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World Language Level 1 (novice-low to novice-mid) Spanish
- Prudence Hunt
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1 Language Level 1 (novice-low to novice-mid) Level I introduces students to the four standards of communication, culture, connections and comparisons. Students acquire skills through oral repetition, dialogue, short composition, dictation, reading, and written exercises while learning about the target culture(s). Classroom objects Seasons & Weather Clothing & Colors Daily Activities Alphabet & Numbers Days, months, dates and time, Family Food and beverages Greetings, Farewells, Personal Information Places and Locations Adjectives o Agreement and placement s Pronouns o Direct and indirect objects o Subjects Nouns o Gender and number o Present tense (regular and o Stem-changing o Regular tú commands o Verb + infinitive o Present progressive o gustar -like verbs o Tener expressions Prepositions o Prepositions, contractions, personal a Cognates/False Cognates Sentence Structure o Negatives o Questions (interrogative words) o Statements Articles o Definite and indefinite Identifying similarities & differences Reinforcing effort and recognition Homework and Guided Practice Nonlinguistic Representations Grap hic Organizers Generating and testing hypotheses Cues, questions, and advance
2 Language Level 2 (novice-mid to novice-high) Level II furthers the study of the four standards of communication, culture, connections and comparisons by building on the topics and concepts learned in level I. Students will improve target language skills through exposure to higher levels of language in dialogue, media, composition, and reading. more standard(s).. Body parts, health and fitness School schedule Dining out Directions Leisure time Shopping Sports Travel and transportation Daily routines Descriptions of people, personalities, and nationalities Acquiring a Language will equip them to participate in our global community and empower them to meet the challenges of the 21st century: level of skill is demanded of all workers in a global community. able to communicate with the rest of the world. other languages, but also to other cultures, people and lands. Adjectives: o Comparative o Superlative Adverbs: o Creating adverbs from adjectives : o Imperfect (regular & o Preterite (regular & o Commands o Reflexive Pronouns: o Direct object o Indirect object o Object of a preposition Negative: Ningun/o/a Idiomatic Structures: o Hace que o Había una vez Grap hic Organizers
3 Language Level 3 (novice-high to intermediate-low) Level III reviews vocabulary and grammatical structures and continues the study of the four standards of communication, culture, connections and comparisons. Students further develop oral and written language skills through the study of authentic text and media, along with more advanced conversation and composition. Careers Arts and Entertainment Media and Technology Body and Health Literature History Ecology Extended Family House and Home Adjectives (long and short) Pronouns o Reflexive o Single and double object Nouns o Irregular endings (masculine ending in a ) Conjunctions o Pero vs. sino o With subjunctive o All command forms o Conditional o gustar -like verbs o Future o Imperfect vs. preterite o Passive voice o Present and past perfect o Present and past progressive o Present subjunctive Prepositions o Por vs. para
4 Language Level 4 (intermediate-low) IV is taught exclusively in. It explores topics in advanced composition and conversation, with an emphasis on refining and integrating advanced grammar into daily communication. Emphasis is placed on comprehension as it is spoken by native speakers. Students develop appropriate verbs, structures, vocabulary, idioms and cultural understanding necessary to perform communicative functions at the intermediate-low level or above. Literary Analysis Arts in the -Speaking Expansion of topics from levels I, II, and III Current Events and Social Issues in the - Speaking o Compound/complex sentences o Passive voice and impersonal se o Sequences of tenses o Subjunctive (imperfect subjunctive, perfect subjunctive, with adjectival and adverbial clauses, if clauses) Expansion of grammar used in previous levels
5 Language Level 5 Conversation and Composition (intermediate-low through intermediate-mid) V Conversation and Composition is taught exclusively in. It explores topics in advanced composition and conversation, with an emphasis on refining and integrating advanced grammar into daily communication. Emphasis is placed on comprehension as it is spoken and written by native speakers. Students develop appropriate verbs, structures, vocabulary, idioms and cultural understanding necessary to perform communicative functions at higher levels. Media from the -Speaking Travel Throughout the -Speaking History and Culture of Specific - Speaking Countries Involvement in local -Speaking Communities Current Events and Social Issues in the -Speaking o Compound/complex sentences o Passive voice and impersonal se o Sequences of tenses o Subjunctive (imperfect subjunctive, perfect subjunctive, with adjectival and adverbial clauses, if clauses) Expansion of grammar used in previous levels
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Fed Takes in $77 Billion in Profit
The Fed turned $76.9 billion over to the U.S. Treasury last year, owing to a strong profit generated from its expanding portfolio of securities, Jon Hilsenrath reports on the News Hub. Photo: Reuters.
