Resources

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Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

Sustainability Goals

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Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

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Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

Badging, Badge Office

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Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

The postdoctoral apprenticeship.

PubMed

Neill, Ushma S

2016-10-03

Much has been written already about whether the scientific machine is churning out too many PhDs and postdocs when there are a limited number of academic jobs and the competition for funding and space in competitive journals is intense. But gratifyingly, there exists a vast array of other scientific careers. We need to mentor and advise trainees about the diverse and rewarding professional opportunities that are available beyond the postdoctoral apprenticeship period.

Environmental Protection: Controlling the Present

Science.gov Websites

Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

Laser Induced Patterning of Transparent Ceramics and Metallic Thin Films for Photonic and Sensing Applications

DTIC Science & Technology

2014-01-31

Department Chair Mechanical Engineering UC Riverside gaguilar@engr.ucr.edu Javier Garay Program Chair Materials and Engineering UC Riverside...Students: Miroslava Cano-Lara (PhD CICESE) # Yasmin Esqueda-Barron ( MSc , PhD CICESE)* Gabriel Castillo-Vega ( MSc CICESE, PhD USAL) # Rene Rodriguez...Beltran ( MSc , CICESE) # Lidia Sanchez-Hernandez (BSc UAEM) # Adela Reyes-Contreras (BSc UAEM) # Postdocs: Israel Perez (Postdoc, 4 months) USA

Excited State Processes in Electronic and Bio Nanomaterials (ESP-2016)

Science.gov Websites

Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New

Radar Imaging and Target Identification

DTIC Science & Technology

2009-02-09

Ferrara , Ph.D. May 2006, now in RYAT. Thesis title: "Radar Signal Process- ing". • Postdoc supported by China Scholarship Council: Dr. Ling Wang...of the latter visits, I have brought with me Birsen Yazici, Liz Rachele, and/or Matt Ferrara . 2.3 Summer jobs for students • As part of his SMART...fellowship, Matt Ferrara spent the summer of 2006 in RYAT at Wright-Patterson, where he remained in the fall to finish his dissertation and where he

University of Maryland MRSEC - Education

Science.gov Websites

Educational Education Pre-College Programs Homeschool Programs Undergraduate & Graduate Programs Teacher : Championing Service-based Education Outreach Since 1996 Program Areas Pre-college Programs Project Lead the , and post-docs effective skills in education outreach at the pre-college level. The UMD-MRSEC uses a

Postdocs Attend Special Events during Postdoc Appreciation Week | Poster

Cancer.gov

NCI at Frederick postdocs were treated to special events by the Fellows and Young Investigators Committee during National Postdoc Appreciation Week, September 15–19. At the first Frederick fellows seminar of the fall on September 17, postdocs were invited to hear their colleagues present highlights of their research and stay for pizza and ice cream, compliments of the committee. Postdocs are also invited to a special networking event at Barley and Hops on September 24.

Verification of Employment (VOE)

Science.gov Websites

Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New employees need to show a photo ID. Employee, Retiree Resources Benefits Plan Reports & Notices

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by participants across the partner institutions. The first conference discussed two papers on racial and gender bias. The second conference examined the MIT gender equity study on faculty salaries. A key "take-home" message is that we all have biases and we need to recognize them in order to ensure fairness. Participants seemed surprised to learn that there is a body of literature of double-blind experiments showing that women have to be significantly better than men to get the same treatment. The most recent (June 2012) teleconference focused on individuals with disabilities, and was facilitated by the University of Hawaii Center for Disability Studies. Following the conferences, students are asked to participate in an event or serve on a committee aimed at broadening participation. For more information on these or other modules of C-MORE's Professional Development Training Program, please visit our web site: http://cmore.soest.hawaii.edu/education/grads-postdocs/index.htm

Retiree Benefits

Science.gov Websites

Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Service Academies Research Associates (SARA) Postdocs, Students Employee, Retiree Resources Benefits New » Retiree Benefits Retiree Benefits Employees and retirees are the building blocks of the Lab's success. Our

Postdocs Attend Special Events during Postdoc Appreciation Week | Poster

Cancer.gov

NCI at Frederick postdocs were treated to special events by the Fellows and Young Investigators Committee during National Postdoc Appreciation Week, September 15–19. At the first Frederick fellows seminar of the fall on September 17, postdocs were invited to hear their colleagues present highlights of their research and stay for pizza and ice cream, compliments of the

Careers and Networking: Professional Development for Graduate Students and Post-docs

NASA Astrophysics Data System (ADS)

Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

2013-12-01

Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

Working with and promoting early career scientists within a larger community

NASA Astrophysics Data System (ADS)

Pratt, K.

2017-12-01

For many scientific communities, engaging early career researchers is critical for success. These young scientists (graduate students, postdocs, and newly appointed professors) are actively forming collaborations and instigating new research programs. They also stand to benefit hugely from being part of a scientific community, gaining access to career development activities, becoming part of strong collaborator networks, and achieving recognition in their field of study — all of which will help their professional development. There are many ways community leaders can work proactively to support and engage early career scientists, and it it is often a community manager's job to work with leadership to implement such activities. In this presentation, I will outline ways of engaging early career scientists at events and tailored workshops, of promoting development of their leadership skills, and of creating opportunities for recognizing early career scientists within larger scientific communities. In this talk, I will draw from my experience working with the Deep Carbon Observatory Early Career Scientist Network, supported by the Alfred P. Sloan Foundation.

Team-Based Multidisciplinary Research Scholarship in the Geosciences

NASA Astrophysics Data System (ADS)

Wernette, P. A.; Houser, C.; Quick, C.

2016-12-01

The traditional approach to undergraduate research can be time-intensive for both the mentee and mentor, and can deter potential undergraduates and faculty from participating in research. The Aggie Research Leadership (ARL) and Aggie Research Scholars (ARS) programs represent a team-based, vertically-tiered, and multidisciplinary approach to research that can successfully address complex and relevant research questions. The program is structured such that faculty mentor one or more graduate students or postdocs, who, in turn, mentor teams of 2 to 8 undergraduate students. While it is the responsibility of the graduate student or postdoc to put together a team that works for their research question, undergraduate teams are encouraged to be multidisciplinary in order to leverage the experience and perspective that comes from students in different areas of study. Team leaders are encouraged to discuss their research teams with the faculty mentor regularly to address any potential issues that they might be having, but team leaders are required to meet regularly with other team leaders to discuss any issues that they might be having. Meeting with new and experienced team leaders is a valuable approach to a graduate student or postdoc developing their own set of best practices for mentoring. This experience is invaluable in their future careers, regardless of the field of study. By collaborating with students from other fields of study, no one student is required to become an expert in all topics relating to the research. Another significant advantage of the ARL/ARS programs is that complex research questions are able to be examined because teams typically continue longer than a single semester or academic year. Research teams are vertically-tiered and typically include freshman through seniors. In this way, younger students on the projects are mentored by senior students when they first arrive. Eventually, the younger students will advance through to senior students and will have the opportunity to serve as mentors for incoming students. The vertically-tiered ARl/ARS programs represents a significant advantage in undergraduate research that is beneficial to undergraduate students, graduate students, post-docs, and faculty.

Internationalization of the Postdoctorate in the United States: Analyzing the Demand for International Postdoc Labor

ERIC Educational Resources Information Center

Cantwell, Brendan; Taylor, Barrett J.

2013-01-01

The American academic research enterprise relies heavily on contributions made by foreign nationals. Of particular note is the large number of international postdocs employed at universities in the United States (US). Postdocs are among the fastest growing group of academic staff in the US, and over 50% of all postdocs in the US are temporary visa…

Faculty Development Workshops to Support Establishing and Sustaining Undergraduate Research Programs in the Earth Sciences (Invited)

NASA Astrophysics Data System (ADS)

Fox, L. K.; Guertin, L. A.

2013-12-01

The Geosciences Division of the Council of Undergraduate Research (GeoCUR, http://curgeoscience.wordpress.com/) has a long history of supporting faculty who engage in undergraduate research. The division has held faculty development workshops at national meetings of the GSA and AGU for over 15 years. These workshops serve faculty at all career stages and cover multiple aspects of the enterprise of engaging students in undergraduate research. Topics covered include: getting a job (particularly at a primarily undergraduate institution), incorporating research into classes, mentoring independent research projects and identifying sources of internal and external funding. Originally, these workshops were funded through CUR and registration income. When the administrative costs to run the workshops increased, we successfully sought funding from the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program. This CCLI Type 1 special project allowed the expansion of the GSA workshops from half-day to full-day and the offering of workshops to other venues, including the annual meeting of the Association of American Geographers and sectional GSA meetings. The workshops are organized and led by GeoCUR councilors, some of whom attended workshops as graduate students or new faculty. Current and past Geoscience program officers in the NSF Division of Undergraduate Education (DUE) have presented on NSF funding opportunities. Based on participant surveys, the content of the workshops has evolved over time. Workshop content is also tailored to the particular audience; for example, AGU workshops enroll more graduate students and post-docs and thus the focus is on the job ';search' and getting started in undergraduate research. To date, this CCLI Type 1 project has supported 15 workshops and a variety of print and digital resources shared with workshop participants. This presentation will highlight the goals of this workshop proposal and also provide insights about strategies for funding professional development, impact of workshops on initiating and sustaining undergraduate research programs, and future directions of this program.

Dual career and job sharing - two careers or half a career?

NASA Astrophysics Data System (ADS)

Heilbronner, Renée; Stünitz, Holger

2017-04-01

One option for a dual career that is often considered is job sharing. After 20 years of job sharing during the most competitive years of our careers we would like to share a few thoughts on some of the problems we came across. The typical job sharing situation is one of a young couple about to found a family. However, this need not be the case, many alternative models are thinkable, few are actually liveable. The list of problems we came across includes: 1 - The hiring age for professors keeps dropping. This adds extra stress to the competitive post doc time 2 - Postdoc positions are not designed for dual career. ... and much less for job sharing. 3 - The higher the academic position the less likely it is offered for job sharing. - because it is claimed that leadership and responsibility cannot be shared. - because two half positions do indeed cost more than one whole (what hiring institutions fail to see is that they get two instead of one fully qualified scientists in return) - because they are difficult to plan: what happens if one partner leaves the department? 4 - Age difference of dual career partners Partners of different age have different qualifications and experiences. Usually the career of the more advanced partners is promoted more, the career of the second partner falls behind.

Effects of government spending on research workforce development: evidence from biomedical postdoctoral researchers.

PubMed

Hur, Hyungjo; Ghaffarzadegan, Navid; Hawley, Joshua

2015-01-01

We examine effects of government spending on postdoctoral researchers' (postdocs) productivity in biomedical sciences, the largest population of postdocs in the US. We analyze changes in the productivity of postdocs before and after the US government's 1997 decision to increase NIH funding. In the first round of analysis, we find that more government spending has resulted in longer postdoc careers. We see no significant changes in researchers' productivity in terms of publication and conference presentations. However, when the population is segmented by citizenship, we find that the effects are heterogeneous; US citizens stay longer in postdoc positions with no change in publications and, in contrast, international permanent residents (green card holders) produce more conference papers and publications without significant changes in postdoc duration. Possible explanations and policy implications of the analysis are discussed.

Effects of Government Spending on Research Workforce Development: Evidence from Biomedical Postdoctoral Researchers

PubMed Central

Hur, Hyungjo; Ghaffarzadegan, Navid; Hawley, Joshua

2015-01-01

We examine effects of government spending on postdoctoral researchers’ (postdocs) productivity in biomedical sciences, the largest population of postdocs in the US. We analyze changes in the productivity of postdocs before and after the US government’s 1997 decision to increase NIH funding. In the first round of analysis, we find that more government spending has resulted in longer postdoc careers. We see no significant changes in researchers’ productivity in terms of publication and conference presentations. However, when the population is segmented by citizenship, we find that the effects are heterogeneous; US citizens stay longer in postdoc positions with no change in publications and, in contrast, international permanent residents (green card holders) produce more conference papers and publications without significant changes in postdoc duration. Possible explanations and policy implications of the analysis are discussed. PMID:25932942

AGU Career Center attracts hundreds of Fall Meeting attendees

NASA Astrophysics Data System (ADS)

Cooper, Paul

2012-02-01

The poster hall of the 2011 AGU Fall Meeting was the venue not only for scientific discussion and exchange of ideas—Fall Meeting attendees also explored new career opportunities and received career advice at AGU's Career Center. For many years, recruiters and hiring managers have found ideal candidates for open positions during the AGU Fall Meeting through the Career Center. Last year was no exception: Recruiters browsed resumés, visited posters, and attended talks to find talented individuals to interview during the week. In addition, hundreds of meeting attendees looking for a new job or a postdoc position visited the Career Center and checked the online AGU Career Center job board to request interviews. Career counselor Alaina Levine of Quantum Success Solutions gave private one-on-one career advice to 47 meeting attendees, making sure that each individual she counseled left the session with clearer career objectives and tactics to bring these objectives to fruition.

Frizzled to finance: one PhD’s path from a Drosophila lab to Wall Street

PubMed Central

Taylor, Job

2016-01-01

An equity research analyst’s job is to determine whether the price of a stock is likely to go up or down. For science-based businesses, particularly biotechnology companies, a PhD in the life sciences can be very helpful in making this determination. I transitioned from a postdoc position to working in equity research. Here I present information on how I made the transition, an overview of the day-to-day activities of an analyst, and thoughts on how to prepare to look for a job in finance. There are significant positives to working on Wall Street, including exposure to cutting-edge clinical/translational research, access to some of the best scientists in the world, a dynamic work environment, and compensation that generally exceeds academic salaries. This comes at the cost of some independence and the satisfaction of being able to call oneself a scientist. PMID:27235096

Competing Discourses of Scientific Identity among Postdoctoral Scholars in the Biomedical Sciences.

PubMed

Price, Rebecca M; Kantrowitz-Gordon, Ira; Gordon, Sharona E

2018-06-01

The postdoctoral period is generally one of low pay, long hours, and uncertainty about future career options. To better understand how postdocs conceive of their present and future goals, we asked researchers about their scientific identities while they were in their postdoctoral appointments. We used discourse analysis to analyze interviews with 30 scholars from a research-intensive university or nearby research institutions to better understand how their scientific identities influenced their career goals. We identified two primary discourses: bench scientist and principal investigator (PI). The bench scientist discourse is characterized by implementing other people's scientific visions through work in the laboratory and expertise in experimental design and troubleshooting. The PI discourse is characterized by a focus on formulating scientific visions, obtaining funding, and disseminating results through publishing papers and at invited talks. Because these discourses represent beliefs, they can-and do-limit postdocs' understandings of what career opportunities exist and the transferability of skills to different careers. Understanding the bench scientist and PI discourses, and how they interact, is essential for developing and implementing better professional development programs for postdocs.

Explorations: A Research-Based Program Introducing Undergraduates to Diverse Biology Research Topics Taught by Grad Students and Postdocs

ERIC Educational Resources Information Center

Brownell, Sara E.; Khalfan, Waheeda; Bergmann, Dominique; Simoni, Robert

2013-01-01

Undergraduate biology majors are often overwhelmed by and underinformed about the diversity and complexity of biological research that is conducted on research-intensive campuses. We present a program that introduces undergraduates to the diversity and scope of biological research and also provides unique teaching opportunities for graduate…

Postdoctoral Appointments: Motivations, Markets, and Experiences

ERIC Educational Resources Information Center

Miller, Jennifer M.

2012-01-01

This dissertation considers three research questions. Why do scientists become postdoctoral scholars (postdocs)? What role do postdocs play relative to other categories of labor in research production? What factors are associated with a postdoc being dissatisfied? The literature review in Chapter 2 summarizes findings about which scientists are…

Rise of the Science and Engineering Postdoctorate and the Restructuring of Academic Research

ERIC Educational Resources Information Center

Cantwell, Brendan; Taylor, Barrett J.

2015-01-01

Since the 1980s the number of postdocs employed at U.S. research universities has increased dramatically as has the importance of postdocs to academic research. Growth in postdoc employment has coincided with increased dependence on external research funds. Using panel regression analysis, this article explores the organizational characteristics…

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations.

PubMed

Soliman, Amr S; Chamberlain, Robert M

2016-06-01

Global health education and training of biomedical students in international and minority health research is expending through U.S. academic institutions. This study addresses the short- and long-term outcomes of an NCI-funded R25 short-term summer field research training program. This program is designed for MPH and Ph.D. students in cancer epidemiology and related disciplines, in international and minority settings (special populations) in a recent 7-year period. Positive short-term outcome of 73 students was measured as publishing a manuscript from the field research data and having a job in special populations. Positive long-term outcome was measured as having a post-doc position, being in a doctoral program, and/or employment in special populations at least 3 years from finishing the program. Significant factors associated with both short- and long-term success included resourcefulness of the student and compatibility of personalities and interests between the student and the on-campus and off-campus mentors. Short-term-success of students who conducted international filed research was associated with visits of the on-campus mentor to the field site. Short-term success was also associated with extent of mentorship in the field site and with long-term success. Future studies should investigate how field research sites could enhance careers of students, appropriateness of the sites for specific training competencies, and how to maximize the learning experience of students in international and minority research sites.

The Nearest Black Holes

NASA Technical Reports Server (NTRS)

Garcia, M.; Oliversen, Ronald J. (Technical Monitor)

2004-01-01

The goal of this program is to study black holes, both in our Galaxy and in nearby galaxies. We aim to study both 'stellar mass' x-ray binaries containing black holes (both in our Galaxy and in nearby galaxies), and super-massive black holes in nearby galaxies. This program facilitate this study by funding related travel, computer equipment, and partial salary for a post-doc.

The Nearest Black Holes

NASA Technical Reports Server (NTRS)

Oliversen, Ronald J. (Technical Monitor); Garcia, M.

2003-01-01

The goal of this program is to study black holes, both in our Galaxy and in nearby galaxies. We aim to study both 'stellar mass' x-ray binaries containing black holes (both in our Galaxy and in nearby galaxies), and super-massive black holes in nearby galaxies. This program facilitates this study by funding related travel, computer equipment, and partial salary for a post-doc.

SciDAC-3: Searching for Physics Beyond the Standard Model, University of Arizona component, Year 2 progress report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Toussaint, Doug

2014-03-21

The Arizona component of the SciDAC-3 Lattice Gauge Theory program consisted of partial support for a postdoctoral position. In the original budget this covered three fourths of a postdoc, but the University of Arizona changed its ERE rate for postdoctoral positions from 4.3% to 21%, so the support level was closer to two-thirds of a postdoc. The grant covered the work of postdoc Thomas Primer. Dr. Primer's first task was an urgent one, although it was not forseen in our proposed work. It turned out that on the large lattices used in some of our current computations the gauge fixingmore » code was not working as expected, and this revealed itself in inconsistent results in the correlators needed to compute the semileptonic form factors for K and D decays. Dr. Primer participated in the effort to understand this problem and to modify our codes to deal with the large lattices we are now generating (as large as 144 3 x 288). Corrected code was incorporated in our standard codes, and workarounds that allow us to use the correlators already computed with the unexpected gauge fixing were been implemented.« less

Berkeley Lab - Materials Sciences Division

Science.gov Websites

sponsors. Distinguish by scope/specific aspects of research; or by institution; or by individual. Example Sciences Division About Organization Contact Research Core Programs Materials Discovery, Design and Postdoc Forum Research Highlights Awards Publications Database Events Calendar Newsletter Archive People

Spencer Postdoc Fellowships Give Young Scholars "A Chance to Look at the Taller Mountains."

ERIC Educational Resources Information Center

Patrick, Cynthia L.

1991-01-01

Describes the postdoctoral fellowship program of the Spencer Foundation. Administered by the National Academy of Education, Spencer Fellowships (30 annually) enable young scholars to pursue educational research by giving them the equivalent of a year off from teaching. (SLD)

Graduating to Postdoc: Information-Sharing in Support of Organizational Structures and Needs

NASA Technical Reports Server (NTRS)

Keller, Richard M.; Lucas, Paul J.; Compton, Michael M.; Stewart, Helen J.; Baya, Vinod; DelAlto, Martha

1999-01-01

The deployment of information-sharing systems in large organizations can significantly impact existing policies and procedures with regard to authority and control over information. Unless information-sharing systems explicitly support organizational structures and needs, these systems will be rejected summarily. The Postdoc system is a deployed Web-based information-sharing system created specifically to address organizational needs. Postdoc contains various organizational support features including a shared, globally navigable document space, as well as specialized access control, distributed administration, and mailing list features built around the key notion of hierarchical group structures. We review successes and difficulties in supporting organizational needs with Postdoc

Career Development among American Biomedical Postdocs

PubMed Central

Gibbs, Kenneth D.; McGready, John; Griffin, Kimberly

2015-01-01

Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups. PMID:26582238

Putting PhDs to Work: Career Planning for Today's Scientist

PubMed Central

Hobin, Jennifer A.; Clifford, Philip S.; Dunn, Ben M.; Rich, Susan; Justement, Louis B.

2014-01-01

Individual development plans (IDPs) have been promoted nationally as a tool to help research trainees explore career opportunities and set career goals. Despite the interest in IDPs from a policy perspective, there is little information about how they have been used. The authors examined IDP awareness and use, the benefits of creating an IDP, and ways to facilitate its use by administering a survey to current or former postdoctoral researchers via the National Postdoctoral Association (NPA) and University of Alabama at Birmingham email lists; individuals belonging to Federation of American Societies for Experimental Biology member societies who mentored postdocs; and postdoctoral administrators at member institutions of the Association of American Medical Colleges and the NPA. Although most postdoctoral administrators (>80%) were familiar with IDPs, less than 50% of postdocs and only 20% of mentors were aware of IDPs. For those postdocs and mentors who reported creating an IDP, the process helped postdocs to identify the skills and abilities necessary for career success and facilitated communication between postdocs and their mentors. Despite the fact that creating an IDP benefits postdocs and mentors, IDP use will likely remain low unless institutions and research mentors encourage trainees to engage in this process. PMID:24591503

Putting PhDs to work: career planning for today's scientist.

