a growing green energy sector in the region and responded by establishing the state’s first wind energy program. 29 The move has been a success, with 90% of program graduates landing jobs. 30
WWCC also keeps a close eye on wage data so they can ensure that a WWCC education leads to a job that pays a decent salary. For example, WWCC closed their culinary program when they saw that graduates could not find anything but low-wage jobs. When Walla Walla’s tourism industry began to pick up steam, the college subsequently retooled and re-launched the program with a catering and hospitality focus. 31 The college’s emphasis on good quality jobs is paying off. As of 2011, WWCC graduates earned an average salary of $41,548, nearly twice the wages of other new hires in the region. 32 Thanks to these and other efforts, WWCC was awarded the Aspen Prize for Community College Excellence in 2013.
EMSI, an economic modeling firm based in Moscow, ID, created Career Coach to bring labor market data to students’ fingertips. Designed to teach students the value of their degree, Career Coach uses government data to develop occupational and wage projections specific to a college’s local economy. Students can research over 800 different occupations and easily see which jobs will be in high demand in their region, how much they can expect to make over time, and what kind of degree would prepare them for that career. Career Coach also lists whether the student’s school offers any relevant degrees for each occupation. The site is also searchable by degree, so students can see what graduates typically go on to do and earn. Colleges are able to access analytics on student search habits, allowing them to gauge interest in particular fields. Career Coach is currently in use by over 100 institutions. 33
Data drives the entire strategy for workforce development in the Lancaster, PA, region. The Lancaster County Workforce Investment Board relies on projections to identify the fastest growing industries in their region and uses that data to encourage the growth of “gold-collar” (skilled, high paying) jobs. 34 The Board has identified seven core industries in the local economy and the 100 fastest growing occupations within those industries. 35 Lancaster County doesn’t just want people to get a job though; they focus on putting workers on the path to a career. The Board has used occupational data to pinpoint the skills, education, and experience a job seeker needs to move up the ladder in a particular field. The Board compares the skills and educational requirements of different jobs using a compatibility index. 36 This allows them to determine, for example, that a truck driver might already have 75% of the skills needed to work in automotive repair. The number crunching helps their career counselors steer workers into appropriate training programs and jobs in high-growth industries.
Successful workforce development programs understand that one of the best ways to learn is by doing. Hands-on educational opportunities help teach students the technical skills—from wiring a house for electricity to taking a patient’s blood sample—that they will need to excel on the job. The student who learns how to build an airplane by practicing on a real engine has an edge over the student who has only read about aerospace engineering in a textbook. Similarly, aspiring entrepreneurs can study business in the classroom, but their understanding is deepened by an opportunity to spend a year shadowing the CEO of a start-up.
Training programs work best when they simulate actual work conditions as closely as possible, from the topics studied to the learning environment. 37 Selecting business attire, showing up on time, or working on teams may be new experiences for some students. These habits are sometimes referred to as “soft skills,” but Department of Labor Secretary Thomas Perez has rightly branded them as “essential skills,” because they can mean the difference between landing and keeping a job or remaining unemployed. 38 Businesses want to know that their new hires have the right technical and interpersonal skills, because it increases the chances that they will be more productive from day one. 39
There are numerous ways to integrate realistic work experiences into training programs. Effective programs may utilize any number of these approaches:
The National Joint Apprenticeship and Training Committee for the Electrical Industry (NJATC) is a union-industry partnership between the National Electrical Contractors Association and the International Brotherhood of Electrical Workers. The partnership sets the structure and curriculum for four different apprenticeship programs, all of which combine paid on-the-job training with classroom instruction that is eligible for college credit. 40 NJATC is committed to keeping their curriculum current and relevant to the industry. According to Executive Director Michael Callanan, if simulation-based learning (SBL) programs can be used to train pilots, NJATC certainly thinks there is a place for using SBL to train electrical workers. “We are moving to a blended learning model in September 2014 to leverage technology so we can do more hands-on training in our training centers,” says Callanan. 41 The focus on SBL ensures that training closely matches what apprentices do on the job. 42
Local chapters administer the apprenticeships, which can last anywhere from 3 to 5 years depending on the program of study. Apprentices typically complete 2000 hours of on-the-job training each year and approximately 180 hours per year of related instruction. 43 Pay raises are tied to the apprentice’s progress on the job and in the classroom. Wages continue to rise until graduation, when apprentices become full journey-level workers. 44 Because the NJATC has developed national standards for their apprenticeships, graduates of local programs are able to work anywhere, and employers know that graduates will arrive on the job with substantial work experience. To date, NJATC-affiliated apprenticeships have trained over 350,000 apprentices to journey worker status. 45 Graduates of the program earn an average starting salary of $57,000 annually. 46
Enstitute, a nonprofit based in New York City, provides young adults age 18-24 with one to two-year paid apprenticeships at high-profile organizations in the technology, media, and life science fields. 47 The program grew, in part, out of co-founder Shaila Ittycheria’s experiences trying to hire recent graduates. “We need to rethink how we assess entry-level talent,” Ittycheria says, by moving the emphasis to the candidate’s skills and competencies and whether these fulfill the employer’s needs. 48 A fancy name on a diploma won’t cut it anymore.
Enstitute aims to turn the current hiring model on its head by teaching young people skills on the job. Apprentices shadow executives with whom they form mentoring relationships and are expected to work on a variety of tasks or projects that expose them to different areas of the organization. 49 In addition to full-time work, students take supplemental courses online and attend community and networking events, including bi-weekly dinners with business leaders and entrepreneurs. 50 Ninety percent of the apprentices in the New York pilot program went on to accept full-time job offers or start their own companies. 51 Interest in the program is high: Over 700 students and close to 1,000 companies applied to the 2013 class. 52 Enstitute is expanding their apprenticeship program to St. Louis, MO, and Washington, D.C., and in the fall of 2014, Enstitute will launch a new academic pilot program with George Mason University. 53
Per Scholas, a Bronx, NY, nonprofit, provides free IT training with an emphasis on the technical and soft skills demanded by local employers. Per Scholas tells students up front that they are expected to treat the training program like a job. 54 Students attend class full time, seven hours a day, five days a week,
Teens Girl Solo Sex
Free Hentai Cartoon Porn Videos
Erotic Softcore Nudes 100 650 50and60 Video