This transcript has been automatically generated and may not be 100% accurate.
on ... the ... in foreign investment to get my one and that they made seventy seven billion dollars ... last year like the alien ... annually on John Hills unwrapped joining us now from Washington DC ... that is a lot of money ... don't ... mind owning dogs are able bodied with the Fed to ... the world's most profitable niche when RightNow father borrowing extraordinarily she is basically ... free money it cost them nothing ... to borrow ... air and ... there are turned in buying Treasury bonds mortgage backed securities and ... it turned out turn out to be very profitable enterprise in twenty ... eleven ... and I did that for most of this money you have ... back over to the nice its government to the tothe Treasury so ... shares ... of the global solution right height that it does not mean we up now ... YooMee was seven and Joan Weill seventy seven billion ... dollars richer ... me happy be happy now ... we we do about fifteen trillion Sunnah ... okay ... and also put in perspective John you point this out your story ... the Fed's balance sheet ... it's about three trillion dollars right so when you talk about seventy seven billion anonymously roughly two perhaps three percent return ... on and basically everything that holds up ... before you start calling the Fed down this investment happens ... take ... a picture for the apps that but that's a lot of money at work for very ... little return ... I guess we should be grateful but that John Gibson idea Iowa I wouldn't say grateful but I mean that's exactly right you there there are a lot of risk out that the Fed is taken by holding such a large portfolio of securities ... if we get inflation the Fed might have to sell some of these Treasuries that it holds a huge loss ... forget inflation the Fed might have to start paying more interest on ... the reserves that it ... uses to back up its holdings ... so you know the big profits they are today could turn into losses ... in a worst-case scenario ... I sit here that's one of many reasons why you have to do more cautious about getting too excited about ... I know ... what they're doing of course ... what the Fed says ... is that it's not ... generated all these profits to ... charge money over the Treasury to Profit Surges Conover residual of the fact that ... he is doing all these things to try to help the economy going ... so this Sunday some billion dollars that accrue to the Treasury to the US people what happens if they make a loss does not mean ... David's out seventy seven billion dollars ... I'm not going to go but one night ... that in the way the way the Fed works is you know it it hands over the lion's share of its profits to the Treasury every year ... that doesn't earn any profits it's got nothing to hand over to the Treasury ... I support remember the Fed is not a bank you know of banks that they turn into many years of losses they run out of capital and they can operate anymore ... the Fed because it can bring its own money doesn't have to worry about that that that that is never subject to ... Iran either way a regular bank is subject to Iran ... so it doesn't it doesn't lead ... to operate by the same principles the regular bank to its ... surveys are what would happen if the Fed started losing money into wouldn't turn it over at Treasury ...