PubMed

Hobin, Jennifer A; Clifford, Philip S; Dunn, Ben M; Rich, Susan; Justement, Louis B

2014-01-01

Individual development plans (IDPs) have been promoted nationally as a tool to help research trainees explore career opportunities and set career goals. Despite the interest in IDPs from a policy perspective, there is little information about how they have been used. The authors examined IDP awareness and use, the benefits of creating an IDP, and ways to facilitate its use by administering a survey to current or former postdoctoral researchers via the National Postdoctoral Association (NPA) and University of Alabama at Birmingham email lists; individuals belonging to Federation of American Societies for Experimental Biology member societies who mentored postdocs; and postdoctoral administrators at member institutions of the Association of American Medical Colleges and the NPA. Although most postdoctoral administrators (>80%) were familiar with IDPs, less than 50% of postdocs and only 20% of mentors were aware of IDPs. For those postdocs and mentors who reported creating an IDP, the process helped postdocs to identify the skills and abilities necessary for career success and facilitated communication between postdocs and their mentors. Despite the fact that creating an IDP benefits postdocs and mentors, IDP use will likely remain low unless institutions and research mentors encourage trainees to engage in this process.

Center for Adaptive Optics | Center

Science.gov Websites

Astronomy, UCSC's CfAO and ISEE, and Maui Community College, runs education and internship programs in postdocs. E-mail: cfao@ucolick.org Institutions: University of California, Berkeley Astronomy Department Retinal Imaging Laboratory Eye Center University of California, Irvine Department of Physics and Astronomy

Unseen Workers in the Academic Factory: Perceptions of Neoracism among International Postdocs in the United States and the United Kingdom

ERIC Educational Resources Information Center

Cantwell, Brendan; Lee, Jenny J.

2010-01-01

In this article, Brendan Cantwell and Jenny J. Lee examine the experiences of international postdocs and their varying career paths in the current political economy of academic capitalism through the lens of neoracism. Using in-depth interviews with science and engineering faculty and international postdocs in the United States and the United…

JGI's Carbon Cycling Studies on Restored Marshes

ScienceCinema

Tringe, Susannah; Theroux, Susanna

2018-02-14

DOE Joint Genome Institute Metagenome Program Head, Susannah Tringe, and postdoc, Susie Theroux, discuss the lessons to be learned from studying the microbial diversity of marshes that have been converted to other uses, and are now being restored, as well as the potential impacts on the global carbon cycle.

An Institutional Postdoctoral Research Training Program: Increasing Productivity of Postdoctoral Trainees

PubMed Central

Greco-Sanders, Linda; Laudenslager, Mark

2015-01-01

Objective Postdoctoral training is a critical stage of career development, and there has been a national effort to increase the consistency and quality of postdoctoral experiences. However, much of the effort has gone towards improving the process of training with less effort focusing on the content of what should be achieved during postdoctoral training, primarily because of a lack of empirical evidence in this area. One possible predictor of later scientific productivity is the number of peer-reviewed papers published during postdoctoral training. This manuscript reports on efforts to increase postdoctoral productivity. Method A single institution made postdoctoral training program changes designed to increase postdoctoral publication productivity. Postdoctoral publication productivity was compared between 114 trainees who matriculated prior to the changes and 20 trainees who matriculated after the changes. Results Postdoctoral trainees who matriculated after program changes had higher publication rates than postdoctoral trainees who matriculated prior to program changes [χ2(df= 15)=31.4, p=.002]. Four or more postdoctoral publications are associated with the greatest likelihood of sustained posttraining publications; postdocs matriculating after the program changes were more than twice as likely to have four or more publications (55 vs 26 %). Conclusions Postdoctoral program changes designed to increase postdoctoral publication rates can be successful. Defining, for each postdoc, a minimal postdoctoral publication rate may be an appropriate component of individualized development plans. PMID:25876090

An Institutional Postdoctoral Research Training Program: Increasing Productivity of Postdoctoral Trainees.

PubMed

Ross, Randal G; Greco-Sanders, Linda; Laudenslager, Mark

2016-04-01

Postdoctoral training is a critical stage of career development, and there has been a national effort to increase the consistency and quality of postdoctoral experiences. However, much of the effort has gone towards improving the process of training with less effort focusing on the content of what should be achieved during postdoctoral training, primarily because of a lack of empirical evidence in this area. One possible predictor of later scientific productivity is the number of peer-reviewed papers published during postdoctoral training. This manuscript reports on efforts to increase postdoctoral productivity. A single institution made postdoctoral training program changes designed to increase postdoctoral publication productivity. Postdoctoral publication productivity was compared between 114 trainees who matriculated prior to the changes and 20 trainees who matriculated after the changes. Postdoctoral trainees who matriculated after program changes had higher publication rates than postdoctoral trainees who matriculated prior to program changes [χ(2)(df = 15) = 31.4, p = .002]. Four or more postdoctoral publications are associated with the greatest likelihood of sustained posttraining publications; postdocs matriculating after the program changes were more than twice as likely to have four or more publications (55 vs 26%). Postdoctoral program changes designed to increase postdoctoral publication rates can be successful. Defining, for each postdoc, a minimal postdoctoral publication rate may be an appropriate component of individualized development plans.

The whole is more than the sum of its parts: Added value from a Graduate School as a structuring element within the wider field of early and pre-career support

NASA Astrophysics Data System (ADS)

Hanfland, Claudia; Sprengel, Claudia

2015-04-01

Structured postgraduate programs are a relatively new feature at German Higher Educational Institutions, mainly fostered in the 90ies by the funding programs of the German Science Foundation (Research Training Groups) and the Max-Planck-Association (International Max Planck Research Schools). Since then, funding opportunities for postgraduate programs have equally been set up by the Helmholtz and Leibniz Associations as well as the Excellence Initiative. Today, doctoral candidates can chose from a wide range of training programs to earn a doctoral degree within a structured framework under excellent research conditions. In consequence, the percentage of PhD students in natural sciences that follow a PhD within a structured program has been continuously increasing. Graduate Schools provide a roof under which different curricula can be accommodated. They offer a comprehensive training program, foster interdisciplinary thinking and are a key instrument for quality assurance by providing rules relevant and equal to all doctoral candidates regardless of funding or affiliation. With more and more Graduate Schools becoming a permanent feature in the training of doctoral candidates, universities and research institutions are provided with a tool to create added value for the whole range of early career scientists and beyond. The Alfred Wegener Institute for Polar and Marine Research (AWI) is currently developing a comprehensive strategy for early and pre-career support with the aim to provide a continuous support chain from high school students to Postdocs. Included are also the apprentices that get a vocational training at AWI as laboratory assistants, office clerks or qualified IT specialists. AWI aims at establishing a solid training network between these groups (apprentices, high school students, Bc and Ms students, internships, doctoral candidates, and Postdocs) across biographic borders. This network serves more than the classical transition phases from high school to university student, from Master to PhD students or from PhD student to Postdoc. Apprentices are integrated in research projects and supervised by PhD students. The former get a hands-on training in sample processing under realistic conditions, while the latter get support in mastering large sample sets. AWI's high school cooperation HIGHSEA offers a playground to gain teaching and supervising experience for PhD students and Postdocs (see talk by S. Gatti, same session). Within this career development network, AWI's Graduate School POLMAR acts as a nodal point to serve the interconnections, be it alongside the biographical chain or cross-sectoral in nature. POLMAR facilitates the networking and provides a structure in which partnerships with doctoral candidates can be carried out. To conclude, Graduate Schools can do more than improving the situation of doctoral candidates. In the best case, they become an integral part of an institute's career strategy and represent a point where new connections between biographical status groups get established for the benefit of all.

2nd Annual Postdoc Research Day: US Army Research Laboratory PosterSymposia and Activities

DTIC Science & Technology

2018-04-12

ARL-SR-0394•APR 2018 US Army Research Laboratory 2nd Annual Postdoc Research Day: US Army Research Laboratory Poster Symposia and Activities by...Do not return it to the originator. ARL-SR-0394•APR 2018 US Army Research Laboratory 2nd Annual Postdoc Research Day: US Army Research Laboratory...Poster Symposia and Activities by Efraín Hernández–Rivera Weapons and Materials Research Directorate, ARL Julia Cline Oak Ridge Institute for Science and

Spray and Combustion of Gelled Hypergolic Propellants

DTIC Science & Technology

2014-10-20

Anderson Postdoc tlnu 2/09 Ast:I·ium Mau DeRidder Anderson Postdoc tlnu 5110 Spacex Chenzhou Lian Merkle Postdoc tlnu 8/10 IBM Watson Labs Changjin Yoon...Heister PhD, 1211 1 GE Global Research Center - 5 - - 6 - Erik Dambach Heister/Pourpoint PhD, 5/11 SpaceX Paulo Santos Campanella PhD, 8/11...Yair Solomon Anderson MS, 8/12 Technion Jordan Forness Heister/Pourpoint MS, 5/13 SpaceX Jennifer Mallory Sojka PhD, 5/12 Western New England

Strategies for exposing students to potential careers in the geosciences and preparing them with skillsets valued by today's workforce: a case study

NASA Astrophysics Data System (ADS)

Sloan, V.; Haacker, R.

2016-12-01

Students, graduate students, and postdocs facing the job market cite a lack of familiarity with non-academic careers in the geosciences, uncertainty about the skills needed, and fear of the future. We work with these groups in several education programs at the National Center for Atmospheric Research (NCAR), and have interviewed and polled them about these issues. Surveys of and focus groups with alumni from two of these programs, an undergraduate career development program and a postdoctoral study program, provided insight into their employment and the skills that they see as valuable in their careers. Using this data, we redesigned the one-week undergraduate program, called the NCAR Undergraduate Leadership Workshop, with the goals of: (1) exposing students to the diversity of careers in the geosciences; (2) providing students with practice developing their non-technical skills, and; (3) creating content about careers in the atmospheric sciences for sharing with other students in the community. Students self-organized into consulting groups and had to propose and design their projects. During the course of the week, students interacted with approximately twenty professionals from fields in or related to the geosciences through lectures, lunch conversations, and student-led interviews. The professionals were asked to described their own work and the meanders of their career paths, to illustrate the range of professions in our field. The teams then developed creative materials intended for sharing these profiles, such as websites, powerpoint presentations and videos, and presented them formally at the week's end. In this presentation, we will share about this case study, the survey results on competencies valued in today's STEM workforce, and techniques for giving students practice developing those skills.

New Synthetic Methods and Structure-Property Relationships in Neptunium, Plutonium, and Americium Borates. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Albrecht-Schmitt, Thomas Edward

The past three years of support by the Heavy Elements Chemistry Program have been highly productive in terms of advanced degrees awarded, currently supported graduate students, peer-reviewed publications, and presentations made at universities, national laboratories, and at international conferences. Ph.D. degrees were granted to Shuao Wang and Juan Diwu, who both went on to post-doctoral appointments at the Glenn T. Seaborg Center at Lawrence Berkeley National Laboratory with Jeff Long and Ken Raymond, respectively. Pius Adelani completed his Ph.D. with me and is now a post-doc with Peter C. Burns. Andrea Alsobrook finished her Ph.D. and is now a post-docmore » at Savannah River with Dave Hobbs. Anna Nelson completed her Ph.D. and is now a post-doc with Rod Ewing at the University of Michigan. As can be gleaned from this list, students supported by the Heavy Elements Chemistry grant have remained interested in actinide science after leaving my program. This follows in line with previous graduates in this program such as Richard E. Sykora, who did his post-doctoral work at Oak Ridge National Laboratory with R. G. Haire, and Amanda C. Bean, who is a staff scientist at Los Alamos National Laboratory, and Philip M. Almond and Thomas C. Shehee, who are both staff scientists at Savannah River National Laboratory, Gengbang Jin who is a staff scientist at Argonne National Lab, and Travis Bray who has been a post-doc at both LBNL and ANL. Clearly this program is serving as a pipe-line for students to enter into careers in the national laboratories. About half of my students depart the DOE complex for academia or industry. My undergraduate researchers also remain active in actinide chemistry after leaving my group. Dan Wells was a productive undergraduate of mine, and went on to pursue a Ph.D. on uranium and neptunium chalcogenides with Jim Ibers at Northwestern. After earning his Ph.D., he went directly into the nuclear industry.« less

Translational Science Project Team Managers: Qualitative Insights and Implications from Current and Previous Postdoctoral Experiences.

PubMed

Wooten, Kevin C; Dann, Sara M; Finnerty, Celeste C; Kotarba, Joseph A

2014-07-01

The development of leadership and project management skills is increasingly important to the evolution of translational science and team-based endeavors. Team science is dependent upon individuals at various stages in their careers, inclusive of postdocs. Data from case histories, as well as from interviews with current and former postdocs, and those supervising postdocs, indicate six essential tasks required of project managers in multidisciplinary translational teams, along with eight skill-related themes critical to their success. To optimize the opportunities available and to ensure sequential development of team project management skills, a life cycle model for the development of translational team skills is proposed, ranging from graduate trainees, postdocs, assistant professors, and finally to mature scientists. Specific goals, challenges and project management roles and tasks are recommended for each stage for the life cycle.

Translational Science Project Team Managers: Qualitative Insights and Implications from Current and Previous Postdoctoral Experiences

PubMed Central

Wooten, Kevin C.; Dann, Sara M.; Finnerty, Celeste C.; Kotarba, Joseph A.

2015-01-01

The development of leadership and project management skills is increasingly important to the evolution of translational science and team-based endeavors. Team science is dependent upon individuals at various stages in their careers, inclusive of postdocs. Data from case histories, as well as from interviews with current and former postdocs, and those supervising postdocs, indicate six essential tasks required of project managers in multidisciplinary translational teams, along with eight skill-related themes critical to their success. To optimize the opportunities available and to ensure sequential development of team project management skills, a life cycle model for the development of translational team skills is proposed, ranging from graduate trainees, postdocs, assistant professors, and finally to mature scientists. Specific goals, challenges and project management roles and tasks are recommended for each stage for the life cycle. PMID:25621288

'Ike Wai Professional Development Model for Students and Post-docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2016-12-01

'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more junior students. All mentors are trained and mentoring relationships are carefully monitored to allow for sharing of best practices and early detection of issues that could adversely impact retention.

Leadership and Presenteeism among Scientific Staff: The Role of Accumulation of Work and Time Pressure

PubMed Central

Dietz, Carolin; Scheel, Tabea

2017-01-01

The present study examines the joint roles of leadership and stressors for presenteeism of scientific staff. Leaders may have an impact on employees' health, both directly through interpersonal interactions and by shaping their working conditions. In the field of science, this impact could be special because of the mentoring relationships between the employees (e.g., PhD students) and their supervisors (e.g., professors). Based on the job demands-resources framework (JD-R), we hypothesized that the pressure to be present at the workplace induced by supervisors (supervisorial pressure) is directly related to employees' presenteeism as well as indirectly via perceptions of time pressure. The conservation of resources theory (COR) states that resource loss resulting from having to deal with job demands weakens the resource pool and therefore the capacity to deal with other job demands. Thus, we hypothesized that accumulation of work moderates the relationship between supervisorial pressure and time pressure, such that the relationship is stronger when accumulation of work is high compared to if accumulation of work is low. Cross-sectional data were obtained from 212 PhD students and postdocs of 30 scientific institutions in Germany. Analysis was performed using the SPSS macro PROCESS (Hayes, 2013). Supervisorial pressure was directly associated with higher presenteeism of employees and indirectly through increased time pressure. Moreover, supervisorial pressure and accumulation of work interacted to predict time pressure, but in an unexpected way. The positive relationship between supervisorial pressure and time pressure is stronger when accumulation is low compared to if accumulation of work is high. It seems possible that job stressors do not accumulate but substitute each other. Threshold models might explain the findings. Moreover, specific patterns of interacting job demands for scientific staff should be considered in absence management. PMID:29123497

Science | Argonne National Laboratory

Science.gov Websites

Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at Argonne Work with Scientific Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at understand, predict, and ultimately control matter and energy at the electronic, atomic, and molecular levels

Argonne Research Library | Argonne National Laboratory

Science.gov Websites

Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at Argonne Work with Scientific Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at IMEInstitute for Molecular Engineering JCESRJoint Center for Energy Storage Research MCSGMidwest Center for

A Shifting Baseline: Higher Degrees and Career Options for Ocean Scientists

NASA Astrophysics Data System (ADS)

Yoder, J. A.; Briscoe, M. G.; Glickson, D.; Roberts, S.; Spinrad, R. W.

2016-02-01

As for other fields of science, a Ph.D. degree in the ocean sciences no longer guarantees an academic position. In fact, recent studies show that while most earning a Ph.D. in the ocean sciences today may start in academia as a postdoc, an undetermined number of postdocs may not move into university faculty positions or comparable positions at basic research institutions. Although the data are few, some believe that most of those now earning Ph.D. degrees in ocean science are eventually employed outside of academia. Changes to the career path for those entering ocean science graduate programs today is both a challenge and an opportunity for graduate programs. Some graduates of course do continue in academia. For those students who are determined to follow that path, graduate programs need to prepare them for that choice. On the other hand, graduate programs also have an obligation to provide students with the information they need to make educated career decisions - there are interesting career choices other than academia for those earning a Ph.D. or finishing with a terminal M.S. degree. Furthermore, graduate programs need to encourage students to think hard about their career expectations early in their graduate program to ensure they acquire the skills needed to keep career options open. This talk will briefly review some of the recent studies related to the career paths of those who recently acquired a Ph.D. in ocean sciences and other fields; describe possible career options for those who enter ocean science graduate programs; encourage more attention on the career possibilities of a terminal ocean science M.S. degree perhaps combined with another higher degree in a different field; and discuss the skills a graduate student can acquire that increase the breadth of career path opportunities.

Rain Garden Research at NRMRL’s Urban Watershed Research Facility: Evaluating Pollutant Removal Performance

EPA Science Inventory

This slide was displayed on a TV screen along with slides from other ORD postdocs at the EPA Science Forum Postdoc Exhibit, May 20-22. The slide illustrated the rain garden research I am working on at UWMB.

Collaborating in Life Science Research Groups: The Question of Authorship

ERIC Educational Resources Information Center

Muller, Ruth

2012-01-01

This qualitative study explores how life science postdocs' perceptions of contemporary academic career rationales influence how they relate to collaboration within research groups. One consequential dimension of these perceptions is the high value assigned to publications. For career progress, postdocs consider producing publications and…

One of the Good Guys

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wiley, H. S.

I was talking with some younger colleagues at a meeting last month when the subject of career goals came up. These colleagues were successful in that they had recently received tenure at top research universities and had some grants and good students. Thus, the early career pressure to simply survive was gone. So now what motivated them? Solving challenging and significant scientific problems was at the top of their lists. Interestingly, they were also motivated by a desire to become one of the “good guys” in science. The fact that being an important contributor to the scientific community can bemore » fulfilling should not come as a surprise to anyone. However, what I do consider surprising is how rarely this seems to be discussed with students and postdocs. What we do discuss are either those issues that are fundamental aspects of the job (get a grant, get tenure, do research in an important field) or those that are important to our institutions. Knowing how to do our jobs well is indeed essential for any kind of professional success. However, achieving the right balance in our ambitions is also important for our happiness.« less

Frizzled to finance: one PhD's path from a Drosophila lab to Wall Street.

PubMed

Taylor, Job

2016-06-01

An equity research analyst's job is to determine whether the price of a stock is likely to go up or down. For science-based businesses, particularly biotechnology companies, a PhD in the life sciences can be very helpful in making this determination. I transitioned from a postdoc position to working in equity research. Here I present information on how I made the transition, an overview of the day-to-day activities of an analyst, and thoughts on how to prepare to look for a job in finance. There are significant positives to working on Wall Street, including exposure to cutting-edge clinical/translational research, access to some of the best scientists in the world, a dynamic work environment, and compensation that generally exceeds academic salaries. This comes at the cost of some independence and the satisfaction of being able to call oneself a scientist. © 2016 Taylor. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Impacts of Postdoctoral Training on Scientists' Academic Employment

ERIC Educational Resources Information Center

Su, Xuhong

2013-01-01

This article examines the dynamics of postdoctoral training affecting scientists' academic employment, focusing on timing and prestige dimensions. Postdoc training proves beneficial to academic employment--more so in less prestigious departments than in top ones. Postdoc duration is subject to diminishing returns. The benefits of training…

Transformative Research-Based Pedagogy Workshops for Chemistry Graduate Students and Postdocs

ERIC Educational Resources Information Center

Bauer, Christopher; Libby, R. Daniel; Scharberg, Maureen; Reider, David

2013-01-01

One-day professional development workshops for graduate students and postdocs were held at top National Research Council--ranked chemistry research departments. Attendees intend to pursue academic careers, yet their experience and knowledge about teaching and learning were small. Postsurveys indicated that despite the short duration, the workshop…

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2014-12-01

This last summer we held the 4th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. On average we have accepted ~10 students per year to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving 20 min presentations on their research projects to the research group. Over the past four years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2015-12-01

This last summer we held the 5th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.; Woodroffe, J. R.

2017-12-01

In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.

The Direct and Mediating Roles of Positive Emotions on Work Engagement among Postdoctoral Fellows

ERIC Educational Resources Information Center

Gloria, Christian T.; Steinhardt, Mary A.

2017-01-01

Universities increasingly value the contribution of postdoctoral fellows (postdocs) toward organizational success, yet this group is often the most overlooked and underserved compared to others in higher education (namely, students, faculty, and staff). Despite the stressful and challenging nature of the profession, it is critical for postdocs to…

What Makes Them Leave? A Path Model of Postdocs' Intentions to Leave Academia

ERIC Educational Resources Information Center

Dorenkamp, Isabelle; Weiß, Eva-Ellen

2018-01-01

A growing number of postdoctoral academics cite stressful working conditions for considering abandoning their studies and leaving the academic profession entirely before they obtain a tenured position. This paper identifies the mechanisms by which work stress influences postdocs' intentions to leave academia. Based on Schaubroeck et al.'s (1989)…

Congressional Science Fellow tackles science policy for U.K.

NASA Astrophysics Data System (ADS)

Moses, Julie J.

After an AGU Congressional Science Fellowship in 1997-1998,I decided to pursue science policy further. I spied an ad in the Sunday Washington Post advertising for someone with a science degree, who also had knowledge of the United Kingdom, and science policy experience on Capitol Hill. In addition to my Ph.D. from the University of California at Los Angeles and the Congressional Science Fellowship, I had spent two years in the U.K. as a post-doc at Queen Mary and Westfield College in London.I applied for the job, which was at the British Embassy in Washington, D.C., and was hired. The UK Foreign Office has a tradition of hiring many of its embassy staff locally; they consider knowledge of local politics and issues very use ful for their interests. Now I cover hard science issues, including space and the Internet for Her Majesty's Government.

Theoretical Research at the High Energy Frontier: Cosmology, Neutrinos, and Beyond

DOE Office of Scientific and Technical Information (OSTI.GOV)

Krauss, Lawrence M; Vachaspati, Tanmay; Parikh, Maulik

The DOE theory group grew from 2009-2012 from a single investigator, Lawrence Krauss, the PI on the grant, to include 3 faculty (with the addition of Maulik Parikh and Tanmay Vachaspati), and a postdoc covered by the grant, as well as partial support for a graduate student. The group has explored issues ranging from gravity and quantum field theory to topological defects, energy conditions in general relativity, primordial magnetic fields, neutrino astrophysics, quantum phases, gravitational waves from the early universe, dark matter detection schemes, signatures for dark matter at the LHC, and indirect astrophysical signatures for dark matter. In addition,more » we have run active international workshops each year, as well as a regular visitor program. As well, the PI's outreach activities, including popular books and articles, and columns for newspapers and magazines, as well as television and radio appearances have helped raise the profile of high energy physics internationally. The postdocs supported by the grant, James Dent and Roman Buniy have moved on successfully to a faculty positions in Louisiana and California.« less

Holding a Post-Doctoral Position before Becoming a Faculty Member: Does It Bring Benefits for the Scholarly Enterprise?

ERIC Educational Resources Information Center

Horta, Hugo

2009-01-01

This article examines the effects that performing a post-doc early in the academic career have for the current scholarly practices of faculty members. Results show that performing a post-doc early in the academic career impacts positively the recent research output of academics, although not affecting the other faculty member's scholarly…

Workshop on Energy Research for Physics Graduate Students and Postdocs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cole, Ken

One-day workshop for a small group of graduate students and post-docs to hear talks and interact with experts in a variety of areas of energy research. The purpose is to provide an opportunity for young physicists to learn about cutting-edge research in which they might find a career utilizing their interest and background in physics.

Paving the Road for Student Success: Building a Case for Integrated Strategic Planning from Pre-K to Post-Doc

ERIC Educational Resources Information Center

Kealey, Jarrett; Peterson, Renee; Thompson, Angela; Waters, Kristin

2015-01-01

The road from prekindergarten (pre-K) to post-doctoral (post-doc) work is riddled with potholes, detours, u-turns, and construction zones. National education initiatives such as No Child Left Behind, the Common Core, Race to the Top, Performance-Based Funding, College Readiness and Completion Acts, and Post-Graduate Gainful Employment Reports…

Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

NASA Astrophysics Data System (ADS)

Hebbeln, Dierk; Klose, Christina

2015-04-01

Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our partner institutions. Alumni are invited regularly for presentations and informal communication. Feedback shows that early career scientists especially benefit from the experiences shared by their former colleagues since the latter are perceived to have gone through the same education.

25 CFR 26.25 - What constitutes a complete Job Placement Program application?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What constitutes a complete Job Placement Program... JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.25 What constitutes a complete Job Placement Program application? To be complete, a Job Placement Program application must contain all of the...

25 CFR 26.25 - What constitutes a complete Job Placement Program application?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What constitutes a complete Job Placement Program... JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.25 What constitutes a complete Job Placement Program application? To be complete, a Job Placement Program application must contain all of the...

25 CFR 26.25 - What constitutes a complete Job Placement Program application?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What constitutes a complete Job Placement Program... JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.25 What constitutes a complete Job Placement Program application? To be complete, a Job Placement Program application must contain all of the...

25 CFR 26.25 - What constitutes a complete Job Placement Program application?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What constitutes a complete Job Placement Program... JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.25 What constitutes a complete Job Placement Program application? To be complete, a Job Placement Program application must contain all of the...

How to manage continuing education and retraining programs on optical physics and laser technology at a university: Moscow State experience

NASA Astrophysics Data System (ADS)

Zadkov, Victor N.; Koroteev, Nikolai I.

1995-10-01

An experience of managing the continuing education and retraining programs at the International Laser Center (ILC) of Moscow State University is discussed. The offered programs are in a wide range of areas, namely laser physics and technology, laser biophysics and biomedicine, laser chemistry, and computers in laser physics. The attendees who are presumably scientists, engineers, technical managers, and graduate students can join these programs through the annual ILC term (6 months), individual training and research programs (up to a year), annual ILC Laser Graduate School, graduate study, and post-docs program, which are reviewed in the paper. A curriculum that includes basic and specialized courses is described in detail. A brief description of the ILC Laser Teaching and Computer Labs that support all the educational courses is given as well.

20 CFR 617.49 - Job Search Program.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 3 2014-04-01 2014-04-01 false Job Search Program. 617.49 Section 617.49... FOR WORKERS UNDER THE TRADE ACT OF 1974 Job Search Program § 617.49 Job Search Program. (a) Program... approved job search program (JSP), or have completed a JSP, as a condition for receiving TRA, except where...

20 CFR 617.49 - Job Search Program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Job Search Program. 617.49 Section 617.49... FOR WORKERS UNDER THE TRADE ACT OF 1974 Job Search Program § 617.49 Job Search Program. (a) Program... approved job search program (JSP), or have completed a JSP, as a condition for receiving TRA, except where...

20 CFR 617.49 - Job Search Program.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Job Search Program. 617.49 Section 617.49... FOR WORKERS UNDER THE TRADE ACT OF 1974 Job Search Program § 617.49 Job Search Program. (a) Program... approved job search program (JSP), or have completed a JSP, as a condition for receiving TRA, except where...

20 CFR 617.49 - Job Search Program.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job Search Program. 617.49 Section 617.49... FOR WORKERS UNDER THE TRADE ACT OF 1974 Job Search Program § 617.49 Job Search Program. (a) Program... approved job search program (JSP), or have completed a JSP, as a condition for receiving TRA, except where...

20 CFR 617.49 - Job Search Program.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 3 2013-04-01 2013-04-01 false Job Search Program. 617.49 Section 617.49... FOR WORKERS UNDER THE TRADE ACT OF 1974 Job Search Program § 617.49 Job Search Program. (a) Program... approved job search program (JSP), or have completed a JSP, as a condition for receiving TRA, except where...

Final Report on Institutional Computing Project s15_hilaserion, “Kinetic Modeling of Next-Generation High-Energy, High-Intensity Laser-Ion Accelerators as an Enabling Capability”

DOE Office of Scientific and Technical Information (OSTI.GOV)

Albright, Brian James; Yin, Lin; Stark, David James

This proposal sought of order 1M core-hours of Institutional Computing time intended to enable computing by a new LANL Postdoc (David Stark) working under LDRD ER project 20160472ER (PI: Lin Yin) on laser-ion acceleration. The project was “off-cycle,” initiating in June of 2016 with a postdoc hire.

Career Benchmarks From the Burroughs Wellcome Fund's Early Faculty Career Development Awards.

PubMed

McGovern, Victoria; Kramarik, Jean; Wilkins, Gary

2013-11-01

Documenting the career characteristics of a highly selective group of researchers provides some insight into how a successful career begins. This knowledge is of value to early-career faculty and those who evaluate them, as well as trainees who aspire to the professoriate and those who educate them. In 2010, the authors extracted information by hand from the curricula vitae of 196 basic scientists who have been supported by the Burroughs Wellcome Fund's early faculty career development programs from 1982 to 2010. Data were collected on awardees' education, awards and honors, funding, promotion, publication, service, and training activities. The end point for data was December 2010. Analyses quantified participants' time to terminal degree, faculty appointment, and first R01; determined their publication productivity; and calculated their rates of training graduate students and postdoctoral fellows. This group moved into jobs and gained first R01s faster than average. Surprisingly, those who train the most students and fellows do not publish the most. Women and men trained different numbers of undergraduates, PhDs, and postdocs. Women awardees had fewer publications on average than men. Researchers who are highly competitive at the early faculty career stage have generally been both timely in their arrival at important benchmarks and productive in terms of their scientific output. Newly trained researchers and the people and institutions that train them share responsibility for attaining expeditious progress, developing a substantial track record, and staking out fertile intellectual ground from which to grow an independent faculty career.

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate students to full professors. UW-Madison values the program to the point of now funding it internally.

ENABLE 2017, the First EUROPEAN PhD and Post-Doc Symposium. Session 3: In Vitro to In Vivo: Modeling Life in 3D.

PubMed

Di Mauro, Gianmarco; Dondi, Ambra; Giangreco, Giovanni; Hogrebe, Alexander; Louer, Elja; Magistrati, Elisa; Mullari, Meeli; Turon, Gemma; Verdurmen, Wouter; Cortada, Helena Xicoy; Zivanovic, Sanja

2018-05-22

The EUROPEAN ACADEMY FOR BIOMEDICAL SCIENCE (ENABLE) is an initiative funded by the European Union Horizon 2020 program involving four renowned European research institutes (Institute for Research in Biomedicine-IRB Barcelona, Spain; Radboud Institute for Molecular Life Sciences-RIMLS, the Netherlands; Novo Nordisk Foundation Center for Protein Research-NNF CPR, Denmark; European School of Molecular Medicine-SEMM, Italy) and an innovative science communication agency (Scienseed). With the aim to promote biomedical science of excellence in Europe, ENABLE organizes an annual three-day international event. This gathering includes a top-level scientific symposium bringing together leading scientists, PhD students, and post-doctoral fellows; career development activities supporting the progression of young researchers and fostering discussion about opportunities beyond the bench; outreach activities stimulating the interaction between science and society. The first European PhD and Postdoc Symposium, entitled "Breaking Down Complexity: Innovative models and techniques in biomedicine", was hosted by the vibrant city of Barcelona. The scientific program of the conference was focused on the most recent advances and applications of modern techniques and models in biomedical research and covered a wide range of topics, from synthetic biology to translational medicine. Overall, the event was a great success, with more than 200 attendees from all over Europe actively participating in the symposium by presenting their research and exchanging ideas with their peers and world-renowned scientists.

ENABLE 2017, the First EUROPEAN PhD and Post-Doc Symposium. Session 4: From Discovery to Cure: The Future of Therapeutics.

PubMed

Di Mauro, Gianmarco; Dondi, Ambra; Giangreco, Giovanni; Hogrebe, Alexander; Louer, Elja; Magistrati, Elisa; Mullari, Meeli; Turon, Gemma; Verdurmen, Wouter; Xicoy Cortada, Helena; Zivanovic, Sanja

2018-05-28

The EUROPEAN ACADEMY FOR BIOMEDICAL SCIENCE (ENABLE) is an initiative funded by the European Union Horizon 2020 program involving four renowned European Research Institutes (Institute for Research in Biomedicine-IRB Barcelona, Spain; Radboud Institute for Molecular Life Sciences-RIMLS, the Netherlands; Novo Nordisk Foundation Center for Protein Research-NNF CPR, Denmark; European School of Molecular Medicine-SEMM, Italy) and an innovative science communication agency (Scienseed). With the aim of promoting biomedical science of excellence in Europe, ENABLE organizes an annual three-day international event. This gathering includes a top-level scientific symposium bringing together leading scientists, PhD students, and post-doctoral fellows; career development activities supporting the progression of young researchers and fostering discussion about opportunities beyond the bench; and outreach activities stimulating the interaction between science and society. The first European PhD and Postdoc Symposium, entitled "Breaking Down Complexity: Innovative Models and Techniques in Biomedicine", was hosted by the vibrant city of Barcelona. The scientific program of the conference was focused on the most recent advances and applications of modern techniques and models in biomedical research and covered a wide range of topics, from synthetic biology to translational medicine. Overall, the event was a great success, with more than 200 attendees from all over Europe actively participating in the symposium by presenting their research and exchanging ideas with their peers and world-renowned scientists.

Job preferences of clients with severe psychiatric disorders participating in supported employment programs.

PubMed

Becker, D R; Drake, R E; Farabaugh, A; Bond, G R

1996-11-01

The job preferences of adults with severe mental illness who were participating in supported employment programs were examined. Data were collected on job preferences, attainment of competitive employment, job satisfaction, and job tenure of 135 adults who participated in two supported employment programs in New Hampshire. Data obtained at baseline and at six-month follow-up were analyzed. When the clients entered the supported employment programs, 81 percent expressed job preferences, and their preferences tended to be realistic and stable. People who obtained employment in preferred areas were more satisfied with their jobs and remained in their jobs twice as long as those who worked in nonpreferred areas. Clients were more likely to develop a new job preference or to change their preference if they participated in a program that emphasized rapid job search than if they participated in a prevocational skills training program. They were also more likely to develop a preference or change their preference if they obtained a competitive job. Helping people with severe mental illness obtain competitive jobs that correspond with their explicit job preferences increases job satisfaction and tenure. Job preferences are more likely to develop or change through searching for a job or working at a job than through prevocational training.

Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage

PubMed Central

Hayward, Charles N.; Laursen, Sandra L.; Thiry, Heather

2017-01-01

Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors’ perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers. We report the motivations for advising undergraduate researchers, and the related costs and benefits of doing so, from 30 interviews with research advisors at various career stages. Many advisors stated intrinsic motivations, but a small group of early-career advisors expressed only instrumental motivations. We explore what this means for how advisors work with student researchers, the benefits students may or may not gain from the experience, and the implications for training and retaining research advisors who can provide high-quality research experiences for undergraduate students. PMID:28213583

The Community Mentoring REU: A Novel Paradigm for Research Experiences for Undergraduates Programs

NASA Astrophysics Data System (ADS)

Kobulnicky, Henry; Maierhofer, Lara; Kobulnicky, Carol; Dale, Daniel A.

2018-01-01

Research Experience for Undergraduates programs were conceived to promote entry of college students into STEM disciplines. Evidence suggests that participating in REUs increases interest in STEM, conveys skills leading to STEM jobs and graduate study, increases science self-efficacy, builds professional networks for young scientists, and cultivates identity as a scientist. Nevertheless, the factors that mediate desired outcomes are still poorly understood, and persistence of negative mentoring experiences among REU participants motivates the design and study of novel approaches to preparing future STEM professionals. During five summers spanning 2012-2016 we implemented a "Community Mentoring" paradigm at the University of Wyoming's 10-week Astronomy REU program. In contrast to "traditional model (TM)" REUs that pair a single senior scientist mentor with a single junior mentee, community mentoring (CM) unites 6-8 undergraduates with 3-5 faculty (perhaps assisted by a graduate student or postdoc) on a collaborative team addressing a single science goal. In CM, students have access to a pool of mentors and a peer group reading the same literature, working in a common location, sharing equipment (in this case the WIRO 2.3 meter telescope), sharing data, and learning the same analysis skills. The community interacts daily, modeling the highly collaborative nature of modern scientific teams. Our study used an electronic survey consisting of 24 questions to compare a cohort of 28 CM students to a national control group of 77 students who conducted REUs elsewhere during the same period, typically under the TM. CM students report a significantly higher level of "learning from their peers", "learning to work on a science team", and "sense of community" compared to the TM cohort. The CM cohort also reports a higher overall level of satisfaction with the REU and a lower level of negative experiences, such as finding it difficult to get time with a mentor. This talk will review other lessons learned in five years of community mentoring as it describes an alternative paradigm for REUs.

Delocalized electrons in atomic and molecular nanoclusters

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kresin, Vitaly

The aim of the award (Program director: Dr. Mark Pederson) was to facilitate the attendance of researchers, students, and postdocs from the U.S. at the international workshop co-organized by the applicant. The award succeeded in making it possible for a number of US attendees to present their work and participate in the meeting, which was a significant event in the research community at the interdisciplinary interface of physical chemistry, nanoscience, atomic and molecular physics, condensed matter physics, and spectroscopy. The workshop did not issue proceedings, but the present report includes present the schedule, the abstracts, and the attendance list ofmore » the July 2016 Workshop. DOE sponsorship is gratefully acknowledged in the program.« less

45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

Code of Federal Regulations, 2011 CFR

2011-10-01

... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

Code of Federal Regulations, 2014 CFR

2014-10-01

... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

20 CFR 670.110 - What is the Job Corps program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What is the Job Corps program? 670.110...) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Scope and Purpose § 670.110 What is the Job Corps program? Job Corps is a national program that operates in partnership with States and...

20 CFR 670.110 - What is the Job Corps program?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false What is the Job Corps program? 670.110...) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Scope and Purpose § 670.110 What is the Job Corps program? Job Corps is a national program that operates in partnership with States and...

20 CFR 670.110 - What is the Job Corps program?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false What is the Job Corps program? 670.110...) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Scope and Purpose § 670.110 What is the Job Corps program? Job Corps is a national program that operates in partnership with States and...

[Communique on the present status and future of anthropology taken from the meeting of department heads and principle scientists from the Society of Anthropology (GfA)].

PubMed

Rühli, F; Schiefenhivel, W

2009-09-01

The primary goal discussed is to strengthen the scientifically important research discipline of anthropology in the coming years by reinforcing its position in the German university system as a trans-disciplinary field and to edify its image within the public eye. Like many other branches of science, anthropology has witnessed a number of profound changes in the university sphere in recent years. In addition to increased reliance on monetary funding, the fundamental structure of research and teaching in the university sector, the product of centuries-old development, is experiencing a transition phase and progressively operating ever more under the influence of"excellence monitoring" as well as the "Bologna" process. Financial cuts have led to the termination of once fix job positions at all levels, whereby the loss of mid-level positions requisite for a healthy and functional junior academic environment, such as post-doc jobs, is particularly unsettling. The still tangible burden of recent historical events and small number of prominent representatives in the field are problematic, however, the primary concern today involves the seemingly imminent closure of established anthropological centres and discontinuation of department chair positions. Fortunately, this ominous trend does not apply to all leading university departments, many of which are engaged in innovative and novel concepts, and has resulted in their general acceptance and the fortification of anthropology programs. Furthermore, it is becoming increasingly difficult to secure adequate funding for projects from money givers such as the DFG, mainly because of the relatively small size of the field. Specialization within the field at the university level obviously poses a serious problem for such a small holistic discipline (with regards to problem statements and methodology). The definition of anthropology as an entity is complicated by external influences such as newly developing research interests that are arising parallel to the disappearance of specific scientific areas. Yet some of these influences are proving advantageous and offer the potential for future avenues of work. The field's high visibility has led to substantial student registration potentially yielding a large base of young scientists. Within the framework of Bologna, both interdisciplinary cooperation and the methodological diversity offered by the field will allow for an attractive curriculum. The recent introduction of tuition fees has also resulted in new money for anthropology programs.

25 CFR 26.24 - What is the scope of the Job Placement Program?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What is the scope of the Job Placement Program? 26.24 Section 26.24 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.24 What is the scope of the Job Placement Program...

25 CFR 26.24 - What is the scope of the Job Placement Program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What is the scope of the Job Placement Program? 26.24 Section 26.24 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.24 What is the scope of the Job Placement Program...

25 CFR 26.24 - What is the scope of the Job Placement Program?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What is the scope of the Job Placement Program? 26.24 Section 26.24 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.24 What is the scope of the Job Placement Program...

25 CFR 26.24 - What is the scope of the Job Placement Program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What is the scope of the Job Placement Program? 26.24 Section 26.24 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.24 What is the scope of the Job Placement Program...

25 CFR 26.4 - Who administers the Job Placement and Training Program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Who administers the Job Placement and Training Program... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training Program? The Job Placement and Training Program is administered by the Bureau of Indian Affairs or a...

Welfare Reform: DOT Has Made Progress in Implementing the Job Access Program but Has Not Evaluated the Impact. Testimony before the Committee on Transportation and Infrastructure, Subcommittee on Highways and Transit, U.S. House of Representatives.

ERIC Educational Resources Information Center

Hecker, JayEtta Z.

A series of reviews of the Department of Transportation's (DOT's) Job Access and Reverse Commute (Job Access) Program explored DOT's and grantees' challenges in implementing the Job Access program and the status of DOT's program evaluation efforts. DOT and grantees faced significant challenges in implementing the Job Access program. DOT's process…

34 CFR 675.34 - Multi-Institutional job location and development programs.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Multi-Institutional job location and development... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL WORK-STUDY PROGRAMS Job Location and Development Program § 675.34 Multi-Institutional job location and development programs. (a) An...

34 CFR 675.34 - Multi-Institutional job location and development programs.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false Multi-Institutional job location and development... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL WORK-STUDY PROGRAMS Job Location and Development Program § 675.34 Multi-Institutional job location and development programs. (a) An...

34 CFR 675.34 - Multi-Institutional job location and development programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Multi-Institutional job location and development... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL WORK-STUDY PROGRAMS Job Location and Development Program § 675.34 Multi-Institutional job location and development programs. (a) An...

34 CFR 675.34 - Multi-Institutional job location and development programs.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Multi-Institutional job location and development... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL WORK-STUDY PROGRAMS Job Location and Development Program § 675.34 Multi-Institutional job location and development programs. (a) An...

34 CFR 675.34 - Multi-Institutional job location and development programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Multi-Institutional job location and development... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL WORK-STUDY PROGRAMS Job Location and Development Program § 675.34 Multi-Institutional job location and development programs. (a) An...

25 CFR 26.32 - What constitutes a complete Job Training Program application?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What constitutes a complete Job Training Program... JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training Program application? A request for training includes: (a) Intake and application data; (b) Feasible...

Welfare to Work. Most AFDC Training Programs Not Emphasizing Job Placement. Report to the Ranking Minority Member, Committee on Finance, U.S. Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

A study obtained information on examples of county or local Job Opportunities and Basic Skills (JOBS) or JOBS-like programs that emphasize job placement, subsidized employment, or work experience positions for welfare recipients. It also identified the extent to which county JOBS programs nationwide used these employment-focused activities and…

20 CFR 638.502 - Job Corps basic education program.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job Corps basic education program. 638.502 Section 638.502 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.502 Job Corps basic...

The Canadian Jobs Strategy. A Review of the First Years.

ERIC Educational Resources Information Center

Canada Employment and Immigration Commission, Ottawa (Ontario).

In September 1985, the Canadian government introduced the Canadian Jobs Strategy. Two features distinguish the jobs strategy program from Canada's old job development programs and programs for purchasing job training from colleges. These features are: (1) focusing of federal support for labor market adjustment on those individuals who are most in…

Evaluating Job Training Programs in the United States: Evidence and Explanations. Technical Assistance Report.

ERIC Educational Resources Information Center

Grubb, W. Norton

Recent studies of the effectiveness of the following types of job training programs were reviewed: mainstream job training (Comprehensive Employment and Training Act and Job Training Partnership Act programs); welfare-to-work; experimental; job training for specific population groups; and specific services. Special attention was paid to the…

A Guide to Job Analysis for the Preparation of Job Training Programmes.