subset: commoncrawl


text: posted 01 october 2018 location city of london, london specialism customer services sub specialism Customer Service job type permanent working hours Full-Time salary £ 40,000 - £ 45,000 per year, bonus reference number ALT12318 contact kimberley payne, randstad business support phone 0207 786 8039 apply now Apply using LinkedIn Email this job to yourself or a friend job description EMEA Team Manager - Account Management Team (University Degree Required to apply)Industry - (Marketing solutions into the Financial Sector)Are you a motivated and experienced leader with 2-3 years of people management experience? Do you have a background in Account Management, Sales or Client Service within the financial or other corporate sectors - or marketing, and want to find a new role focused on the client experience & client project management within a creative space? This could be the ideal opportunity for you!We are looking for a Manager to lead the EMEA Account Management Team of 8 people, based in Central London. The company is a global leader in bespoke marketing material and design solutions for the financial sector world wide. The ideal candidate will be motivated by a high basic salary and by working within a project & client service focused account management team. The role is NOT about driving sales ( this managed by another division) , but rather about ensuring the Account Management team have the right training and tools to ensure client projects are completed from beginning to end to a very high standard of service! This role is hands on and will require leadership by example and pitching in with the team.This opportunity is perfect for someone who loves client relationships & team management, but who would rather focus on projects and execution rather than sales. *Please only apply if you have prior experience in managing a team*Benefits:Salary £40-45K + Team Bonus PlanCompany Pension SchemePhone AllowanceFree GymCentral London locationCareer progression opportunities Company outings/ team building eventsCore Responsibilities:-Support growth of team with a focus on engagement-Serve as point of escalation in addressing and resolving client issues-Act as a key support/resource to help answer any questions related to the AM process to include art (design), production, shipping, vendor relations-Be flexible in approach to role and task completion when applicable 'step in' or 'step up' to other roles/positions that may need support-Identifying problems and collaborate with others to propose solutions in an effort to solve them-Develop and maintain effective relationships with clients, vendors, and team members-Coordinate coverage with/for team members when appropriate-Communicate effectively and collaboratively with team leader at Altrum Canada and SE team leader on key support functions including; art update, production support, staff scheduling, and other appropriate updates-Plan and complete delegated tasks to a high standard delivering work to agreed times-Focus on growing team metrics- closing ratio, sales, CGP, NPS, Engagement Survey-Coaching-Through delivery of daily tasks and decisions demonstrate commitment to our values-Coordinate training for new employees and serve as a mentor ensuring continuing growth and development-Understand the need for flexibility and strong team leadership when communicating and implementing change-Promote continuous improvement with team members through the Lean Board and other Lean tools-Setup training modules addressing areas of improvement for general team and individual account managers-Demonstrate drive, determination, enthusiasm and an ability to work effectively as a team leader-Report poor behavior right away to be addressed appropriately by Director-Conduct weekly or lean meetings with team as appropriateExperience + Skills:-Degree education with Masters desirable-5-7 years of B2B business experience- Operational, Management, Account Management- Financial Industry experience a plus but not essential-2-3 years of business experience leading a team- understanding of how to build a winning mentality-Team player who has an passion to support colleagues and encourage development-People person able to motivate colleagues to strive for a common goal-Excellent communication, listening and influencing skills -Passion for delivering exceptional customer service-Good understanding of team engagement and how to increase it-Excellent social skills with pleasant personality and professional appearance-Able to innovate and deal with change management, experience of lean a plus.-Excellent command of English both written and spoken, with the ability to interact smoothly, and handle multiple tasks simultaneously- -----Fluency in another language beneficial-Ability to deal with tight deadlines, attention to detail, and strong organizational skills.-Proficiency in Microsoft Office Randstad Business Support acts as an employment business when supplying temporary staff and as an employment agency when introducing candidates for permanent employment with a client. Randstad Business Support is an equal opportunities employer and decisions are made on merits alone.Why not listen to some of the inspiring stories from our candidates and their one piece of career advice. It's just a few of the thousands of people who have found success in their working lives with Randstad. Visit www.randstad.co.uk/how-i-became to find out what you could become. skills customer care,detail oriented,diplomacy,empathy,friendliness,increase customer retention,listening,people oriented,persuasion,problem analysis,problem solving,sales,presentable,time management,verbal communication,written communications educational requirements university


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Cold in July (2014)
Jack Crow
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Truly superb cinema
Cold in July is a far superior motion picture than its humble pedigree suggests. An independent production, it only received a limited theatrical release in America, and went straight-to-video in most other territories around the world. Yet, this intricate crime thriller stands as one of 2014's most nail-biting and riveting features, far mor... read more
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"29.3. Don Johnsonin sisääntulo on yksi viime vuosien upeimpia. Muutenkin pidin Cold in Julyn kovaksi keitetystä meiningistä."