ERIC Educational Resources Information Center

Ceramics, Glass, and Mineral Products Industry Training Board, Harrow (England).

The paper deals with job analysis for the preparation of job training programs. The analytical approach involves five steps: enlisting support, examining the job, describing the job, analyzing training requirements, and planning the programs. Appendixes include methods of producing training schemes--the simple job breakdown, straightforward…

75 FR 69151 - Small Business Jobs Act: 504 Loan Program Debt Refinancing

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-10

... SMALL BUSINESS ADMINISTRATION Small Business Jobs Act: 504 Loan Program Debt Refinancing AGENCY: U... regarding the Small Business Jobs Act: 504 Loan Program Debt Refinancing. The meeting will be open to the... the 504 Loan Program Debt Refinancing established by Sec. 1122 of the Small Business Jobs Act (Pub. L...

45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

Code of Federal Regulations, 2012 CFR

2012-10-01

... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...) Communication with any training, research, or educational agencies that have produced economic development plans...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

Code of Federal Regulations, 2013 CFR

2013-10-01

... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...) Communication with any training, research, or educational agencies that have produced economic development plans...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

Code of Federal Regulations, 2010 CFR

2010-10-01

... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...) Communication with any training, research, or educational agencies that have produced economic development plans...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

The Job Opportunities in the Business Sector Program: An Evaluation of Impact in Ten Standard Metropolitan Statistical Areas.

ERIC Educational Resources Information Center

Greenleigh Associates, Inc., New York, NY.

An evaluation of the Job Opportunities in the Business Sectors (JOBS) program revealed that JOBS should be continued as a Federally assisted manpower program since it has demonstrated a viable role for business in manpower training. As a result of JOBS disadvantaged, unemployed, and underemployed persons have been elevated above poverty income…

The Arecibo Remote Command Center Network

NASA Astrophysics Data System (ADS)

Crawford, Fronefield; Jenet, Fredrick; Christy, Brian; Dolch, Timothy; Guerreo-Miller, Alma; Quetschke, Volker; Siemens, Xavier; Smith, Tristan L.; Stovall, Kevin; Wade, Leslie; Wade, Madeline

2017-01-01

The Arecibo Remote Command Center (ARCC) network is an education, research, and training program for undergraduates, graduate students, and postdocs spanning multiple institutions. ARCC members use the Arecibo 305-m radio telescope to remotely conduct pulsar survey and timing observations, and they search the data collected to find new radio pulsars using a custom pulsar candidate viewer. Timing data are used in the ongoing NANOGrav search for gravitational waves using pulsar timing arrays. The ARCC program also serves as an effective introduction for students to radio pulsar research. Currently ARCC has seven institutional members and dozens of participants. Our poster provides some general background about the ARCC program at Franklin and Marshall College and serves as a catalyst for in-person conversations and discussions about ARCC, including the benefits of joining the ARCC network and some specifics on how to join.

77 FR 56194 - Notice of Proposed Information Collection Requests; Office of the Secretary; Education Jobs...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-12

... Secretary; Education Jobs Annual Performance Report SUMMARY: The Education Jobs program provides $10 billion in assistance to States to save or create education jobs. Jobs funded under this program include... of Collection: Education Jobs Annual Performance Report. OMB Control Number: Pending. Type of Review...

25 CFR 26.29 - What is the scope of the Job Training Program?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

25 CFR 26.29 - What is the scope of the Job Training Program?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

25 CFR 26.29 - What is the scope of the Job Training Program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

25 CFR 26.29 - What is the scope of the Job Training Program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2010 CFR

2010-07-01

...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of... Administer Its Community Service-Learning Job Program? § 692.30 How does a State administer its community service-learning job program? (a)(1) Each year, a State may use up to 20 percent of its allotment for a...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2011 CFR

2011-07-01

...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of... State Administer Its Community Service-Learning Job Program? § 692.30 How does a State administer its community service-learning job program? (a)(1) Each year, a State may use up to 20 percent of its allotment...

25 CFR 26.29 - What is the scope of the Job Training Program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

25 CFR 26.3 - What is the purpose of the Job Placement and Training Program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is the purpose of the Job Placement and Training... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.3 What is the purpose of the Job Placement and Training Program? The purpose of the Job Placement and Training Program is to assist eligible applicants to...

20 CFR 669.110 - What definitions apply to this program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... NATIONAL FARMWORKER JOBS PROGRAM UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Purpose and Definitions... National Farmworker Jobs Program. Housing development assistance within the NFJP, is a type of related... Jobs Program (NFJP) is the nationally administered workforce investment program for farmworkers...

Get Involved in the Job Opportunities and Basic Skills Training Program (JOBS). What Local Areas Need To Know.

ERIC Educational Resources Information Center

JTPA Issues, 1989

1989-01-01

This Job Training Partnership Act (JTPA) Update provides a quick primer of some of the key areas where states have flexibility to develop their own programs and processes in the new Job Opportunities and Basic Skills (JOBS) program. This guide is organized in seven sections that cover the following topics: (1) introduction; (2) why local areas…

Forum: What Has Actually Changed in Physics Departments in the Situation for Women, Graduate Students and Other People?

NASA Astrophysics Data System (ADS)

Mulvey, Patrick; Ivie, Rachel; Campbell, David; Murnane, Margaret; Kirby, Kate; Catlla, Anne

2006-03-01

The decade of the 90's was a period of intense scrutiny of climate issues in physics departments, e.g. the status of women, the job situation for new Ph.D.'s and postdocs, and the preparation of physicists for careers inside and outside of physics. There were many conference sessions on these topics, and both APS members and leadership instigated important efforts to focus on specific areas. These efforts included the program of visiting committees to departments to examine the situation for women by the Committee on the Status of Women in Physics, the AIP's various studies of a statistical nature, and the creation by the APS of a Committee on Careers and the Forum on Graduate Student Affairs, as well as the recent APS-AAPT task force on graduate education. This forum patterned after similar sessions 10 years ago - will examine how physics departments have changed as a result of such efforts. It will begin with short (12-minute) talks by a panel of experts to describe what has happened in key areas. The greater part of the session will be a period of observations, questions, and discussion from the audience and the panel together. The purpose is to have an interchange on these interrelated topics from which we can all learn. THE TOPICS TO BE INTRODUCED IN THE SHORT TALKS AT THE BEGINNING OF THE SESSION ARE: 1) changes in graduate enrollment, composition, and subsequent jobs (Patrick Mulvey); 2) women in physics and astronomy departments 2005 (Rachel Ivie); 3) changes in graduate curricula and environment (David Campbell); 4) CSWP site visits to physics departments what’s been accomplished and learned (Margaret Murnane); 5) survey of ethical issues in physics departments and the physics profession: results and reactions (Kate Kirby); and (6) physics departments from the point of view of younger physicists (Anne Catlla). The bulk of the session will be a public forum, on these and related issues, among the audience and the panel.

A new Model for the Preparing for an Academic Career in the Geosciences Workshop

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Marin-Spiotta, E.; LeMay, L.; Reed, D. E.; Desai, A. R.; Macdonald, H.

2016-12-01

The NAGT/On the Cutting Edge program has offered annual workshops on Preparing for an Academic Career in the Geosciences since 2003, providing professional development for more than 800 graduate students and post-docs. In July 2016, the multi-day workshop was modified to be integrated into a larger conference, the Earth Educators' Rendezvous. This new format brought both challenges and opportunities. Like prior workshops, participants engaged with peers and workshop leaders from a range of educational settings to improve their application and interview skills for academic jobs, become more effective at goal-setting and time management, and broaden their network of colleagues and resources to jump-start teaching and research as a faculty member. They learned about academic careers in different educational settings (two-year colleges, primarily undergraduate institutions, and research-focused universities), and developed plans and goals for their next career stage. The biggest challenge of the new workshop format was paring down material from 2.5 full days. Thus, in addition to the 3 morning sessions allocated for the workshop, leaders added a 3-hour teaching statement review dinner, an optional evening session to discuss finances and work-life balance, and optional small group lunch discussions on all 3 days, which were all well attended. Participants were then able to take advantage of afternoon sessions at the Rendezvous, including demonstrations of exemplary teaching, plenary talks, poster sessions, and mini-workshops on topics from curriculum design to proposal writing. Participant reviews were positive and nearly all aspects were ranked as most valuable, with an overall satisfaction mean of 9.1 on a scale from 1-10, with 10 being "Very satisfied." Participants particularly valued the sessions related to careers and the job search process. Some wished the workshop had been longer to cover more material. Participants enjoyed the opportunity to gain more skills at the Rendezvous afternoon sessions and several participants mentioned the Rendezvous afforded them the possibility of attending the Career Prep workshop. Our experiment showed that a career preparation workshop can survive when embedded into a larger conference.

34 CFR 692.21 - What requirements must be met by a State program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... State Administer Its Community Service-Learning Job Program? ... students; (h) Provides that— (1) The State will pay an amount for grants and work-study jobs under this... jobs under the LEAP Program represents an additional amount for grants and work-study jobs for students...

Job Corps Amendments of 1984. Hearing before the Committee on Labor and Human Resources, United States Senate, Ninety-Eighth Congress, Second Session on S. 2111, to Amend Part B of Title IV of the Job Training Partnership Act, to Strengthen the Job Corps Program.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This Congressional report contains testimony pertaining to amending the Job Training Partnership Act (JTPA) to strengthen the Job Corps Program. The primary focus of the hearing was on the current adequacy and future potential of the Job Corps' vocational and basic education programs, facilities and equipment, residential living and enrichment…

41 CFR 60-2.12 - Job group analysis.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 2-AFFIRMATIVE ACTION PROGRAMS Purpose and Contents of Affirmative Action Programs § 60-2.12 Job... jobs. If the establishment at which the jobs actually are located maintains an affirmative action...

25 CFR 26.4 - Who administers the Job Placement and Training Program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

25 CFR 26.32 - What constitutes a complete Job Training Program application?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

25 CFR 26.32 - What constitutes a complete Job Training Program application?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

25 CFR 26.4 - Who administers the Job Placement and Training Program?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

25 CFR 26.32 - What constitutes a complete Job Training Program application?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

25 CFR 26.32 - What constitutes a complete Job Training Program application?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

25 CFR 26.4 - Who administers the Job Placement and Training Program?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

25 CFR 26.4 - Who administers the Job Placement and Training Program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

24 CFR 984.103 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... referral, transitional services, job retention, job advancement and other employment-related services that... family. JOBS Program means the Job Opportunities and Basic Skills Training Program authorized under part F of title IV of the Social Security Act (42 U.S.C. 402(a)(19)). JTPA means the Job Training...

A job-satisfaction measure for internal medicine residency program directors.

PubMed

Beasley, B W; Kern, D E; Howard, D M; Kolodner, K

1999-03-01

To develop a job-satisfaction measure that encompasses the multifaceted job of internal medicine residency program directors. Questions were devised to measure program directors satisfaction with various facets of their jobs. In 1996, the authors surveyed all non-military internal medicine program directors in the United States. Of the program directors surveyed, 301 (78%) responded. More respondents than non-respondents held the title of department chairperson in addition to the title of program director (22% vs 7%). Factor analysis and correlation analysis yielded a multifaceted measure (termed PD-Sat) composed of 20 questions and six facets (work with residents, colleague relationships, resources, patient care, pay, and promotion) that made sense based on literature review and discussions with program directors (face validity). The PD-Sat had good internal reliability (Cronbach's alpha = .88), as had each of its six facets (Cronbach's alphas = .60-.90). The six facets correlated modestly with one another (Pearson's r2 = .12-.67), suggesting they were measuring different aspects of a common concept. The PD-Sat correlated significantly with an established four-question global job-satisfaction scale used in previous studies (Pearson's r2 = .33) demonstrating concurrent validity. Scores on the PD-Sat predicted whether program directors were considering, seeking, or making a job change (predictive validity). The PD-Sat performed comparably well in subsets of program directors who were and were not department chairs, suggesting that it might be applicable to different populations of program directors. The authors have developed a new facet-specific job-satisfaction measure that is reliable and valid for assessing the job satisfaction of internal medicine program directors. Because job descriptions for program directors in other specialties are similar, it may also be useful in these populations.

20 CFR 638.100 - General.

Code of Federal Regulations, 2010 CFR

2010-04-01

...' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Purpose and Scope § 638.100 General. (a) Purpose and scope. The... Job Corps program, authorized under title IV-B of the Job Training Partnership Act (Act). Job Corps is...

45 CFR 400.75 - Registration for employment services, participation in employability service programs and...

Code of Federal Regulations, 2010 CFR

2010-10-01

..., participation in employability service programs and targeted assistance programs, going to job interviews, and... service programs and targeted assistance programs, going to job interviews, and acceptance of appropriate... part. (2) Go to a job interview which is arranged by the State agency or its designee. (3) Accept at...

Welfare to Work: Effectiveness of Tribal JOBS Programs Unknown. Briefing Report to Congressional Committees.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Div. of Human Resources.

This report presents the results of a study of the Job Opportunities and Basic Skills Training (JOBS) programs operated by Indian tribes and Alaska Native organizations. Congress established the JOBS program to give recipients of Aid to Families with Dependent Children (AFDC) the education, training, work experience, and supportive services they…

Learning to Become a More Effective Research or Inquiry-based Project Mentor

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.

2010-08-01

How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Melber, B.D.; Saari, L.M.; White, A.S.

This report assesses the job-relatedness of specialized educational programs for licensed nuclear reactor operators. The approach used involved systematically comparing the curriculum of specialized educational programs for college credit, to academic knowledge identified as necessary for carrying out the jobs of licenses reactor operators. A sample of eight programs, including A.S. degree, B.S. degree, and coursework programs were studied. Subject matter experts in the field of nuclear operations curriculum and training determined the extent to which individual program curricula covered the identified job-related academic knowledge. The major conclusions of the report are: There is a great deal of variation amongmore » individual programs, ranging from coverage of 15% to 65% of the job-related academic knowledge. Four schools cover at least half, and four schools cover less than one-third of this knowledge content; There is no systematic difference in the job-relatedness of the different types of specialized educational programs, A.S. degree, B.S. degree, and coursework; and Traditional B.S. degree programs in nuclear engineering cover as much job-related knowledge (about one-half of this knowledge content) as most of the specialized educational programs.« less

41 CFR 60-2.12 - Job group analysis.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Job group analysis. 60-2... 2-AFFIRMATIVE ACTION PROGRAMS Purpose and Contents of Affirmative Action Programs § 60-2.12 Job group analysis. (a) Purpose: A job group analysis is a method of combining job titles within the...

20 CFR 628.535 - Limitations on job search assistance.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Limitations on job search assistance. 628.535... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.535 Limitations on job search assistance. (a) General...

20 CFR 628.535 - Limitations on job search assistance.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Limitations on job search assistance. 628.535... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.535 Limitations on job search assistance. (a) General...

41 CFR 60-2.12 - Job group analysis.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Job group analysis. 60-2... 2-AFFIRMATIVE ACTION PROGRAMS Purpose and Contents of Affirmative Action Programs § 60-2.12 Job group analysis. (a) Purpose: A job group analysis is a method of combining job titles within the...

41 CFR 60-2.12 - Job group analysis.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Job group analysis. 60-2... 2-AFFIRMATIVE ACTION PROGRAMS Purpose and Contents of Affirmative Action Programs § 60-2.12 Job group analysis. (a) Purpose: A job group analysis is a method of combining job titles within the...

Lessons Learned about Workplace Literacy from Military Job-Specific Reading Programs.

ERIC Educational Resources Information Center

Philippi, Jorie W.

For almost half a century the United States military services have incorporated formal literacy programs into job training for those enlistees who are less than fully qualified. Over the years, several successful job-specific reading programs have evolved. In 1975, the Army began the Functional Literacy (FLIT) Program, a program based on a…

Job Corps Annual Report: Program Year July 1, 2005 - June 30, 2006

ERIC Educational Resources Information Center

Job Corps, 2006

2006-01-01

For more than 40 years, Job Corps has led America as one of the most successful job training programs nationwide, meeting the needs of high school graduates and those without a diploma who have the desire to embark on a successful career path. In Program Year 2005, Job Corps implemented a new initiative called STARS (Speakers, Tutors, Achievement,…

25 CFR 26.30 - Does the Job Training Program provide part-time training or short-term training?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Does the Job Training Program provide part-time training or short-term training? 26.30 Section 26.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.30 Does the Job Training...

An Overseas Postdoctoral Experience: or There and Back Again

NASA Astrophysics Data System (ADS)

Horton-Smith, Glenn

2006-04-01

It is possible for a U.S. citizen to gain a PhD in Hobbit-like fashion, never adventuring outside his or her home state, let alone outside the country. This is the story of one such Hobbitish PhD who found himself with the opportunity to have his first postdoctoral experience in north-east Japan, took it, and what happened after. The tale will include the following: my postdoc hunting experience and decision making process as a grad student (such as it was); my experience overseas; my experience finding a faculty position; and whatever lessons I can draw from this for graduate students preparing for the postdoc search today.

A Mentoring Toolkit: Tips and Tools for Mentoring Early-Career Researchers

NASA Astrophysics Data System (ADS)

Flint, Kathleen

2010-01-01

Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.

Students enrolled in school-sponsored work programs: the effect of multiple jobs on workplace safety and school-based behaviors.

PubMed

Zierold, Kristina M; Appana, Savi; Anderson, Henry A

2011-08-01

Throughout the United States, over 70% of public schools with 12th grade offer school-sponsored work (SSW) programs for credit; 60% offer job-shadowing programs for students. Wisconsin offers a variety of work-based learning programs for students, including, but not limited to, job shadowing, internships, co-op education, and youth apprenticeship programs. No research has compared workplace injury and school-based behaviors in students enrolled in SSW programs who work only 1 job compared with those who work multiple jobs. A total of 6810 students in the 5 public health regions in Wisconsin responded to an anonymous questionnaire that was administered in 2003. The questionnaire asked about employment, injury, characteristics of injury, and school-based behaviors and performance. A total of 3411 high school students aged 14 to 18 reported they were employed during the school year. Among the working students, 13.5% were enrolled in a SSW program. Of the SSW students, 44% worked multiple jobs. SSW students who worked multiple jobs were more likely to do hazardous job tasks, to work after 11 PM, to work over 40 hours per week, to have a near-miss incident, to have a coworker injured, and to be injured at work. SSW students who are working multiple jobs are violating labor laws that put their safety and their school performance at risk. The responsibilities of employers and schools have to be addressed to ensure that SSW students are abiding by labor laws when working multiple jobs.

76 FR 18375 - Small Business Jobs Act: Eligible Loans for 504 Loan Program Debt Refinancing

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-04

... SMALL BUSINESS ADMINISTRATION 13 CFR Part 120 Small Business Jobs Act: Eligible Loans for 504 Loan... for debt refinancing under the Small Business Jobs Act. DATES: Effective Date: This document is... refinancing program authorized by the Small Business Jobs Act (Jobs Act), Public Law 111-240, 124 Stat. 2504...

Job Corps. Comparison of Federal Program with State Youth Training Initiatives. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

The General Accounting Office compared state youth training programs with the Job Corps using the four program features that, taken together, characterize the Job Corps program: (1) serving a severely disadvantaged population, (2) providing basic education instruction, (3) focusing on vocational training services, and (4) providing these services…

A Program for Job Related Reading Training.

ERIC Educational Resources Information Center

Fox, Lynn C.; Sticht, Thomas G.

A functional job-related reading program was developed to cope with literacy problems of Army personnel; the program involves students who work individually on instructional worksheets in six main modules, each designed to teach a specific job-related reading task. This paper presents an overview of background research for the program, which was…

Strategies for Involving the Private Sector in Job Training Programs.

ERIC Educational Resources Information Center

Greenwood, Katy; And Others

This two-part report describes various strategies for involving the private sector in job training programs and summarizes a study conducted with prime sponsors of Comprehensive Employment and Training Act (CETA) programs in Texas. Included in a discussion of involving the private sector in job training programs are the following topics: the new…

A program to reduce coronary heart disease risk by altering job stresses. Final Report, 1 Aug. 1971 - 30 Sep. 1973 - Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Campbell, D. B.

1973-01-01

This study reports the design, implementation, and evaluation of a program attempting to reduce job stress by improving person-environment fit with respect to job aspects such as work load, responsibility, and interpersonal relationships. In order to assess the effects of the program, measures of both stress and strain were collected at three points in time--just prior to the program, immediately after the program, and three months after completion of the program. Measures of strain included systolic and diastolic blood pressure, determinations of glucose, cholesterol, and uric acid in the plasma, job satisfaction, and job related self-esteem. The findings were interpreted in light of both program incidents within specific experimental groups and general aspects of the program common to the experimental groups. Additional analyses indicated that both good person-environment fit with respect to participation predicts to good fit with respect to other job aspects over a three month interval and that stress causes strain, rather than the reverse.

20 CFR 628.505 - Eligibility.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job... government policy, except for the limited exceptions described in the job training plan, including joint...

Report: Environmental Job Training Program Implemented Well, But Focus Needed on Possible Duplication With Other EPA Programs

EPA Pesticide Factsheets

Report #12-P-0843, September 21, 2012. EPA effectively established and adhered to competitive criteria that resulted in the selection of job training proposals that addressed the broad goals of the Environmental Job Training program.

20 CFR 670.400 - Who is eligible to participate in the Job Corps program?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false Who is eligible to participate in the Job..., DEPARTMENT OF LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Recruitment... the Job Corps program? To be eligible to participate in the Job Corps, an individual must be: (a) At...

76 FR 17963 - Renewal of Agency Information Collection for Application for Job Placement and Training Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-31

... training program, which provides vocational/technical training, related counseling, guidance, job placement... the job placement and training program, which provides vocational/technical training, related... Application for Job Placement and Training Services; Request for Comments AGENCY: Bureau of Indian Affairs...

EFFECT OF JOB SKILLS TRAINING ON EMPLOYMENT AND JOB SEEKING BEHAVIORS IN AN AMERICAN INDIAN SUBSTANCE ABUSE TREATMENT SAMPLE

PubMed Central

Foley, K.; Pallas, D.; Forcehimes, A. A.; Houck, J. M.; Bogenschutz, M. P.; Keyser-Marcus, L.; Svikis, D.