"Sam Shepard was great in this. The movie was entertaining and the story was totally different to what I expected but I really liked it. The score was great too. I liked Stake Land and this is written and directed by the same guys and I liked this even more than Stake Land. "
"Recommended by: the giraffe Supported by: djprojexion"
""All right, boys, it's Howdy Doody time." Cold in July is a far superior motion picture than its humble pedigree suggests. An independent productio"
"First viewing - March 22nd Review by PvtCaboose91 I recently got into Joe Lansdale's writing, so when I found out this was an adaptation of his work I wanted to check it out. He's worked before with Don Coscarelli & I've loved those films, and here we have Jim Mickle directing who I dig after seeing Stake Land and We Are What We Are. I've got to say I kinda liked this one more than those films. It refuses to be pigeonholed in any single genre, which is what most works to its benefit. The story "


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Explore the wonder of your imagination with this hanging neon green monkey. This bright green monkey stuffed animal has long arms and Velcro hands, so all you have to do is fasten it around your neck and prepare for your next wild adventure!
Wild Republic is not responsible for typographical errors. Price, availability and product details subject to change without notice.
Wild Republic is the owner of all right title and interest in and to this online catalog and all copyrighted product designs and trademarks contained herein, without limitation. This online catalog and all of the products, product designs and trademarks contained herein are protected by U.S. and international copyright, trademark, patent, or other intellectual property rights and laws to the fullest extent possible.
Wild Republic owns a copyright in the selection, compilation, assembly, arrangement, and enhancement of the content in this online catalog. All rights reserved.


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Hugely popular live streaming platform Twitch will soon start selling games directly from stream pages, and it's partnered with several indie devs already.
In an unforeseen but perfectly logical move, Twitch will start selling video games from its site starting Spring 2017. As seen on the site's official blog, viewers of streams will now see a 'Buy' button where they can conveniently get their games from. Additionally, streamers can partner with Twitch to get a 5 percent share of the revenue earned via purchases from their page.
Although the notion of Twitch being a storefront for games might seem odd, it makes perfect sense given that many stream viewers watch streams to 'demo' games and get a feel for them before purchasing a copy. Payments for the purchases will require an Amazon account (similar to an option offered in Humble Store), and games purchased can be played using the Twitch launcher or existing services like Uplay. Steam is not explicitly mentioned, but given the large number of games that require Steam's infrastructure to function, it is not far-fetched to imagine it is supported too.
There's incentives for customers as well. Any purchases over $4.99 will grant the buyer a special Twitch crate, which will can include bonuses like "a game-specific emote, a chat badge, or some Bits". The Crate contents will be randomly generated, because there's nothing like the smell of digital gambling to spice up an economy.
Twitch has already been pulling strings and has partnered with a number of indie developers and publishers. These include the likes of Telltale Games, Double Fine Games, Jackbox Games, tinyBuild, Raw Fury, Devolver Digital, Gambitious, Blue Mammoth Games, iNK Stories, Versus Evil, Proletariat, Paradox Interactive, Vlambeer and Campo Santo.
The specific games that will be included in this program have not been revealed yet, but you can get a decent idea from the list above. Participating in Twitch's ecosystem of streaming and using streams to attract buyers can prove to be an excellent source of revenue for developers.


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The bottom line on work-based mentoring
- Aubrey Byrd
- 3 years ago
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1 Research Corner: Work based Mentoring Dr. Jean Rhodes, University of Massachusetts Boston, July 2003 The bottom line on work-based mentoring Informal and formal mentors have been heralded as among the key ingredients in shaping the academic and career development of youth. Recognizing this important role, schools and businesses have launched a growing array of work-based (or workplace-based) mentoring programs. This emphasis is also reflected in the School-to-Work Opportunities Act of 1994, which requires work-based mentors for all students involved in work-based learning. Workbased mentoring typically takes place in the offices of the sponsoring company-as distinguished from company-wide initiatives in which employees are encouraged to mentor young people offsite during company time (e.g., The New York City Mentoring Program). Work-based programs are specifically designed to provide low-income students with job skills training, exposure to the world of work and access to labor market opportunities. As many employees will attest, a work-based mentoring relationship can transform a young life, becoming the means by which an adolescent connects with others, with teachers and schools, with their future prospects and potential partners. Indeed, in their study of disadvantaged youth who were "beating the odds," (i.e., successfully attending Columbia University), Arthur Levine and Jana Nidiffer found that the most important factor was: "..the intervention by one person at a critical point in the life of each student. Sometimes the mentor was a loving relative; other times it was someone paid to offer expert advice. In either case, it was the human contact that made the difference" (p. 65). 1 That critical point for many of our nation's youth is high school-and the transition through it and into early adulthood can determine future economic opportunities and life satisfaction. Fortunately, work-based mentoring programs appear to provide guidance to a growing number of students as they make this transition. In this column, I will discuss work-based mentoring, including the rationale for it and research on its effectiveness. The troubled path to adulthood Many young adults lack the guidance, preparation and resources to succeed in skilled labor and higher education-problems that are particularly acute among low-income and minority youth. Over 15% of American youth fail to complete high school, 2 and, even among the graduates, only about half ever attend a two- or four-year college. Work based Mentoring Page 1
2 Youth with limited formal schooling face substantial barriers to employment. They are often illequipped to take on available jobs, which require increasingly high levels of education and skills. As a result, many of our nation's youth are languishing during their early adult years-filling their time with low-paying "dead-end" jobs or not working at all. Indeed, an estimated five million American youth aged 16 to 24 are both out of school and unemployed. 3 Strategies that forge links between high-school and higher education/vocations, can help youth attain satisfying jobs and lives: Caring adults represent a key component of any such efforts to help adolescents succeed in the transition to adulthood; and Work-based mentors can help high school students acquire the skills, knowledge and work habits that they need to succeed. Do work-based mentoring programs work? Most research and evaluation on work-based mentoring has focused on adult career development. In general, this research has shown consistent associations between mentor support and career advancement. 4 As Simonetti (1999) humorously observed: "Without mentors, breaking through the glass ceiling can be "paneful." 5 Although relatively scarce, the research on youth work-place mentoring programs is also quite promising. Students involved in well-organized, work-based and apprenticeship programs have shown psychosocial, professional and educational gains. 6 Research also suggests that work-place mentoring and apprenticeship can increase youth s optimism about their occupational future and lower their levels of aggression and delinquency. 7 Linehman for example, evaluated a work-based, adult-youth mentoring program established by the Philadelphia school district. Participating in the program for more than half of the academic year was positively associated with students grade point average, attendance rates, self-esteem and the feeling that school was relevant to work. 8 Importantly, mentors also benefit from the relationships. Mentoring expert Susan Weinberger completed a survey at Allstate Insurance company and found that 75 percent of employees who mentored elementary school children reported that the activity improved their [the adults ] attitude at work. 9 Indeed, Hamilton 10 delineated several mentor/corporate benefits, including: Training future workers; Getting help from mentees Feeling good about doing something for the community; and Developing skills that mentors can use when supervising others at work How does work-based mentoring benefit youth? A review of the literature suggests several pathways by which work-based programs might smooth the transition to adulthood. Work based mentors appear to help youth by: Work based Mentoring Page 2
3 Imparting crucial skills (both job-related and personal); Enriching and expanding the youth s social connections; and Enhancing mentees self concept and optimism about the future. Of course, a necessary condition for an effective work-based relationship is that the two people involved (mentor and mentee) feel connected-that there is mutual trust and a sense that one is understood, liked and respected. When such a connection is formed, the mentor becomes a more powerful instrument for positive change, often serving as a role model who exemplifies the sorts of knowledge, skills and behavior that adolescents hope to someday acquire. Skills enhancement Work-based mentors impart both the job-specific skills and the social and personal skills needed to succeed in the workplace. 