2011-01-01

Employment difficulties are common among American Indian individuals in substance abuse treatment. To address this problem, the Southwest Node of NIDA’s Clinical Trials Network conducted a single-site adaptation of its national Job Seekers Workshop study in an American Indian treatment program, Na’Nizhoozhi Center (NCI). 102 (80% men, 100% American Indian) participants who were in residential treatment and currently unemployed were randomized to (1) a three session, manualized program (Job seekers workshop: JSW) or (2) a 40-minute Job Interviewing Video: JIV). Outcomes were assessed at 3-month follow up: 1) number of days to a new taxed job or enrollment in a job-training program, and 2) total hours working or enrolled in a job-training program. No significant differences were found between the two groups for time to a new taxed job or enrollment in a job-training program. There were no significant differences between groups in substance use frequency at 3-month follow-up. These results do not support the use of the costly and time-consuming JSW intervention in this population and setting. Despite of the lack of a demonstrable treatment effect, this study established the feasibility of including a rural American Indian site in a rigorous CTN trial through a community-based participatory research approach. PMID:21818173

34 CFR 379.30 - What selection criteria does the Secretary use under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... private industry in the planning, implementation, and evaluation of job development, job placement, career... identification of job and career opportunities within the community, consistent with the current and projected... placement programs designed to identify and develop job placement and career advancement opportunities. (3...

Adult Literacy Education Program Administrators' Perceptions of Occupational Stress and Coping Mechanisms

ERIC Educational Resources Information Center

Engelmann, Stephanie

2014-01-01

Job performance may be adversely affected by stress. Job stress is a primary contributor to serious physical and emotional health consequences. This quantitative study examined adult literacy program administrator perceptions of occupational stress and coping mechanisms related to job satisfaction, job efficacy, career longevity, and overall…

28 CFR 345.83 - Job safety training.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

28 CFR 345.83 - Job safety training.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

28 CFR 345.83 - Job safety training.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

28 CFR 345.83 - Job safety training.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

28 CFR 345.83 - Job safety training.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

The Program and Treatment Effect of Summer Jobs on Girls' Post-Schooling Incomes.

PubMed

Alam, Moudud; Carling, Kenneth; Nääs, Ola

2015-06-01

Public programs offering summer jobs to smooth the transition from school to work is commonplace. However, the empirical support for summer jobs is limited. This article exploits the availability of registered individual information and random allocation to summer jobs to provide empirical evidence on this issue. To identify the effect of summer job programs on the post-schooling incomes of the intended participants. Also to identify the effect of sophomore girls' high school work experience on their post-schooling incomes. In this article, 1,447 sophomore girls from 1997 to 2003 are followed 5-12 years after graduation. They all applied to Falun municipality's (Sweden) summer job program, and about 25% of them were randomly allotted a job. The random allocation to a summer job is used to identify the causal effect of sophomore girls' high school income on their post-schooling incomes. All the 1,447 sophomore girls who applied to Falun municipality's summer job program during 1997-2003. Annual post-schooling income is used as an outcome measure. The work experience of girls in high school is also measured in terms of total income while in high school. The program led to a substantially larger accumulation of income during high school as well as 19% higher post-schooling incomes. The high school income led to a post-schooling income elasticity of 0.37 which is, however, potentially heterogeneous with regard to academic ability. Both the program effect and the causal effect of high school income on post-schooling incomes were substantial and statistically significant. © The Author(s) 2015.

45 CFR 287.120 - What work activities may be provided under the NEW Program?

Code of Federal Regulations, 2013 CFR

2013-10-01

... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

45 CFR 287.120 - What work activities may be provided under the NEW Program?

Code of Federal Regulations, 2014 CFR

2014-10-01

... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

45 CFR 287.120 - What work activities may be provided under the NEW Program?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

From Franchise to Programming: Jobs in Cable Television.

ERIC Educational Resources Information Center

Stanton, Michael

1985-01-01

This article takes a look at some of the key jobs at every level of the cable industry. It discusses winning a franchise, building and running the system, and programing and production. Job descriptions include engineer, market analyst, programers, financial analysts, strand mappers, customer service representatives, access coordinator, and studio…

20 CFR 628.550 - Transfer of funds.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.550 Transfer of funds. If described in the job training plan and approved by...

Reforming and Consolidating Federal Job Training Programs. Hearing on Examining Proposals To Reform and Consolidate Federal Job Training Programs, before the Committee on Labor and Human Resources. United States Senate, One Hundred Third Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This hearing is a continuation of a bipartisan effort to consolidate, reform, and revitalize federally funded job training programs. Testimony includes statements of U.S. senators and individuals representing the following: National Association of State Job Training Coordinating Council and Human Resource Investment Council; American Federation of…

The Grid[Way] Job Template Manager, a tool for parameter sweeping

NASA Astrophysics Data System (ADS)

Lorca, Alejandro; Huedo, Eduardo; Llorente, Ignacio M.

2011-04-01

Parameter sweeping is a widely used algorithmic technique in computational science. It is specially suited for high-throughput computing since the jobs evaluating the parameter space are loosely coupled or independent. A tool that integrates the modeling of a parameter study with the control of jobs in a distributed architecture is presented. The main task is to facilitate the creation and deletion of job templates, which are the elements describing the jobs to be run. Extra functionality relies upon the GridWay Metascheduler, acting as the middleware layer for job submission and control. It supports interesting features like multi-dimensional sweeping space, wildcarding of parameters, functional evaluation of ranges, value-skipping and job template automatic indexation. The use of this tool increases the reliability of the parameter sweep study thanks to the systematic bookkeeping of job templates and respective job statuses. Furthermore, it simplifies the porting of the target application to the grid reducing the required amount of time and effort. Program summaryProgram title: Grid[Way] Job Template Manager (version 1.0) Catalogue identifier: AEIE_v1_0 Program summary URL:http://cpc.cs.qub.ac.uk/summaries/AEIE_v1_0.html Program obtainable from: CPC Program Library, Queen's University, Belfast, N. Ireland Licensing provisions: Apache license 2.0 No. of lines in distributed program, including test data, etc.: 3545 No. of bytes in distributed program, including test data, etc.: 126 879 Distribution format: tar.gz Programming language: Perl 5.8.5 and above Computer: Any (tested on PC x86 and x86_64) Operating system: Unix, GNU/Linux (tested on Ubuntu 9.04, Scientific Linux 4.7, centOS 5.4), Mac OS X (tested on Snow Leopard 10.6) RAM: 10 MB Classification: 6.5 External routines: The GridWay Metascheduler [1]. Nature of problem: To parameterize and manage an application running on a grid or cluster. Solution method: Generation of job templates as a cross product of the input parameter sets. Also management of the job template files including the job submission to the grid, control and information retrieval. Restrictions: The parameter sweep is limited by disk space during generation of the job templates. The wild-carding of parameters cannot be done in decreasing order. Job submission, control and information is delegated to the GridWay Metascheduler. Running time: From half a second in the simplest operation to a few minutes for thousands of exponential sampling parameters.

Methods and successes of New York University workshops for science graduate students and post-docs in science writing for general audiences (readers and radio listeners)

NASA Astrophysics Data System (ADS)

Hall, S. S.

2012-12-01

Scientists and science administrators often stress the importance of communication to the general public, but rarely develop educational infrastructures to achieve this goal. Since 2009, the Arthur L. Carter Journalism Institute at New York University has offered a series of basic and advanced writing workshops for graduate students and post-docs in NYU's eight scientific divisions (neuroscience, psychology, physics, biology, chemistry, mathematics, anthropology, and computer science). The basic methodology of the NYU approach will be described, along with successful examples of both written and radio work by students that have been either published or broadcast by general interest journalism outlets.

Economic Development Projects and Jobs: Lessons from the Targeted Jobs Demonstration Program.

ERIC Educational Resources Information Center

Van Horn, Carl; And Others

This guide, based on approaches for targeting jobs and business opportunities that were developed during the Targeted Jobs Demonstration Program (TJDP), contains strategies and techniques for ensuring that some of the benefits of economic development investments are directed to low-income individuals and small and minority businesses. Addressed in…

20 CFR 670.110 - What is the Job Corps program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false What is the Job Corps program? 670.110 Section 670.110 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Scope and Purpose § 670.110 What is the Job Corps...

20 CFR 670.110 - What is the Job Corps program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What is the Job Corps program? 670.110 Section 670.110 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Scope and Purpose § 670.110 What is the Job Corps...

Community Jobs Outcomes Assessment & Program Evaluation.

ERIC Educational Resources Information Center

Case, Annette; Burchfield, Erin; Sommers, Paul

Unemployment wage data were evaluated to assess employment, job retention, and wage progression for graduates of Community Jobs (CJ), a short-term public job creation program for the hard to employ in the state of Washington. The following were among the findings: (1) 66% of all participants were employed after graduating from CJ; (2) 53% were…

25 CFR 26.12 - Who provides the Job Placement and Training?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Who provides the Job Placement and Training? 26.12... AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The... associations or small business establishments with apprenticeship or on-the-job training (OJT) programs leading...

Professional confidence and job satisfaction: an examination of counselors' perceptions in faith-based and non-faith-based drug treatment programs.

PubMed

Chu, Doris C; Sung, Hung-En

2014-08-01

Understanding substance abuse counselors' professional confidence and job satisfaction is important since such confidence and satisfaction can affect the way counselors go about their jobs. Analyzing data derived from a random sample of 110 counselors from faith-based and non-faith-based treatment programs, this study examines counselors' professional confidence and job satisfaction in both faith-based and non-faith-based programs. The multivariate analyses indicate years of experience and being a certified counselor were the only significant predictors of professional confidence. There was no significant difference in perceived job satisfaction and confidence between counselors in faith-based and non-faith-based programs. A majority of counselors in both groups expressed a high level of satisfaction with their job. Job experience in drug counseling and prior experience as an abuser were perceived by counselors as important components to facilitate counseling skills. Policy implications are discussed. © The Author(s) 2013.

Career Skills Enhancement Program (CSEP). A National Workplace Literacy Program, Final Report To Cover Activities April 1, 1990-September 30, 1991.

ERIC Educational Resources Information Center

Gray, Brenda

The Career Skills Enhancement Program (CSEP) was a National Workplace Literacy Program offered to Santa Clara County (California) Office of Education (COE) employees. A job skills study involved personal interviews, job shadowing, and examination of job descriptions and materials used by employees. Based on the study and initial needs assessment,…

Job Development and Placement: CETA Program Models.

ERIC Educational Resources Information Center

Johnson, Miriam; Sugarman, Marged

One of a series on Comprehensive Employment and Training Act (CETA) program models, this monograph provides professionals employed in CETA programs with information on how job recruiting and searches take place to help them improve their job placement and development skills. The content is in four sections. The first section briefly covers the…

20 CFR 638.515 - Recreation/avocational program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 638.515 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.515 Recreation... procedures issued by the Job Corps Director. ...

20 CFR 638.504 - Occupational exploration program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 638.504 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.504 Occupational... procedures issued by the Job Corps Director. ...

APS Education and Diversity Efforts

NASA Astrophysics Data System (ADS)

Prestridge, Katherine; Hodapp, Theodore

2015-11-01

American Physical Society (APS) has a wide range of education and diversity programs and activities, including programs that improve physics education, increase diversity, provide outreach to the public, and impact public policy. We present the latest programs spearheaded by the Committee on the Status of Women in Physics (CSWP), with highlights from other diversity and education efforts. The CSWP is working to increase the fraction of women in physics, understand and implement solutions for gender-specific issues, enhance professional development opportunities for women in physics, and remedy issues that impact gender inequality in physics. The Conferences for Undergraduate Women in Physics, Professional Skills Development Workshops, and our new Professional Skills program for students and postdocs are all working towards meeting these goals. The CSWP also has site visit and conversation visit programs, where department chairs request that the APS assess the climate for women in their departments or facilitate climate discussions. APS also has two significant programs to increase participation by underrepresented minorities (URM). The newest program, the APS National Mentoring Community, is working to provide mentoring to URM undergraduates, and the APS Bridge Program is an established effort that is dramatically increasing the number of URM PhDs in physics.

Getting a Job is Only Half the Battle: Maternal Job Loss and Child Classroom Behavior in Low-Income Families

PubMed Central

Hill, Heather D.; Morris, Pamela A.; Castells, Nina; Walker, Jessica Thornton

2011-01-01

This study uses data from an experimental employment program and instrumental variables (IV) estimation to examine the effects of maternal job loss on child classroom behavior. Random assignment to the treatment at one of three program sites is an exogenous predictor of employment patterns. Cross-site variation in treatment-control differences is used to identify the effects of employment levels and transitions. Under certain assumptions, this method controls for unobserved correlates of job loss and child well-being, as well as measurement error and simultaneity. IV estimates suggest that maternal job loss sharply increases problem behavior but has neutral effects on positive social behavior. Current employment programs concentrate primarily on job entry, but these findings point to the importance of promoting job stability for workers and their children. PMID:22162901

A.I.D.P. Part Time Jobs 1988-89. OREA Report.

ERIC Educational Resources Information Center

Mei, Dolores M.; And Others

The Part-Time Jobs portion of the Attendance Improvement Dropout Prevention (AIDP) Program in New York City provided job-readiness training and job placements in an effort to motivate students to improve academic achievement and school attendance. Programs were implemented at schools with a student attendance rate at or below the citywide median…

20 CFR 627.240 - On-the-job training.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

20 CFR 627.240 - On-the-job training.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

Correspondence between Video CD-ROM and Community-Based Job Preferences for Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Ellerd, David A.; Morgan, Robert L.; Salzberg, Charles L.

2006-01-01

This study examined correspondence in selections of job preference across a video CD-ROM assessment program, community jobs observed during employment site visits, and photographs of employment sites. For 20 participants ages 18 - 22 with developmental disabilities, the video CD-ROM program was initially administered to identify preferred jobs,…

20 CFR 627.240 - On-the-job training.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

A survey of working conditions within biomedical research in the United Kingdom.

PubMed

Riddiford, Nick

2017-01-01

Background: Many recent articles have presented a bleak view of career prospects in biomedical research in the US. Too many PhDs and postdocs are trained for too few research positions, creating a "holding-tank" of experienced senior postdocs who are unable to get a permanent position. Coupled with relatively low salaries and high levels of pressure to publish in top-tier academic journals, this has created a toxic environment that is perhaps responsible for a recently observed decline in biomedical postdocs in the US, the so-called "postdocalypse". Methods: In order to address the gulf of information relating to working habits and attitudes of UK-based biomedical researchers, a link to an online survey was included in an article published in the Guardian newspaper. Survey data were collected between 21 st March 2016 and 6 th November 2016 and analysed to examine discrete profiles for three major career stages: the PhD, the postdoc and the principal investigator. Results: Overall, the data presented here echo trends observed in the US: The 520 UK-based biomedical researchers responding to the survey reported feeling disillusioned with academic research, due to the low chance of getting a permanent position and the long hours required at the bench. Also like the US, large numbers of researchers at each distinct career stage are considering leaving biomedical research altogether. Conclusions: There are several systemic flaws in the academic scientific research machine - for example the continual overproduction of PhDs and the lack of stability in the early-mid stages of a research career - that are slowly being addressed in countries such as the US and Germany. These data suggest that similar flaws also exist in the UK, with a large proportion of respondents concerned about their future in research. To avoid lasting damage to the biomedical research agenda in the UK, addressing such concerns should be a major priority.

The New CETA; A Sensible Approach to Making the Jobs Program Work.

ERIC Educational Resources Information Center

Employment and Training Administration (DOL), Washington, DC.

This booklet describes specific proposed and/or implemented strategies for dealing with some of the problems encountered in the CETA program. These strategies are directed toward four goals: (1) helping those who need help most; (2) creating a jobs program that goes where the jobs are: the private sector; (3) better management, delivering more job…

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

Welfare to Work. JOBS Automated Systems Do Not Focus on Program's Employment Objective. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Accounting and Information Management Div.

A study examined states' development of automated systems for the Job Opportunities and Basic Skills (JOBS) program administered by the states, with the Administration for Children and Families (ACF) responsible for program oversight and direction. Results indicated that ACF had not provided direction and focus in its systems development guidance…

Careers

Science.gov Websites

Vets & Transitioned Military Launch your career High School Undergrad & Post-Bac Graduate & ; Post-Master's Postdoc Explore a career Featured Careers Featured Careers Featured Professional Featured

Using CODAP Job Analysis for the Development of Integrated Training Requirements for Three Army Civilian Career Fields.

ERIC Educational Resources Information Center

Fisher, Gerald P.; And Others

A multiuse Comprehensive Occupational Data Analysis Program (CODAP) job analysis is being used to develop training requirements and selection criteria for three interrelated Army civilian logistics career fields. Individual job task lists for the 20 job series within the three career programs were developed. The lists were based on a review of…

Job Rotation Designed to Prevent Musculoskeletal Disorders and Control Risk in Manufacturing Industries: A Systematic Review

PubMed Central

Padula, Rosimeire Simprini; Comper, Maria Luiza Caires; Sparer, Emily H.; Dennerlein, Jack T

2017-01-01

To better understand job rotation in the manufacturing industry, we completed a systematic review asking the following questions: 1) How do job-rotation programs impact work-related musculoskeletal disorders (MSDs) and related risk control for these MSDs, as well as psychosocial factors? and 2) How best should the job rotation programs be designed? We searched MEDLINE, EMBASE, Business Source Premier, ISI Web of Knowledge, CINAHL, PsyINFO, Scopus, and SciELO databases for articles published in peer-reviewed journals. Eligible studies were examined by two independent reviewers for relevance (population of manufacturing workers, outcomes of musculoskeletal disease, physical factors, psychosocial factors, and strategies used in job-rotation implantation) and methodological quality rating. From 10,809 potential articles, 71 were read for full text analysis. Of the 14 studies included for data extraction, two were non-randomized control trial studies, one was a case-control study, and 11 were cross-sectional comparisons. Only one, with a case-control design, was scored with good methodological quality. Currently, weak evidence exists supporting job rotation as a strategy for the prevention and control of musculoskeletal disorders. Job rotation did not appear to reduce the exposure of physical risk factors; yet, there are positive correlations between job rotation and higher job satisfaction. Worker training has been described as a crucial component of a successful job-rotation program. The studies reported a range of parameters used to implement and measure job-rotation programs. More rigorous studies are needed to better understand the full impact of job rotation on production and health. PMID:27633235

School-sponsored work programs: a first look at differences in work and injury outcomes of teens enrolled in school-to-work programs compared to other-working teens.

PubMed

Zierold, Kristina M; Appana, Savi; Anderson, Henry A

2011-11-01

To evaluate work experiences among teens enrolled in school-sponsored work (SSW) programs and compare the findings to other-working teens. This study, the first to assess work-related safety and health for teens in SSW programs, includes teens working one job and teens working multiple jobs. A survey was conducted among 6810 teens in school districts in five public health regions in Wisconsin. Information on demographics, work characteristics, injury and school performance was collected. Of 3411 high school teens (14-18 years old) working during the school year, 461 were enrolled in SSW programs. SSW teens were more likely to hold multiple jobs, work over 40 h per week, and work 2 or more days per week before 8:00 h compared with other-working teens. SSW teens working only one job were no more likely to be injured than other-working teens. However, SSW teens working multiple jobs were significantly more likely to be severely injured compared to other-working teens (AOR 3.49; 95% CI 1.52 to 8.02). SSW programs were created to prepare youth for transition into the workforce after high school. This first study suggests that students in SSW programs working only one job are no more likely to be injured at work compared with other-working teens. However, being enrolled in SSW programs is not protective against work injury, which would have been expected based on the philosophy of these programs. Furthermore, when students work multiple jobs, those enrolled in SSW programs are more likely to be severely injured. Possible explanations are provided.

45 CFR 287.125 - What supportive and job retention services may be provided under the NEW Program?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 2 2010-10-01 2010-10-01 false What supportive and job retention services may be provided under the NEW Program? 287.125 Section 287.125 Public Welfare Regulations Relating to Public... Operations § 287.125 What supportive and job retention services may be provided under the NEW Program? The...

20 CFR 638.811 - Review and evaluation.

Code of Federal Regulations, 2010 CFR

2010-04-01

....811 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.811 Review and evaluation. The Job Corps Director shall establish adequate program management to provide continuous...

Job Profiles of Biomedical Informatics Graduates. Results of a Graduate Survey.

PubMed

Ammenwerth, E; Hackl, W O

2015-01-01

Biomedical informatics programs exist in many countries. Some analyses of the skills needed and of recommendations for curricular content for such programs have been published. However, not much is known of the job profiles and job careers of their graduates. To analyse the job profiles and job careers of 175 graduates of the biomedical informatics bachelor and master program of the Tyrolean university UMIT. Survey of all biomedical informatics students who graduated from UMIT between 2001 and 2013. Information is available for 170 graduates. Eight percent of graduates are male. Of all bachelor graduates, 86% started a master program. Of all master graduates, 36% started a PhD. The job profiles are quite diverse: at the time of the survey, 35% of all master graduates worked in the health IT industry, 24% at research institutions, 9% in hospitals, 9% as medical doctors, 17% as informaticians outside the health care sector, and 6% in other areas. Overall, 68% of the graduates are working as biomedical informaticians. The results of the survey indicate a good job situation for the graduates. The job opportunities for biomedical informaticians who graduated with a bachelor or master degree from UMIT seem to be quite good. The majority of graduates are working as biomedical informaticians. A larger number of comparable surveys of graduates from other biomedical informatics programs would help to enhance our knowledge about careers in biomedical informatics.

Effects of a job crafting intervention program on work engagement among Japanese employees: a pretest-posttest study.

PubMed

Sakuraya, Asuka; Shimazu, Akihito; Imamura, Kotaro; Namba, Katsuyuki; Kawakami, Norito

2016-10-24

Job crafting, an employee-initiated job design/redesign, has become important for employees' well-being such as work engagement. This study examined the effectiveness of a newly developed job crafting intervention program on work engagement (as primary outcome), as well as job crafting and psychological distress (as secondary outcomes), using a pretest-posttest study design among Japanese employees. Participants were managers of a private company and a private psychiatric hospital in Japan. The job crafting intervention program consisted of two 120-min sessions with a two-week interval between them. Outcomes were assessed at baseline (Time 1), post-intervention (Time 2), and a one-month follow-up (Time 3). The mixed growth model analyses were conducted using time (Time 1, Time 2, and Time 3) as an indicator of intervention effect. Effect sizes were calculated using Cohen's d. The program showed a significant positive effect on work engagement (t = 2.20, p = 0.03) in the mixed growth model analyses, but with only small effect sizes (Cohen's d = 0.33 at Time 2 and 0.26 at Time 3). The program also significantly improved job crafting (t = 2.36, p = 0.02: Cohen's d = 0.36 at Time 2 and 0.47 at Time 3) and reduced psychological distress (t = -2.06, p = 0.04: Cohen's d = -0.15 at Time 2 and -0.31 at Time 3). The study indicated that the newly developed job crafting intervention program was effective in increasing work engagement, as well as in improving job crafting and decreasing psychological distress, among Japanese managers. UMIN Clinical Trials Registry UMIN000024062 . Retrospectively registered 15 September 2016.