11 Interestingly, although job skills are often emphasized, employers tend to be more concerned with the latter set of skills. These include such qualities as: Diligence; Teamwork; An appreciation for rules and norms of settings; Willingness to take responsibility; Good written and verbal communication skills; and Active listening. Social networking and advocacy Given their disadvantages, the relatives and acquaintances of many low-income youth are typically less aware of pertinent resources and are not in the position to link youth with potential employers or opportunities. Work-place mentors can open doors to new opportunities and help their mentees establish and make use of connections, services and opportunities in the community. Along these lines, work-based mentors can also play an instrumental role in: Recommending youth to potential employers; Expanding the number and types of work-related people the youth meets; Helping youth become part of more socially desirable or higher-achieving peer groups (e.g., students in an college-prep classes, athletes); and Helping youth to resist negative influences. 12 This sort of advocacy is depicted in Jon Katz s excellent book Geeks 13, in which he chronicles the ascension of two somewhat adrift youth (Jesse and Eric) into computer jobs and college careers. Although none of Jesse s relatives or friends had gone to college, and his family had been torn apart by difficulties, Katz encouraged him to pursue an education and successfully shepherded him through the University of Chicago s application process. Enhanced self concept Through new skills and social connections, mentees gain a sense of mastery and confidenceand an enhanced sense of self and how they perceive their social roles. Work based Mentoring Page 3
4 Adolescents views of themselves can come to partially a "reflected appraisal" of their mentors judgments of them. If the mentor views a youth positively, the youth s view of him or herself can gradually shift and can even start to change the way she thinks parents, peers, teachers, and others view her. A mentor s positive appraisal of a youth can gradually become incorporated into the youth s stable sense of self. 14 Exemplary work-based programs Cornell Youth Apprenticeship Demonstration Project This program emphasizes opportunities for youth to learn at work. The program begins in students junior year of high school and involves workplace teaching, advising and mentoring. Students are provided with course credit and formal certification on completion. The demonstration project involved 100 students who were attending several high schools in the Binghamton, N.Y., metropolitan area. The students were employed 10 to 20 hours a week in a range of jobs (i.e., health care, administration and office technology, or manufacturing and engineering technology). The project, which involved managers and coordinators from eleven firms, incorporated aspects of successful German apprenticeship programs, which the Hamiltons have extensively observed. The project was guided, in part, by advice from leaders of organized labor and representatives of the New York State Department of Labor. After four years of testing approaches in the project, a guidebook, Learning Well at Work: Choices for Quality (printed and distributed free by the National School-to-Work Opportunities Office, 1997) was developed. The guidebook is designed to help others develop and evaluate work-based learning programs for high school students. Participation in the program has been associated with improved academic and vocational outcomes (see Web site). New York City Mentoring Program The New York City Mentoring Program matches groups of at least 15 or more employeevolunteers from an organization with students at a specific high school. Through the program, employees serve as one-to-one mentors to public high school students. Since 1983, The New York City Mentoring Program has trained thousands of mentor volunteers and provided technical assistance to many businesses, organizations and government agencies in how to provide mentoring. Currently, the program has 64 mentoring efforts operating and has 60 partner organizations providing the volunteers. The program serves over 1,500 students citywide in 51 high schools. How it works A coordinator at designated schools facilitates operation of the program--identifying student participants, attaining parental permission and monitoring the mentor/mentee relationships. The coordinator also works with liaisons at partner organizations to pair the mentors and mentees, plan the program kickoff and organize joint activities and events throughout the school year. Work based Mentoring Page 4
5 Once screened and matched, the mentors are expected to commit to meeting with their students one hour a week or two hours bi-weekly. Usually, students meet with their mentors after school at the mentors workplace. To ensure consistency and continuity, mentors are also asked to make a year-long commitment to the program and to participate in an evaluation process. Mentor/mentee activities are determined by the specific type of mentoring effort the mentor s organization has chosen. Mentors expose students to the world of work and to the specific jobs. In addition, they often provide academic advice and expose their mentees to New York City s cultural and social resources. Field trips and special events are aimed at enlarging students sense of the world. Companies or organizations are encouraged to be flexible in allowing their employees to participate in such activities. Institutions are also asked to designate an inhouse liaison to work with the mentors, the school and the Board of Education s Office of Business and Community Relations, as well as to provide space for mentoring program functions or events. Preliminary