Family nursing hospital training and the outcome on job demands, control and support.

PubMed

Sigurdardottir, Anna Olafia; Svavarsdottir, Erla Kolbrun; Juliusdottir, Sigrun

2015-07-01

The purpose of this study was to evaluate the impact of a family systems nursing hospital training educational program (ETI program) on nurses' and midwives' perception of job demands, control, and/or support. Of the nurses and midwives who were working in the Women's and Children's Services Division at The National University Hospital in Iceland, 479 participated in the study on three time periods from 2009 to 2011. Scores for the characteristics of job demands and job control were created to categorize participants into four job types (Karasek and Theorell, 1990). These four job types are high strain (high demand, low control), passive (low demand, low control), low strain (low demand, high control), and active (high demand, high control). However, when the data were evaluated based on the proportion of job characteristics as reported by the nurses and the midwives, no significant difference was found over time (2009 to 2011) (χ(2)=5.203, p=.518). However, based on the results from the independent t-tests at time 1, a significant difference was found amongst the high strain job group regarding perceived support from administrators and colleagues among the nurses and midwives who had taken the ETI program compared to those who had not taken the program (χ(2)=2.218, p=.034). This indicates that the health care professionals who characterized their job to be of high demand but with low control evaluated the support from their administrators and colleagues to be significantly higher if they had taken the ETI program than did the nurses and midwives who did not take the ETI program. These findings are promising because they might, in the long run, increase the nurses' and midwives' autonomy and control over their own work. Copyright © 2015 Elsevier Ltd. All rights reserved.

An ethnographic study of job seeking among people with severe mental illness.

PubMed

Alverson, Hoyt; Carpenter, Elizabeth; Drake, Robert E

2006-01-01

An ethnographic study employing intensive participant observation methods identified critical differences in styles of searching for competitive employment among people with severe mental illness and explored the social/cultural correlates of these job-seeking styles. Propensity for active job seeking was strongly associated with younger age, with participants' involvement in interdependent kin networks or households, with ethno-racial minority background, and with capacity for coherent discourse. Active job seekers did particularly well in a supported employment program, but also were able to find employment when assigned to other programs; passive job seekers had little success in any vocational program. The authors discuss several implications of these findings for vocational services.

Federal transit administration : progress and challenges in implementing and evaluating the job access and reverse commute program.

DOT National Transportation Integrated Search

2010-05-01

Established in 1998, the Job Access and Reverse Commute Program (JARC)administered by the Federal Transit Administration (FTA)awards grants to states and localities to provide transportation to help low-income individuals access jobs. In 2005, ...

Using Job Analysis Techniques to Understand Training Needs for Promotores de Salud.

PubMed

Ospina, Javier H; Langford, Toshiko A; Henry, Kimberly L; Nelson, Tristan Q

2018-04-01

Despite the value of community health worker programs, such as Promotores de Salud, for addressing health disparities in the Latino community, little consensus has been reached to formally define the unique roles and duties associated with the job, thereby creating unique job training challenges. Understanding the job tasks and worker attributes central to this work is a critical first step for developing the training and evaluation systems of promotores programs. Here, we present the process and findings of a job analysis conducted for promotores working for Planned Parenthood. We employed a systematic approach, the combination job analysis method, to define the job in terms of its work and worker requirements, identifying key job tasks, as well as the worker attributes necessary to effectively perform them. Our results suggest that the promotores' job encompasses a broad range of activities and requires an equally broad range of personal characteristics to perform. These results played an important role in the development of our training and evaluation protocols. In this article, we introduce the technique of job analysis, provide an overview of the results from our own application of this technique, and discuss how these findings can be used to inform a training and performance evaluation system. This article provides a template for other organizations implementing similar community health worker programs and illustrates the value of conducting a job analysis for clarifying job roles, developing and evaluating job training materials, and selecting qualified job candidates.

41 CFR 60-2.1 - Scope and application.

Code of Federal Regulations, 2010 CFR

2010-07-01

... employees are located, the organizational profile and job group analysis of the affirmative action program... program, the organizational profile and job group analysis of that program must be annotated to identify...

Job-Related Adult Basic Education. Volume I. Summary and Recommendations. Volume II. Approach and Detailed Findings.

ERIC Educational Resources Information Center

System Development Corp., Falls Church, VA.

The aims of this project have been to collect and analyze information on existing Adult Basic Education (ABE) programs, to identify types of programs which are successful in job-related settings, and to recommend promising new models for job-related ABE. Eighty programs were selected as possible for the study. When it was found impossible to…

Berkeley Lab - Materials Sciences Division

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Postdoc Forum Research Highlights Awards Publications Database Events Calendar Newsletter Archive People Database Events Calendar Newsletter Archive Send us your research highlights. Reserch Highlight Template

77 FR 55229 - National Farmworker Jobs Program (NFJP) Information Collection Forms; Comment Request for Regular...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... DEPARTMENT OF LABOR Employment and Training Administration National Farmworker Jobs Program (NFJP... Comment Request for Regular Extension of approval (with revisions) for the National Farmworker Jobs... ETA to calculate the common performance measures for entered employment, retention, and earnings. The...

49 CFR 25.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-10-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 229.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 229.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 146.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 146.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 229.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

49 CFR 25.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-10-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 146.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

28 CFR 54.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 229.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 1042.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

22 CFR 229.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 1042.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

28 CFR 54.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

28 CFR 54.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

22 CFR 146.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

28 CFR 54.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

49 CFR 25.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-10-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

49 CFR 25.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-10-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 1042.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

10 CFR 1042.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

22 CFR 146.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

20 CFR 638.503 - Vocational training.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.503 Vocational training. (a) Each... training programs offered at individual centers will be subject to the approval of the Job Corps Director...

Job rotation designed to prevent musculoskeletal disorders and control risk in manufacturing industries: A systematic review.

PubMed

Padula, Rosimeire Simprini; Comper, Maria Luiza Caires; Sparer, Emily H; Dennerlein, Jack T

2017-01-01

To better understand job rotation in the manufacturing industry, we completed a systematic review asking the following questions: 1) How do job-rotation programs impact work-related musculoskeletal disorders (MSDs) and related risk control for these MSDs, as well as psychosocial factors? and 2) How best should the job rotation programs be designed? We searched MEDLINE, EMBASE, Business Source Premier, ISI Web of Knowledge, CINAHL, PsyINFO, Scopus, and SciELO databases for articles published in peer-reviewed journals. Eligible studies were examined by two independent reviewers for relevance (population of manufacturing workers, outcomes of musculoskeletal disorders, physical factors, psychosocial factors, and strategies used in job-rotation implantation) and methodological quality rating. From 10,809 potential articles, 71 were read for full text analysis. Of the 14 studies included for data extraction, two were non-randomized control trial studies, one was a case-control study, and 11 were cross-sectional comparisons. Only one, with a case-control design, was scored with good methodological quality. Currently, weak evidence exists supporting job rotation as a strategy for the prevention and control of musculoskeletal disorders. Job rotation did not appear to reduce the exposure of physical risk factors; yet, there are positive correlations between job rotation and higher job satisfaction. Worker training has been described as a crucial component of a successful job-rotation program. The studies reported a range of parameters used to implement and measure job-rotation programs. More rigorous studies are needed to better understand the full impact of job rotation on production and health. CRD42014013319. Copyright © 2016 Elsevier Ltd. All rights reserved.

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2012 CFR

2012-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

45 CFR 287.120 - What work activities may be provided under the NEW Program?

Code of Federal Regulations, 2010 CFR

2010-10-01

... employment services, job retention services, unsubsidized employment, subsidized public or private sector..., alternative education, post secondary education, job readiness activity, job search, job skills training, training and employment activities, job development and placement, on-the-job training (OJT), employer work...

20 CFR 628.540 - Volunteer program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.540 Volunteer program. Pursuant to sections 204(c)(6) and 264(d)(7) of the...

20 CFR 628.530 - Referrals of participants to non-title II programs.

Code of Federal Regulations, 2010 CFR

2010-04-01

... programs. 628.530 Section 628.530 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.530 Referrals of participants to non...

Relationship Between the Number of Clinical Sites in Radiography Programs and Job Placement Rates of Graduates.

PubMed

Harrell, Angela; Matthews, Eric

2016-07-01

To determine whether a relationship exists between the number of clinical sites available in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology and the job placement rates of graduates. We performed a secondary analysis of data on job placement rates and the number of clinical sites available in 438 degree-granting radiography programs from January 2015 to March 2015. A weak, negative, nonsignificant correlation existed between the number of clinical sites and the job placement rate (Spearman's rho = -.113, n = 438, P = .018). The coefficient of determination was 1.28%.Discussion Research evaluating factors contributing to graduate employability is limited but indicates no need for radiography program administrators to adjust clinical site numbers solely on the basis of improving graduate employability. The number of clinical sites available in a radiography program is not related to the job placement rate of its graduates. ©2016 American Society of Radiologic Technologists.

20 CFR 628.525 - Limitations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.525 Limitations. Neither eligibility for nor participation in a JTPA program...

Inclusion and Diversity | NREL

Science.gov Websites

deep-seeded belief held by our leadership team. Listen to NREL Director Martin Keller share his . Toggle navigation Overall Senior Leadership Research Management Research Staff Postdocs & Interns

Berkeley Lab - Materials Sciences Division

Science.gov Websites

Synthesis Condensed Matter and Materials Physics Scattering and Instrumentation Science Centers Center for ; Finance Templates Travel One-Stop Latest News Postdoc Forum Research Highlights Awards Publications

CTIO Staff | CTIO

Science.gov Websites

Associate Malcolm Smith Emeritus Malcolm Smith's webpage Sean Points Scientist Sean Points' Web Page Alfredo Zenteno Assistant Scientist Robert Chris Smith Astronomer Regis Cartier Postdoc Research Associate Tim

RETRAINING OF THE UNDERPRIVILEGED--THE JOB CORPS AND PROGRAMS FOR WELFARE RECIPIENTS.

ERIC Educational Resources Information Center

HOOS, IDA R.

THIS STUDY ASSESSES JOB CORPS CURRICULUM AND FACILITIES FOR BASIC ORIENTATION AND EDUCATION OF UNEMPLOYED, DISADVANTAGED, POORLY MOTIVATED YOUTH, AND REVIEWS TRAINING PROGRAMS FOR WELFARE RECIPIENTS IN SANTA CLARA AND ALAMEDA COUNTIES, CALIFORNIA. OBSERVATIONS OF SELECTED JOB CORPS CENTERS REVEALED SUPERIOR PHYSICAL FACILITIES BUT LESS THAN…

Adapting Job Analysis Methodology to Improve Evaluation Practice

ERIC Educational Resources Information Center

Jenkins, Susan M.; Curtin, Patrick

2006-01-01

This article describes how job analysis, a method commonly used in personnel research and organizational psychology, provides a systematic method for documenting program staffing and service delivery that can improve evaluators' knowledge about program operations. Job analysis data can be used to increase evaluators' insight into how staffs…

76 FR 38577 - Bond Guarantee Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-01

... Institutions (CDFI) Bond Guarantee Program created by the Small Business Jobs Act of 2010. All materials... enacted through the Small Business Jobs Act of 2010 (Pub. L. 111-240) on September 27, 2010. The CDFI Fund... 1134 and 1703 of the Small Business Jobs Act, which amended the Community Development Banking and...

Quality Indicators for California Community College Job Placement Programs.

ERIC Educational Resources Information Center

Mount San Antonio Community Coll. District, Walnut, CA.

Designed to help California community colleges in assessing their job placement services, identifying strengths and needs for improvement, and establishing priorities for the future, this color-coded guide lists specific tasks and responsibilities within the four essential functional areas of job placement programs and includes quality indicators…

6 CFR 17.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

43 CFR 41.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

41 CFR 101-4.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-07-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

43 CFR 41.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

29 CFR 36.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

6 CFR 17.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

41 CFR 101-4.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

44 CFR 19.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

43 CFR 41.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

14 CFR 1253.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

14 CFR 1253.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

29 CFR 36.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

6 CFR 17.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

41 CFR 101-4.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

44 CFR 19.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

29 CFR 36.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

6 CFR 17.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 86.55 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-10-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 86.55 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-10-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

41 CFR 101-4.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

10 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

40 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

43 CFR 41.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

41 CFR 101-4.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

40 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-07-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 86.55 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-10-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

43 CFR 41.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

45 CFR 86.55 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-10-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

14 CFR 1253.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 86.55 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-10-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

44 CFR 19.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-10-01

..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

14 CFR 1253.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

44 CFR 19.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

40 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

44 CFR 19.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

40 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

10 CFR 5.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

6 CFR 17.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

Learning on the Job

ERIC Educational Resources Information Center

Hand, Alyse; Winningham, Kathleen

2009-01-01

Many students recognizes the value of participating in an internship program. The experience benefits not only students and potential future employers, but colleges, too--not the mention the workforce. Internships often equip students with a competitive advantage over other job seekers. On-the-job programs not only allow students to discover the…

GO, an exec for running the programs: CELL, COLLIDER, MAGIC, PATRICIA, PETROS, TRANSPORT, and TURTLE

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shoaee, H.

1982-05-01

An exec has been written and placed on the PEP group's public disk to facilitate the use of several PEP related computer programs available on VM. The exec's program list currently includes: CELL, COLLIDER, MAGIC, PATRICIA, PETROS, TRANSPORT, and TURTLE. In addition, provisions have been made to allow addition of new programs to this list as they become available. The GO exec is directly callable from inside the Wylbur editor (in fact, currently this is the only way to use the GO exec.). It provides the option of running any of the above programs in either interactive or batch mode.more » In the batch mode, the GO exec sends the data in the Wylbur active file along with the information required to run the job to the batch monitor (BMON, a virtual machine that schedules and controls execution of batch jobs). This enables the user to proceed with other VM activities at his/her terminal while the job executes, thus making it of particular interest to the users with jobs requiring much CPU time to execute and/or those wishing to run multiple jobs independently. In the interactive mode, useful for small jobs requiring less CPU time, the job is executed by the user's own Virtual Machine using the data in the active file as input. At the termination of an interactive job, the GO exec facilitates examination of the output by placing it in the Wylbur active file.« less

GO, an exec for running the programs: CELL, COLLIDER, MAGIC, PATRICIA, PETROS, TRANSPORT and TURTLE

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shoaee, H.

1982-05-01

An exec has been written and placed on the PEP group's public disk (PUBRL 192) to facilitate the use of several PEP related computer programs available on VM. The exec's program list currently includes: CELL, COLLIDER, MAGIC, PATRICIA, PETROS, TRANSPORT, and TURTLE. In addition, provisions have been made to allow addition of new programs to this list as they become available. The GO exec is directly callable from inside the Wylbur editor (in fact, currently this is the only way to use the GO exec.) It provides the option of running any of the above programs in either interactive ormore » batch mode. In the batch mode, the GO exec sends the data in the Wylbur active file along with the information required to run the job to the batch monitor (BMON, a virtual machine that schedules and controls execution of batch jobs). This enables the user to proceed with other VM activities at his/her terminal while the job executes, thus making it of particular interest to the users with jobs requiring much CPU time to execute and/or those wishing to run multiple jobs independently. In the interactive mode, useful for small jobs requiring less CPU time, the job is executed by the user's own Virtual Machine using the data in the active file as input. At the termination of an interactive job, the GO exec facilitates examination of the output by placing it in the Wylbur active file.« less

Preliminary Analysis of the Jobs and Economic Impacts of Renewable Energy Projects Supported by the §1603 Treasury Grant Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Steinberg, Daniel; Porro, Gian; Goldberg, Marshall

This analysis responds to a request from the Department of Energy Office of Energy Efficiency and Renewable Energy to the National Renewable Energy Laboratory (NREL) to estimate the direct and indirect jobs and economic impacts of projects supported by the §1603 Treasury grant program. The analysis employs the Jobs and Economic Development Impacts (JEDI) models to estimate the gross jobs, earnings, and economic output supported by the construction and operation of the large wind (greater than 1 MW) and solar photovoltaic (PV) projects funded by the §1603 grant program.

Preliminary Analysis of the Jobs and Economic Impacts of Renewable Energy Projects Supported by the ..Section..1603 Treasury Grant Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Steinberg, D.; Porro, G.; Goldberg, M.

This analysis responds to a request from the Department of Energy Office of Energy Efficiency and Renewable Energy to the National Renewable Energy Laboratory (NREL) to estimate the direct and indirect jobs and economic impacts of projects supported by the Section 1603 Treasury grant program. The analysis employs the Jobs and Economic Development Impacts (JEDI) models to estimate the gross jobs, earnings, and economic output supported by the construction and operation of the large wind (greater than 1 MW) and solar photovoltaic (PV) projects funded by the Section 1603 grant program.

Preliminary Analysis of the Jobs and Economic Impacts of Renewable Energy Projects Supported by the §1603Treasury Grant Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Steinberg, Daniel; Porro, Gian; Goldberg, Marshall

2012-04-01

This analysis responds to a request from the Department of Energy Office of Energy Efficiency and Renewable Energy to the National Renewable Energy Laboratory (NREL) to estimate the direct and indirect jobs and economic impacts of projects supported by the §1603 Treasury grant program. The analysis employs the Jobs and Economic Development Impacts (JEDI) models to estimate the gross jobs, earnings, and economic output supported by the construction and operation of the large wind (greater than 1 MW) and solar photovoltaic (PV) projects funded by the §1603 grant program.

Algorithms for Large-Scale Astronomical Problems

DTIC Science & Technology

2013-08-01

implemented as a succession of Hadoop MapReduce jobs and sequential programs written in Java . The sampling and splitting stages are implemented as...one MapReduce job, the partitioning and clustering phases make up another job. The merging stage is implemented as a stand-alone Java program. The...Merging. The merging stage is implemented as a sequential Java program that reads the files with the shell information, which were generated by

Effects of Field and Job Oriented Technical Retraining on Manpower Utilization of the Unemployed. Vocational-Industrial Education Research Report. Final Report.

ERIC Educational Resources Information Center

Bjorkquist, David C.

A job-oriented program emphasizing application to the specific occupation of tool design was compared with a field-oriented program intended to give a broad basic preparation for a variety of jobs in the field of mechanical technology. Both programs were conducted under the Manpower Development and Training Act (MDTA) for a period of 52 weeks.…

Web Based Information System for Job Training Activities Using Personal Extreme Programming (PXP)

NASA Astrophysics Data System (ADS)

Asri, S. A.; Sunaya, I. G. A. M.; Rudiastari, E.; Setiawan, W.

2018-01-01

Job training is one of the subjects in university or polytechnic that involves many users and reporting activities. Time and distance became problems for users to reporting and to do obligations tasks during job training due to the location where the job training took place. This research tried to develop a web based information system of job training to overcome the problems. This system was developed using Personal Extreme Programming (PXP). PXP is one of the agile methods is combination of Extreme Programming (XP) and Personal Software Process (PSP). The information system that has developed and tested which are 24% of users are strongly agree, 74% are agree, 1% disagree and 0% strongly disagree about system functionality.

From job training to green jobs: a case study for a young adult employment program centered on environmental restoration in New York City, USA

Treesearch

Nancy Falxa-Raymond; Erika Svendsen; Lindsay K. Campbell

2013-01-01

The demand for a well-trained green-collar labor force will increase as many cities implement sustainability and green infrastructure plans. Additionally, many green jobs training programs are intended to provide pathways out of poverty for low-skilled workers. In this case study, we analyze the experiences of graduates from a New York City, USA green jobs training...

20 CFR 638.800 - Program management.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Program management. 638.800 Section 638.800... TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.800 Program management. (a) The Job Corps Director shall establish and use internal program management procedures sufficient...

20 CFR 638.800 - Program management.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Program management. 638.800 Section 638.800... TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.800 Program management. (a) The Job Corps Director shall establish and use internal program management procedures sufficient...

20 CFR 638.500 - Orientation program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Orientation program. 638.500 Section 638.500 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.500 Orientation program. The...

20 CFR 638.800 - Program management.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Program management. 638.800 Section 638.800... TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.800 Program management. (a) The Job Corps Director shall establish and use internal program management procedures sufficient...

41 CFR 60-2.1 - Scope and application.

Code of Federal Regulations, 2011 CFR

2011-07-01

... action program other than by establishment, the contractor may reach agreement with OFCCP on the... employees are located, the organizational profile and job group analysis of the affirmative action program... program, the organizational profile and job group analysis of that program must be annotated to identify...

76 FR 63151 - Small Business Jobs Act: 504 Loan Program Debt Refinancing

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-12

... SMALL BUSINESS ADMINISTRATION 13 CFR Part 120 RIN 3245-AG17 Small Business Jobs Act: 504 Loan Program Debt Refinancing AGENCY: U.S. Small Business Administration. ACTION: Final rule. SUMMARY: This rule finalizes the interim final rule that implemented section 1122 of the Small Business Jobs Act of...

An Evaluation of Washington State's Job Skills Program.

ERIC Educational Resources Information Center

Washington State Workforce Training and Education Coordinating Board, Olympia.

The Job Skills Program (JSP) in Washington State provides job training customized to meet the needs of employers through partnerships of employers and training institutions. The JSP funds up to one-half the cost of training, with employers providing a match. Training can be provided for new employees, for upgrading employees receiving promotions,…

Training Programs for Nontraditional Jobs for Older Adults. Final Report.

ERIC Educational Resources Information Center

Branscum, Shelba Y.

A project proposed to organize and teach a series of training programs on nontraditional jobs for adults over age 55. Nontraditional was defined as any work situation other than full-time, historically-typical jobs in a community. Project staff developed four training classes in small appliance repair, plant care, mother's care, food preparation…

Job Skills Program Biennial Report 1985-1987.

ERIC Educational Resources Information Center

Washington State Board for Vocational Education, Olympia.