evaluations of the New York City Mentoring Program suggest that student participants benefit in terms of both career and academic outcomes. The Governor s Committee s Mentoring Program The Governor s Committee s Mentoring Program works in collaboration with the New York City Mentoring Program, the New York City Board of Education and the Mentoring Partnership of New York to identify students from low-income families and match them with corporate mentors. The matches are based on the students skills and interests. Mentors expose their student mentees to the world of work and help them make the connection between staying in school, pursuing higher education and gaining meaningful employment. The program currently serves 250 at-risk public high school students in the Bronx, Brooklyn and Queens. During weekly sessions at the mentors work sites, students: Learn about the world of work; Get advice about staying in school, and Get help in seeking a job or preparing for college. Based on student profiles and mentor questionnaires, matches are made. At the end of each semester, four faculty advisers at each school help student participants integrate their mentoring experiences into their life planning. Paid summer jobs, sponsored by New York City, allow students to apply what they have learned to "real-life situations". The program has shown strong and promising indicators of success (e.g., student participants are more apt to graduate from high school and attend college).. The program currently is preparing to undergo an extensive evaluation. Conclusions Given their benefits, work-based mentoring efforts are important strategies for helping high school students make a smooth transition to adulthood. Despite the many benefits, however, work-based learning programs are available to only a small fraction of the youth who could benefit. A major challenge, therefore, will be to increase the number of mentoring opportunities available for those who need them most. Beyond isolated programs, employers must Work based Mentoring Page 5
6 make a deeper commitment to mentoring-appreciating the fact that all young employees are potential mentees. 15 Work-based mentoring, internships and apprenticeships, combined with increased informal mentoring at work and the expansion of paid jobs for young people will result in greater opportunities for youth and help them enjoy a more fulfilling adulthood. References 1. Levine, A. & Niddifer, J. (1998). Beating the Odds: How the Poor Get to College. San Francisco,CA: Jossey-Bass Publishers ( Sum, A., Fogg, N., & Mangum, G. (2000). Confronting the youth demographic challenge: The labor market prospects of out-of-school young adults. Baltimore, MD: Johns Hopkins University, Sar Levitan Center. 4. Kram, K. (1988). Mentoring at Work. University Press of America.; Ragins (1997). Diversified mentoring relationships in organizations: A power perspective. Academy of Management Review, 22, Simonetti, J. L. (1999). Through the top with mentoring. Business Horizons. 6. Bassi, L. J. & Ludwig, J. (2000). School-to-work programs in the United States: A multi-firm case study of training, benefits, and costs. Industrial and Labor Relations Review, 53, ; Hamilton, S. F. (1999). Preparing youth for the work force. In A. J. Reynolds &H. J. Walberg (Eds.), Promoting positive outcomes: Issues in children s and families lives (pp ). Washington, DC: Child Welfare League of America; Zippay, A. (1995). Expanding employment skills and social networks among teen mothers: Case study of a mentor program. Child & Adolescent Social Work Journal, 12, 51-69; Gregson, J. A. (1995). The school-to-work movement and youth apprenticeship in the U.S.: Educational reform and democratic renewal. Journal of Industrial Teacher Education, 32(2), ; Heinz, W. R. (Ed.). (1999). From education to work: Cross-national perspectives. New York: Cambridge University Press. 7. Silverberg, et al Linnehan, F. (in press). The relation of a work-based mentoring program to the academic performance and behavior of African-American students. Journal of Vocational Behavior. 9. S. G. Weinberger, Allstate Mentoring Program (Norfolk, CT; Mentoring Consulting Group, 2000). 10. Hamilton S. & Hamilton M. G. (in press). 11. Ashworth, P., Saxton, J., & Buckle, J. (1989). Facilitating and assessing placement learning, Vols. 1-2: Report of the Project to Facilitate and Assess Experiential Learning in Sandwich Placements. Sheffield, UK: Training Agency; Hopkins, C. R., Stone, J. R., Stern, D., & Work based Mentoring Page 6
7 McMillion, M. (1990, April). The quality of adolescent work experience. Paper presented at the meeting of the American Educational Research Association, San Francisco. 12. Hamilton, S. F., & Hamilton, M. A. (2000). Research, intervention, and social change: Improving adolescents career opportunities. In L. J. Crockett & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp ). 13. J. Katz, Geeks: How Two Lost Boys Rode the Internet Out of Idaho (New York: Random House, 2000). 14. G. H. Mead, Mind, Self, and Society from the Standpoint of a Social Behaviorist (Chicago: University of Chicago Press, 1934); H. Blumer, Symbolic Interactionism: Perspective and Method (Berkeley: University of California Press, 1980). 15. Hamilton, S. & Hamilton, M.A. (in press). Work based Mentoring Page 7
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