The Washington State Job Skills Program (JSP) was established by the legislature in 1983 as an economic development incentive to provide customized, quick-start training to meet the employment needs of new or expanding businesses in the state. Funds are granted to public and private educational institutions to train people for new jobs, prepare…

20 CFR 670.975 - How is the performance of the Job Corps program assessed?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false How is the performance of the Job Corps program assessed? 670.975 Section 670.975 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Administrative and Management...

Workplace Literacy Programs: A Review of the Literature.

ERIC Educational Resources Information Center

Dunn-Rankin, Patricia; Beil, Drake

This literature review observes that (1) there is an increasing need for enhancing job literacy skills among workers; (2) workplace literacy programs cover both basic literacy and job-related technical training; (3) successful curricula use job-related tasks and materials; and (4) management needs to be heavily involved and committed if a program…

Safety and You on the Job.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

Designed to assist instructors to be consistent with the Fair Labor Standards Act, which requires schools to provide safety instruction to students involved in any type of work experience or on-the-job training program, this curriculum guide presents a program to prepare students to perform their job function in a safe and healthy fashion. There…

Job Creation: The Role of Local and State Leaders in Vocational Education.

ERIC Educational Resources Information Center

Russell, Earl B.

Vocational education can contribute to the creation of new jobs through educational programs for employers or prospective employers and through collaborative efforts with community leaders. Local leadership is the most essential ingredient in successful job creation programs at the community level. Local leaders can work to obtain baseline…

18 CFR 1317.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 618.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-10-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

18 CFR 1317.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

15 CFR 8a.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

31 CFR 28.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

31 CFR 28.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 618.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-10-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

15 CFR 8a.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

15 CFR 8a.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

15 CFR 8a.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

31 CFR 28.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

31 CFR 28.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

18 CFR 1317.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 618.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-10-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

18 CFR 1317.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 618.520 - Job classification and structure.

Code of Federal Regulations, 2011 CFR

2011-10-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

31 CFR 28.520 - Job classification and structure.

Code of Federal Regulations, 2013 CFR

2013-07-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

45 CFR 618.520 - Job classification and structure.

Code of Federal Regulations, 2010 CFR

2010-10-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

14 CFR § 1253.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

15 CFR 8a.520 - Job classification and structure.

Code of Federal Regulations, 2012 CFR

2012-01-01

... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

18 CFR 1317.520 - Job classification and structure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

The New Networkers: The Path to Hot IT Jobs Begins in High School.

ERIC Educational Resources Information Center

Bushweller, Kevin

2001-01-01

Some graduates of information-technology training programs are bypassing a traditional college education to take high-paying jobs straight out of high school. Others (both sexes) are taking IT skills to college and nabbing lucrative part-time jobs. Programs by Cisco Systems and other organizations are profiled. (MLH)

The Effects of Tenure and Task Orientation on Air Force Program Manager’s Role Stress

DTIC Science & Technology

1976-06-16

Force Systems Command (AFSC) Manuals called the 虇 series’- that, in detail, pre- scribed the Air Force form of project management—program...related jobs. These jobs are con- ducive to low tenure policies because organizacional dis- ruption is minimal when individuals rotate. Other jobs

[Start-up grants for young scientists in German medical universities : Can the clinical scientist be saved?

PubMed

Pabst, R; Linke, P B; Neudeck, N B A; Schmiel, M; Ernst, S B

2016-12-01

German medical faculties currently have severe financial problems. There is the conflict between financing teaching medical students, inpatient and outpatient costs and supporting basic and applied research. Young postdocs can apply for a grant to start research projects to establish techniques on publishing data as a basis for applying for grants from the German Research Foundation or foundations with a critical review system. Successful applicants from the years 1998-2011 were asked to answer a questionnaire. The annual number of applications ranged from 28 to 96 per year. Within the first period of our analysis ranging from 1998 to 2004, a mean number of 69.5 % ± 14.0 % of submitted grant applications were approved annually in comparison to an average approval of 30.9 % ± 11 % in the years 2006-2001. In total 353 projects were funded with a mean amount of money for a project of approximately 18,640 EUR. The mean amount of external grant money following the start-up period was 7.2 times the money initially spent. That is an excellent return of investment. There were no differences between applicants from the department of surgery or department of internal medicine. In the meantime, 56 % of men and 42 % of women have achieved the academic degree university lecturer (privatdozent). Furthermore, 71 % of the participants evaluated this start-up research as supportive for their postdoctoral qualification (habilitation). The program for initial investment for young postdocs by internal start-up grants is overall successful.

User’s Guide for COMBIMAN Programs (COMputerized BIomechanical MAN-Model). Version 4.

DTIC Science & Technology

1981-01-01

103 2.2.23 STATE SWITCH Function (PFK29) 105 2.2.24 RESTART PROGRAM Function (PFK30) 110 2.2.25 END PROGRAM Function (PFK31) il 2.3 EXECUTING THE JOB...108 40 Transformation Equation Developed for Positioning Stomach Link (Set State Switch 72 ON) 109 41 JOB CONTROL CARDS to Execute CBM04. 114 42...154 50b Program CBMAM Survey Member Dimension Definition Cards. 154 51 Example of Survey, or Type 1, Member. 155 52 Job Control Cards to Execute CBMAM

Careers for Homemakers (A Displaced Homemakers Program).

ERIC Educational Resources Information Center

Hanks, Marlene

St. Louis Community College's Careers for Homemakers program is a vocational counseling program designed to help displaced homemakers enter the job market for the first time or after a significant absence. The program's goal is to place participants, chosen according to academic or economic disadvantaged eligibility, in jobs consistent with their…

Genetic programming for evolving due-date assignment models in job shop environments.

PubMed

Nguyen, Su; Zhang, Mengjie; Johnston, Mark; Tan, Kay Chen

2014-01-01

Due-date assignment plays an important role in scheduling systems and strongly influences the delivery performance of job shops. Because of the stochastic and dynamic nature of job shops, the development of general due-date assignment models (DDAMs) is complicated. In this study, two genetic programming (GP) methods are proposed to evolve DDAMs for job shop environments. The experimental results show that the evolved DDAMs can make more accurate estimates than other existing dynamic DDAMs with promising reusability. In addition, the evolved operation-based DDAMs show better performance than the evolved DDAMs employing aggregate information of jobs and machines.

Older Workers and Federal Work Programs: The Korean Senior Employment Program (KSEP).

PubMed

Choi, Eunhee

2016-01-01

Federal older worker programs are attracting attention due to the growing number of older workers across the world. They are uniquely situated to provide out-of-market work opportunities to older job seekers, who often find their age a barrier to securing desirable jobs. In 2004, the Korean government established its own program, the Korean Senior Employment Program (KSEP); however, literature for international readers on this innovative program is lacking. Thus, this article aims to provide an in-depth description of KSEP and a brief comparison between the Senior Community Service Employment Program in the U.S. and KSEP. The unique characteristics of KSEP include having the dual program foci on supplemental income and social participation; expanding work opportunities in the private sector beyond community-based jobs; accepting participants who are financially disadvantaged as well as those with a high desire for social participation regardless of their income; and broadening work opportunities for those with professional skills beyond repetitive, simple, and temporary jobs. This article may offer helpful insights to older worker advocates from various countries in creating or modifying their programs.

An Experiment Comparing Lexical and Statistical Methods for Extracting MeSH Terms from Clinical Free Text

PubMed Central

Cooper, Gregory F.; Miller, Randolph A.

1998-01-01

Abstract Objective: A primary goal of the University of Pittsburgh's 1990-94 UMLS-sponsored effort was to develop and evaluate PostDoc (a lexical indexing system) and Pindex (a statistical indexing system) comparatively, and then in combination as a hybrid system. Each system takes as input a portion of the free text from a narrative part of a patient's electronic medical record and returns a list of suggested MeSH terms to use in formulating a Medline search that includes concepts in the text. This paper describes the systems and reports an evaluation. The intent is for this evaluation to serve as a step toward the eventual realization of systems that assist healthcare personnel in using the electronic medical record to construct patient-specific searches of Medline. Design: The authors tested the performances of PostDoc, Pindex, and a hybrid system, using text taken from randomly selected clinical records, which were stratified to include six radiology reports, six pathology reports, and six discharge summaries. They identified concepts in the clinical records that might conceivably be used in performing a patient-specific Medline search. Each system was given the free text of each record as an input. The extent to which a system-derived list of MeSH terms captured the relevant concepts in these documents was determined based on blinded assessments by the authors. Results: PostDoc output a mean of approximately 19 MeSH terms per report, which included about 40% of the relevant report concepts. Pindex output a mean of approximately 57 terms per report and captured about 45% of the relevant report concepts. A hybrid system captured approximately 66% of the relevant concepts and output about 71 terms per report. Conclusion: The outputs of PostDoc and Pindex are complementary in capturing MeSH terms from clinical free text. The results suggest possible approaches to reduce the number of terms output while maintaining the percentage of terms captured, including the use of UMLS semantic types to constrain the output list to contain only clinically relevant MeSH terms. PMID:9452986

Post-doctoral research fellowship as a health policy and systems research capacity development intervention: a case of the CHESAI initiative.

PubMed

Lembani, Martina; Teddy, Gina; Molosiwa, Dintle; Hwabamungu, Boroto

2016-12-20

Building capacity in health policy and systems research (HPSR), especially in low- and middle-income countries, remains a challenge. Various approaches have been suggested and implemented by scholars and institutions using various forms of capacity building to address challenges regarding HPSR development. The Collaboration for Health Systems Analysis and Innovation (CHESAI) - a collaborative effort between the Universities of Cape Town and the Western Cape Schools of Public Health - has employed a non-research based post-doctoral research fellowship (PDRF) as a way of building African capacity in the field of HPSR by recruiting four post-docs. In this paper, we (the four post-docs) explore whether a PDRF is a useful approach for capacity building for the field of HPSR using our CHESAI PDRF experiences. We used personal reflections of our written narratives providing detailed information regarding our engagement with CHESAI. The narratives were based on a question guide around our experiences through various activities and their impacts on our professional development. The data analysis process was highly iterative in nature, involving repeated meetings among the four post-docs to reflect, discuss and create themes that evolved from the discussions. The CHESAI PDRF provided multiple spaces for our engagement and capacity development in the field of HPSR. These spaces provided us with a wide range of learning experiences, including teaching and research, policy networking, skills for academic writing, engaging practitioners, co-production and community dialogue. Our reflections suggest that institutions providing PDRF such as this are valuable if they provide environments endowed with adequate resources, good leadership and spaces for innovation. Further, the PDRFs need to be grounded in a community of HPSR practice, and provide opportunities for the post-docs to gain an in-depth understanding of the broader theoretical and methodological underpinnings of the field. The study concludes that PDRF is a useful approach to capacity building in HPSR, but it needs be embedded in a community of practice for fellows to benefit. More academic institutions in Africa need to adopt innovative and flexible support for emerging leaders, researchers and practitioners to strengthen our health systems.

Job Corps Intergroup Relations Program.

ERIC Educational Resources Information Center

Job Corps (DOL), Washington, DC.

The Job Corps Intergroup Relations Program provides an integrated curriculum involving orientation, residential living, education, and vocational training. These instructional materials for the program provide guidelines and materials emphasizing ethnic contributions in order to improve human relations among ethnic groups and between women and…

Partial Support of MAST Academy Outreach Program, Summer 1992

DTIC Science & Technology

1993-01-01

ENVIRONMENTAL SCIENCE INTERNSHIP PROGRAM July 6 through August 21, 1992 KXARIVE ;UM~ XNVIRMMUXgIL 8C111C2 "NRZ"SHIP PROCftXK JOB DE8C1ZP~TION X"A...Requirements ~~f- c (ie: ski~lls, courza prarequistia,et-c.) Dress Requirementa ____________________ JOB DESCRIPTION iX~ MARINE AND ENVIRONMENTAL SCIENCE INTERNSUIP...MARINE AND ENVIRONMENTAL SCIENCE INTERNSHIP PROGRAM JOB DESCRIPTION MAST Academy 3979 Rickenbacker Causeway Virginia Key, Florida 33149 Position Summer

Comprehensive Erosion and Sediment Control Training Program for Job Superintendents and Inspectors.

ERIC Educational Resources Information Center

Porter, Harry L., Jr.

One of two training program texts built around the Virginia Erosion and Sediment Control Law and Program, this guide presents a program designed to meet the needs of job superintendents and inspectors. (The other guide, containing a program for engineers, architects, and planners, was designed to train professional people who need engineering and…

Help for Out-of-Work Youth; a Manual for a Job Preparation Program in Your Community.

ERIC Educational Resources Information Center

National Committee on Employment of Youth, New York, NY.

A descriptive review of three job preparation programs for out-of-work youth and guidelines for organizing similar programs in local communities are presented. The programs ranged from a large operation in Detroit to smaller individualized programs initiated by Kalamazoo, Michigan, and North Richmond, California. They were designed primarily to…

Summer-Jobs-for-Youth Program Guide. How to Develop and Manage a Summer Youth Jobs Program. A Technical Assistance Guide.

ERIC Educational Resources Information Center

National Alliance of Business, Inc., Washington, DC.

This guide offers a practical approach for operating summer youth employment programs that involves cooperation among private businesses and local organizations. A timetable provides a month-by-month schedule. Seven sections discuss management responsibilities. Program Planning covers scope, goals, and coordination. Program Management addresses…

A Survey of Community Employment Placements: Where Are Youth and Adults with Disabilities Working?.

ERIC Educational Resources Information Center

Morgan, Robert L.; Ellerd, David A.; Jensen, Kari; Taylor, Matthew J.

2000-01-01

A survey of 109 high school transition programs and 55 adult supported employment programs found that of 7,553 job placements for youth and adults with disabilities, the most frequent category was in food and beverage preparation services. Emerging markets for job placements included tourism and casino jobs. (Contains references.) (Author/CR)

Effect of Time Management Program on Job Satisfaction for Head Nurses

ERIC Educational Resources Information Center

Elsabahy, Hanan ELsayed; Sleem, Wafaa Fathi; El Atroush, Hala Gaber

2015-01-01

Background: Time management and job satisfaction all related to each other and greatly affect success of organization. Subjects and Methods: The study aimed to evaluate the efficacy of a designed program of time management on job satisfaction for head nurses. A Quasi-experimental design was used for a total number of head nurses participated. Two…

Jobs-Plus Site-by-Site: An Early Look at Program Implementation. A Jobs-Plus Working Paper.

ERIC Educational Resources Information Center

Bloom, Susan Philipson, Ed.

This working paper assembles chapters written by onsite researchers about program implementation in each of seven cities included in the Job-Plus Community Revitalization Initiative for Public Housing Families. This report, which provides a "snapshot" of each site, documents the nature and extent of implementation as of that point in…

20 CFR 670.430 - What entities conduct outreach and admissions activities for the Job Corps program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What entities conduct outreach and admissions activities for the Job Corps program? 670.430 Section 670.430 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Recruitment...

Jobs for Florida's Graduates Program Becomes Independent and Its Performance Improves. OPPAGA Status Report.

ERIC Educational Resources Information Center

Allen, Pam; Pardue, Don

The Jobs for Florida's Graduates (JFG) program targets high school students and provides services to help these students graduate and to continue their education or find meaningful employment within one year of graduation. School managers and "job specialists" serve as mentors, identify at-risk high school students, and provide them with…

20 CFR 670.965 - What procedures apply to disclosure of information about Job Corps students and program activities?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What procedures apply to disclosure of information about Job Corps students and program activities? 670.965 Section 670.965 Employees' Benefits... as a screening agency, contract center operator, or placement agency on behalf of the Job Corps. ...

Effects of a Training Program on the Job Readiness of Physically Handicapped Sheltered Workshop Employees.

ERIC Educational Resources Information Center

Tesolowski, Dennis G.; Halpin, Gerald

Twenty-two physically handicapped sheltered workshop employees were matched on the severity of their disabilities and randomly assigned to either an experimental or control group. Those in the experimental group participated in a one-hour-per-day, fifteen-day job readiness training program in addition to their regular sheltered workshop jobs while…

Performance-Reward Contingencies: The Role and Relationships of Perceived Equity in the Job Performance-Job Satisfaction Question.

ERIC Educational Resources Information Center

Van Tilburg, Emmalou

A study examined the relationship between reward contingencies and the levels of job performance and job satisfaction of Cooperative Extension Service county agents. Variables included self-rating of job performance; overall job satisfaction; satisfaction with pay, promotion, co-workers, the work itself, and supervision; agent program area; the…

Job-Preference and Job-Matching Assessment Results and Their Association with Job Performance and Satisfaction among Young Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Hall, Julie; Morgan, Robert L.; Salzberg, Charles L.

2014-01-01

We investigated the effects of preference and degree of match on job performance of four 19 to 20-year-old young adults with developmental disabilities placed in community-based job conditions. We identified high-preference, high-matched and low-preference, low-matched job tasks using a video web-based assessment program. The job matching…

Are we training pit bulls to review our manuscripts?

PubMed

Walbot, Virginia

2009-01-01

Good early training of graduate students and postdocs is needed to prevent them turning into future generations of manuscript-savaging reviewers. How can we intercalate typical papers into our training?

2016 International Conference on Charged Lepton Flavor Violation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dukes, Edmond Craig

Partial support for participation for students and postdocs who wished to attend to give poster presentations at the 2016 International Conference on Charged Lepton Flavor Violation (CLFV 2016) in Charlottesville, VA.

Innovative Older-Worker Programs.

ERIC Educational Resources Information Center

Jessup, Denise; Greenberg, Barbara

1989-01-01

Describes program innovations to keep older workers employed: retraining, job sharing, flexible working hours, job redesign, and phased retirement. Addresses costs and savings, disincentives for workers and employers, and future trends. (SK)

20 CFR 628.210 - State Job Training Coordinating Council.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

20 CFR 638.541 - Job Corps training opportunities.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

20 CFR 628.210 - State Job Training Coordinating Council.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

20 CFR 638.541 - Job Corps training opportunities.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

Job Seeker Resources

Science.gov Websites

to return to the AJCN Home page State of Alaska > DOLWD > Alaska Job Center Network > Job Job Center Network is an equal opportunity employer/program. Auxiliary aids and services are available Alaska Job Center Network (AJCN). Positions filled through AJCN are recruited at the local level through

Job Evaluation's Role in Employee Relations

ERIC Educational Resources Information Center

Dick, Arthur H.

1974-01-01

Jobs are evaluated to provide a fair basis for payment of wages; this procedure must be communicated to employees so they can see they are being treated equitably. Job ranking, grading or job classification, factor comparison, the point method, and direct pricing are methods used in job evaluation programs. (AG)

20 CFR 628.210 - State Job Training Coordinating Council.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

20 CFR 638.541 - Job Corps training opportunities.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

20 CFR 641.864 - What functions and activities constitute programmatic activity costs?

Code of Federal Regulations, 2012 CFR

2012-04-01

..., DEPARTMENT OF LABOR PROVISIONS GOVERNING THE SENIOR COMMUNITY SERVICE EMPLOYMENT PROGRAM Administrative... training, as described in § 641.540, which may be provided before commencing or during a community service..., including job development and job search assistance, job fairs, job clubs, and job referrals; and (e...

20 CFR 641.864 - What functions and activities constitute programmatic activity costs?

Code of Federal Regulations, 2013 CFR

2013-04-01

..., DEPARTMENT OF LABOR PROVISIONS GOVERNING THE SENIOR COMMUNITY SERVICE EMPLOYMENT PROGRAM Administrative... training, as described in § 641.540, which may be provided before commencing or during a community service..., including job development and job search assistance, job fairs, job clubs, and job referrals; and (e...

Direct care worker's perceptions of job satisfaction following implementation of work-based learning.

PubMed

Lopez, Cynthia; White, Diana L; Carder, Paula C

2014-02-01

The purpose of this study was to understand the impact of a work-based learning program on the work lives of Direct Care Workers (DCWs) at assisted living (AL) residences. The research questions were addressed using focus group data collected as part of a larger evaluation of a work-based learning (WBL) program called Jobs to Careers. The theoretical perspective of symbolic interactionism was used to frame the qualitative data analysis. Results indicated that the WBL program impacted DCWs' job satisfaction through the program curriculum and design and through three primary categories: relational aspects of work, worker identity, and finding time. This article presents a conceptual model for understanding how these categories are interrelated and the implications for WBL programs. Job satisfaction is an important topic that has been linked to quality of care and reduced turnover in long-term care settings.

Beyond Job Search or Basic Education: Rethinking the Role of Skills in Welfare Reform.

ERIC Educational Resources Information Center

Strawn, Julie

Most welfare-to-work programs may be classified as quick employment programs emphasizing individual or group job searches or skill-building programs emphasizing basic education. Although both types of programs offer benefits, they also suffer from significant limitations. To be more effective than their predecessors, current-generation…

76 FR 20799 - Intermediary Lending Pilot Program Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-13

... Pilot (ILP) program established by the Small Business Jobs Act of 2010. The meetings will be open to the... holding open meetings to discuss the ILP program established in the Small Business Jobs Act of 2010 (Pub... program public meeting, please contact: 1. San Francisco--Steve Bangs, (415) 744-6792, fax (415) 744-6812...

Specialized Vocational Services for the Individual with Epilepsy.

ERIC Educational Resources Information Center

Fraser, Robert T.; And Others

A specialized vocational program served 108 epileptic individuals who participated in the program during the first 18 months of its operation. The following are some of the aspects of the program: utilization of the neuropsychological data in rehabilitation planning, brief work adjustment, a job station program, training in job seeking skills,…

77 FR 31042 - Comment Request for Information Collection for Veterans' Retraining Assistance Program, Extension...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-24

..., employment status, status in a Federal or state job training program within 180 days of the application, and... Federal or state job training program within 180 days of the application, and has applied for the program... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

Security, Dignity, Caring Relationships, and Meaningful Work: Needs Motivating Participation in a Job-Training Program

ERIC Educational Resources Information Center

Ayers, David F.; Miller-Dyce, Cherrel; Carlone, David

2008-01-01

Researchers asked 17 participants in a job-training program to describe their personal struggles following an economic restructuring. Examined through a critical theoretical lens, findings indicate that the learners enrolled in the program to reclaim security, dignity, meaningful work, and caring relationships. Program planners at community…

ERC Student Info

Science.gov Websites

STUDENTS ** GRADUATING ERC STUDENTS ** ERC AFFILIATED POST DOCTORAL ASSIGNEES When you join a ERC Research to My SRC page/My Tools. 2. All students and Postdocs must post a current resume and verify their

ESMN in Memoriam (1998 -- 2006)

NASA Astrophysics Data System (ADS)

Rutten, R. J.

2007-05-01

The EC-FP5 European Solar Magnetism Network (ESMN) was terminated during this conference. Together with its FP4 predecessor, the European Solar Magnetometry Network (ESMN), it funded 22 postdoc and 9 graduate-student appointments at nine solar physics groups in Western Europe, it enhanced Europe-wide collaboration in solar physics, and it contributed to the integration of East-European groups in West-European enterprises. Its unfortunate demise results from lack of further fortune in the FP6 lottery. The FP6-funded Utrecht-Stockholm-Oslo graduate school in solar physics represents offspring, the FP6 Solaire network is a partial replacement, and the EAST undertaking and pledge to build an EST is a most worthy FP7 stake. The EC's policy shifts from postdoc to predoc funding and from requiring (too) small to requiring (too) large consortia are criticized.

20 CFR 628.500 - Scope and purpose.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.500 Scope and purpose. This subpart contains the regulations pertaining to...

20 CFR 628.205 - Governor's coordination and special services plan.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Job Opportunities and Basic Skills (JOBS) program; the certification of the implementation of the... performance; program administration; program financial management and audit resolution procedures; capacity... information described in paragraph (c)(1) of this section shall be provided to SDA's in sufficient time for...

25 CFR 26.11 - What type of Job Placement and Training assistance may be approved?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What type of Job Placement and Training assistance may be... JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.11 What type of Job Placement and... supplemental assistance that supports job placement or training activities (see subpart B of this part for Job...

Getting a Job Is Only Half the Battle: Maternal Job Loss and Child Classroom Behavior in Low-Income Families

ERIC Educational Resources Information Center

Hill, Heather D.; Morris, Pamela A.; Castells, Nina; Walker, Jessica Thornton

2011-01-01

This study uses data from an experimental employment program and instrumental variables (IV) estimation to examine the effects of maternal job loss on child classroom behavior. Random assignment to the treatment at one of three program sites is an exogenous predictor of employment patterns. Cross-site variation in treatment-control differences is…

Job Stressors and Teacher Job Satisfaction in Programs Serving Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Adera, Beatrice A.; Bullock, Lyndal M.

2010-01-01

Teacher turnover is problem that continues to plague the field of special education, given the associated costs when a teacher leaves his or her job. The challenges associated with recruitment and retention of quality teachers, especially in programs serving students with emotional and behavioral disorders (E/BD) have been attributed to a variety…

Working with Organizations to Develop "New Careers" Programs. Technical Monograph No. 10, Publication No. 110.

ERIC Educational Resources Information Center

Pruger, Robert; Specht, Harry

This report on a job creation program for poor people deals with the organizations within which jobs were created, the responses of the organizations to the jobs, and the techniques which seemed useful in working with the organizations. Major sections include: (1) Employment, Unemployment and New Careers, (2) Organizational Barriers, (3) The Forms…

Programming Design Guide for Computer Implementation of Job Aid for Selecting Instructional Setting. Final Report.

ERIC Educational Resources Information Center

Schulz, Russel E.; And Others

This Programming Design Guide (PDG) was developed to permit the offline Job Aid for Selecting Instructional Setting, which is one of 13 job aids presently available for use with the Instructional Systems Development (ISD) model, to be available in an inquiry-type, online version. It is intended to provide computer programmers with all of the…

Pennsylvania Blue Shield's Job Linked Skills Program. A Basic Skills Education Program. Final Performance Report.

ERIC Educational Resources Information Center

Pennsylvania Blue Shield, Camp Hill.

A project developed a model curriculum to be delivered by computer-based instruction to teach the required literacy skills for entry workers in the health insurance industry. Literacy task analyses were performed for the targeted jobs and then validated with focus groups. The job tasks and related basic skills were divided into modules. The job…

Table-top job analysis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1994-12-01

The purpose of this Handbook is to establish general training program guidelines for training personnel in developing training for operation, maintenance, and technical support personnel at Department of Energy (DOE) nuclear facilities. TTJA is not the only method of job analysis; however, when conducted properly TTJA can be cost effective, efficient, and self-validating, and represents an effective method of defining job requirements. The table-top job analysis is suggested in the DOE Training Accreditation Program manuals as an acceptable alternative to traditional methods of analyzing job requirements. DOE 5480-20A strongly endorses and recommends it as the preferred method for analyzing jobsmore » for positions addressed by the Order.« less

20 CFR 670.500 - What services must Job Corps centers provide?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false What services must Job Corps centers provide... LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.500 What services must Job Corps centers provide? (a) Job Corps centers must...

20 CFR 670.500 - What services must Job Corps centers provide?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false What services must Job Corps centers provide... LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.500 What services must Job Corps centers provide? (a) Job Corps centers must...

20 CFR 670.500 - What services must Job Corps centers provide?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What services must Job Corps centers provide... LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.500 What services must Job Corps centers provide? (a) Job Corps centers must...

20 CFR 670.500 - What services must Job Corps centers provide?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false What services must Job Corps centers provide... LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.500 What services must Job Corps centers provide? (a) Job Corps centers must provide: (1...

Principal Recruitment: Assessing Job Pursuit Intentions among Educators Enrolled in Principal Certification Programs

ERIC Educational Resources Information Center

Winter, Paul A.; Rinehart, James S.; Keedy, John L.; Bjork, Lars G.

2007-01-01

A statewide cadre of principal certification students (N = 516) completed a principal job survey and role-played as applicants for a principal position by completing a principal job evaluation instrument. Significant predictors of principal job rating included the following: self-reported capability to do the job, expected satisfaction with work…

Video Job Shadows. Project SEED.

ERIC Educational Resources Information Center

Kucinkas, Gene; Noyce, Gary

Video Job Shadows encourages students to develop questions about a job and offers them the chance to videotape a business person answering those questions about his or her job. The program can be an effective method of teaching high school students about the world of work and the specific requirements and responsibilities of some jobs in their…

20 CFR 670.500 - What services must Job Corps centers provide?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What services must Job Corps centers provide... LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.500 What services must Job Corps centers provide? (a) Job Corps centers must provide: (1...

The Bridges Program.

ERIC Educational Resources Information Center

Bohnen, Elizabeth; Klie, Judy

This report describes BRIDGES, an employment equity special measures training program developed by the City of Toronto (Ontario, Canada). It was designed to help women employees move from their traditional jobs into trades, technical or operation (TTO) jobs within their own organization. The program is a combination of classroom sessions, shop…

20 CFR 638.543 - Community relations program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Community relations program. 638.543 Section 638.543 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.543 Community...

20 CFR 638.502 - Job Corps basic education program.

Code of Federal Regulations, 2011 CFR

2011-04-01

... education program. The Job Corps Director shall prescribe or provide for basic education curricula to be... Educational Development (GED); (d) World of work; (e) Health education; (f) Driver education; and (g) English...

English Language and Skills Training for Entry-Level Health Care Jobs. Program Guide.

ERIC Educational Resources Information Center

Vaidya, Elma

The guide describes a vocational English-as-a-Second-Language program for pre-employment training of Southeast Asians seeking work in entry-level health care jobs. The program was conducted in cooperation with a hospital in Massachusetts. The guide describes the program and its four instructional units in detail, and includes lesson plans,…

What Is Your Degree Worth? The Relationship between Post-Secondary Programs and Employment Outcomes

ERIC Educational Resources Information Center

Fenesi, Barbara; Sana, Faria

2015-01-01

There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that…

School to Employment Program (STEP) Jobs for Youth. Annual Report.

ERIC Educational Resources Information Center

New York State Dept. of Labor, Albany.

The School to Employment Program (STEP) provided job placement, training, counseling, and remediation for economically disadvantaged youth aged 14-21 who were at risk of dropping out of school or who had dropped out and were unprepared for employment. Its two major components were in-school and out-of-school programs. Youth in both programs were…

Postdoc Proposal

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dorhout, Jacquelyn Marie

2017-11-21

The goal of this project is to determine whether variables such as the molarity of nitric acid (HNO 3), temperature, and surface characteristics of uranium materials have an effect on the fractionation of 15N between the solution and vapor phases.

20 CFR 638.803 - Safety.

Code of Federal Regulations, 2010 CFR

2010-04-01

...' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.803 Safety. (a) The Job Corps... unsanitary, hazardous, or lack proper ventilation. Whenever students are employed or trained for jobs, they...

Experiential learning in high energy physics: a survey of students at the LHC

NASA Astrophysics Data System (ADS)

Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

2017-03-01

More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

Youth Jobs Programs: The Critical Need for a Comprehensive Strategy. Testimony before the House Education and Labor Committee.

ERIC Educational Resources Information Center

Taggart, Robert

In times of economic recession, dollars for job training and job placement programs grow scarcer, and those that are available tend to go to middle-class workers who are displaced or temporarily unemployed. The structurally unemployed--primarily the poor, the less educated, and minority youth--find it harder to compete for the needed training, and…

Creating Tomorrow's Technologists: Contrasting Information Technology Curriculum in North American Library and Information Science Graduate Programs against Code4lib Job Listings

ERIC Educational Resources Information Center

Maceli, Monica

2015-01-01

This research study explores technology-related course offerings in ALA-accredited library and information science (LIS) graduate programs in North America. These data are juxtaposed against a text analysis of several thousand LIS-specific technology job listings from the Code4lib jobs website. Starting in 2003, as a popular library technology…

An Examination of Community College Occupational Programs and Their Role in Equipping Students with the Necessary Skills to Supply the Demand for High-Demand Middle-Skill Jobs

ERIC Educational Resources Information Center

Blackman, Orville G.

2009-01-01

This study addresses the fundamental question, "Are Kentucky's public community and technical colleges training enough students with the relevant skills to fill job openings in Kentucky's middle-skill jobs?" By examining student interests in occupational programs, labor market demand for trained middle-skill employees, and their…

Project Job: Vocational Training Program for Mentally Retarded Adults.

ERIC Educational Resources Information Center

Career Development for Exceptional Individuals, 1983

1983-01-01

A vocational training program for trainable mentally retarded youth and adults provided instruction on functional skills, travel training, and independent living skills in addition to supervised performance in part time jobs in the community. The program expanded into small business subsidiaries for boat cleaning and detailing and marine serving.…

Employability Skills + Adult Agency Support + Family Support + On-the-Job Support = Successful Employment.

ERIC Educational Resources Information Center

Patton, Patricia Lucey; And Others

1997-01-01

This article describes a comprehensive transition program for students with mild disabilities. The program revolves around a classroom-based employability skills curriculum taught over a semester's duration. Four program components are addressed: employability skills training, family involvement, adult agency referral, and on-the-job support. (CR)

Market Aspects of an Interior Design Program.

ERIC Educational Resources Information Center

Gold, Judy E.

A project was conducted to evaluate a proposed interior design program in order to determine the marketability (job availability in the field of interior design and home furnishings merchandising) and the feasibility (educational requirements for entrance into the interior design and home furnishings merchandising job market) of the program. To…

Highway construction on-the-job training program review.

DOT National Transportation Integrated Search

2007-05-01

"This study provides information about the experiences of trainees, contractors, Montana Department of : Transportation (MDT) field staff, and other state DOT staff in their states On-the-Job Training (OJT) Program. : Obtaining this information is...

29 CFR 29.7 - Apprenticeship agreement.

Code of Federal Regulations, 2010 CFR

2010-07-01

... spent by the apprentice in work on the job in a time-based program; or a description of the skill sets to be attained by completion of a competency-based program, including the on-the-job learning...

25 CFR 26.26 - What Job Placement services may I receive?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What Job Placement services may I receive? 26.26 Section 26.26 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.26 What Job Placement services may I receive? As determined by...

20 CFR 670.540 - What is Job Corps' zero tolerance policy?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false What is Job Corps' zero tolerance policy? 670... (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.540 What is Job Corps' zero tolerance policy? (a) Each Job Corps center must have a zero...

20 CFR 670.505 - What types of training must Job Corps centers provide?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What types of training must Job Corps centers... LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.505 What types of training must Job Corps centers provide? (a) Job Corps centers...

25 CFR 26.26 - What Job Placement services may I receive?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What Job Placement services may I receive? 26.26 Section 26.26 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.26 What Job Placement services may I receive? As determined by...

25 CFR 26.26 - What Job Placement services may I receive?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What Job Placement services may I receive? 26.26 Section 26.26 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.26 What Job Placement services may I receive? As determined by...

25 CFR 26.26 - What Job Placement services may I receive?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What Job Placement services may I receive? 26.26 Section 26.26 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.26 What Job Placement services may I receive? As determined by...

20 CFR 670.540 - What is Job Corps' zero tolerance policy?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false What is Job Corps' zero tolerance policy? 670... THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.540 What is Job Corps' zero tolerance policy? (a) Each Job Corps center must have a zero tolerance...

25 CFR 26.26 - What Job Placement services may I receive?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What Job Placement services may I receive? 26.26 Section 26.26 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.26 What Job Placement services may I receive? As determined by...

20 CFR 670.540 - What is Job Corps' zero tolerance policy?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What is Job Corps' zero tolerance policy? 670... THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.540 What is Job Corps' zero tolerance policy? (a) Each Job Corps center must have a zero tolerance...

20 CFR 670.540 - What is Job Corps' zero tolerance policy?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false What is Job Corps' zero tolerance policy? 670... (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.540 What is Job Corps' zero tolerance policy? (a) Each Job Corps center must have a zero...

20 CFR 670.540 - What is Job Corps' zero tolerance policy?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What is Job Corps' zero tolerance policy? 670... (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.540 What is Job Corps' zero tolerance policy? (a) Each Job Corps center must have a zero...

Machine Shop Suggested Job and Task Sheets. Part I. 25 Elementary Jobs.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This volume consists of elementary job and task sheets adaptable for use in the regular vocational industrial education programs for the training of machinists and machine shop operators. Twenty-five simple machine shop job sheets are included. Some or all of this material is provided for each job sheet: an introductory sheet with aim, checking…

Machine Shop Suggested Job and Task Sheets. Part II. 21 Advanced Jobs.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This volume consists of advanced job and task sheets adaptable for use in the regular vocational industrial education programs for the training of machinists and machine shop operators. Twenty-one advanced machine shop job sheets are included. Some or all of this material is provided for each job: an introductory sheet with aim, checking…

Interview for the Job. Job Search. Competency 4.0.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This competency booklet for individualized competency-based instruction is the fourth of five in the Job Search Skills package. (Instructor program and guides are available separately as CE 031 965 and 966, the other booklets as CE 031 967-971.) It contains 13 operational units related to the job search competency of interviewing for the job. (The…

20 CFR 670.505 - What types of training must Job Corps centers provide?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What types of training must Job Corps centers... Operations § 670.505 What types of training must Job Corps centers provide? (a) Job Corps centers must... necessary for those jobs, and as appropriate, recommend changes in the center's vocational training program...

Jobs for JOBS: Toward a Work-Based Welfare System. Occasional Paper 1993-1.

ERIC Educational Resources Information Center

Levitan, Sar A.; Gallo, Frank

The Job Opportunities and Basic Skills (JOBS) program, a component of the 1988 Family Support Act, emphasizes education and occupational training for welfare recipients, but it has not provided sufficient corrective measures to promote work among recipients of Aid for Families with Dependent Children (AFDC). The most serious deficiency of JOBS is…

The DACUM Job Analysis Process.

ERIC Educational Resources Information Center

Dofasco, Inc., Hamilton (Ontario).

This document explains the DACUM (Developing A Curriculum) process for analyzing task-based jobs to: identify where standard operating procedures are required; identify duplicated low value added tasks; develop performance standards; create job descriptions; and identify the elements that must be included in job-specific training programs. The…

WorkFirst: Fifth Year Accountability Report for WorkFirst Training Programs Conducted in 2002-03

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2005

2005-01-01

WorkFirst is Washington State's welfare-to-work program. The program's mission is to help citizens get "a job, a better job, a better life." Inaugurated in 1996, it is based on the 1996 federal Temporary Assistance to Needy Families (TANF) welfare reform legislation. As part of this new program, the community and technical college system…

Introducing the AAS Astronomy Ambassadors Program

NASA Astrophysics Data System (ADS)

Gurton, S.; Fienberg, R. T.; Fraknoi, A.; Prather, E. E.

2013-04-01

Newly established by the American Astronomical Society (AAS), the Astronomy Ambassadors program is designed to support early-career AAS members with training in resources and techniques for effective outreach to students and/or the public. A pilot Astronomy Ambassadors workshop will be held at the January 2013 AAS meeting. Workshop participants will learn to communicate effectively with public and school audiences; find outreach opportunities and establish ongoing partnerships with local schools, science centers, museums, parks, and/or community centers; reach audiences with personal stories, hands-on activities, and jargon-free language; identify strategies and techniques to improve their presentation skills; gain access to a menu of outreach resources that work in a variety of settings; and become part of an active community of astronomers who do outreach. Applications are welcome from advanced undergraduates (those doing research and committed to continuing in astronomy), graduate students, and postdocs and new faculty in their first two years after receipt of the PhD. We especially encourage applications from members of groups that are presently underrepresented in science.

75 FR 35828 - Youthbuild Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-23

... subject proposal. The Youthbuild Program provides disadvantaged youth, predominately high school dropouts, with educational opportunities and job skills training. Beginning with fiscal year (FY) 2007, this..., predominately high school dropouts, with educational opportunities and job skills training. Beginning with...

LABCON - Laboratory Job Control program

NASA Technical Reports Server (NTRS)

Reams, L. T.

1969-01-01

Computer program LABCON controls the budget system in a component test laboratory whose workload is made up from many individual budget allocations. A common denominator is applied to an incoming job, to which all effort is charged and accounted for.

Science and Engineering Ph.D. Students' Career Outcomes, by Gender.

PubMed

Conti, Annamaria; Visentin, Fabiana

2015-01-01

We examine differences in the careers of men and women Ph.D.s from two major European universities. Having performed regression analysis, we find that women are more likely than men to be employed in public administration when the alternatives are either academia or industry. Between the latter two alternatives, women are more likely to be employed in academia. These gender differences persist after accounting for Ph.D.s' and their supervisors' characteristics. Gender gaps are smaller for Ph.D.s with large research outputs and for those who conducted applied research. Restricting the analysis to Ph.D.s who pursued postdoc training, women are less likely than men to be employed in highly ranked universities, even after controlling for their research outputs. Finally, we find gender differences in Ph.D.s' appointment to professorship, which are explained by the Ph.D.s' publication output and the quality of their postdoc training.

Testing the Pairs-Reflection Model with X-Ray Spectral Variability and X-Ray Properties of Complete Samples of Radio-Selected BL Lacertae Objects

NASA Astrophysics Data System (ADS)

Urry, C. Megan

1997-01-01

This grant was awarded to Dr. C. Megan Urry of the Space Telescope Science Institute in response to two successful ADP proposals to use archival Ginga and Rosat X-ray data for 'Testing the Pairs-Reflection model with X-Ray Spectral Variability' (in collaboration with Paola Grandi, now at the University of Rome) and 'X-Ray Properties of Complete Samples of Radio-Selected BL Lacertae Objects' (in collaboration with then-graduate student Rita Sambruna, now a post-doc at Goddard Space Flight Center). In addition, post-docs Joseph Pesce and Elena Pian, and graduate student Matthew O'Dowd, have worked on several aspects of these projects. The grant was originally awarded on 3/01/94; this report covers the full period, through May 1997. We have completed our project on the X-ray properties of radio-selected BL Lacs.

Science and Engineering Ph.D. Students’ Career Outcomes, by Gender

PubMed Central

2015-01-01

We examine differences in the careers of men and women Ph.D.s from two major European universities. Having performed regression analysis, we find that women are more likely than men to be employed in public administration when the alternatives are either academia or industry. Between the latter two alternatives, women are more likely to be employed in academia. These gender differences persist after accounting for Ph.D.s’ and their supervisors’ characteristics. Gender gaps are smaller for Ph.D.s with large research outputs and for those who conducted applied research. Restricting the analysis to Ph.D.s who pursued postdoc training, women are less likely than men to be employed in highly ranked universities, even after controlling for their research outputs. Finally, we find gender differences in Ph.D.s’ appointment to professorship, which are explained by the Ph.D.s’ publication output and the quality of their postdoc training. PMID:26244797

20 CFR 638.409 - Placement and job development.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

20 CFR 638.409 - Placement and job development.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

20 CFR 638.409 - Placement and job development.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

78 FR 67222 - Proposed Information Collection Activity; Comment Request: Other On-the-Job Training and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-08

... Activity; Comment Request: Other On-the-Job Training and Apprenticeship Training Agreement and Standards and Employer's Application To Provide Job Training AGENCY: Veterans Benefits Administration... requirements for job training program. DATES: Written comments and recommendations on the proposed collection...

75 FR 62188 - Proposed Information Collection (Other On-The-Job Training and Apprenticeship Training Agreement...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-07

... On-The-Job Training and Apprenticeship Training Agreement and Standards and Employer's Application To Provide Job Training) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of... for job training program. DATES: Written comments and recommendations on the proposed collection of...

Enlisted Personnel Individualized Career System (EPICS) Test and Evaluation

DTIC Science & Technology

1984-01-01

The EPICS program, which was developed using an integrated personnel systems approach ( IPSA ), delays formal school training until after personnel have...received shipboard on-job training complemented by job performance aids (3PAs). Early phases of the program, which involved developing the IPSA EPICS...detailed description of the conception and development of the EPICS IPSA model, the execution of the front-end job design analyses, 3PA and instructional

The Literacy Line! A Handbook for Creating and Implementing a Work Site Job Specific Literacy Program [and] Some People Work in the Vineyard [Curriculum].

ERIC Educational Resources Information Center

Napa Valley Unified School District, Napa, CA.

The materials include a handbook for development of worksite, job-specific literacy programs and a sample curriculum for vineyard workers in California. The handbook describes the Literacy Line! project, a mobile unit to carry English-as-a-Second-Language (ESL) and job-specific literacy instruction to employees at wineries and vineyards in the…

Job Corps: Its Costs, Employment Outcomes, and Service to the Public. Briefing Report to the Chairman, Committee on Labor and Human Resources, United States Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

This report evaluates the cost effectiveness of the Civilian Conservation Centers (CCCs) which are part of the Job Corps program but operated under inter-agency agreement by the Departments of Agriculture and the Interior. Data are from the program year beginning July 1, 1984. Information is presented on: (1) the costs, job placements, and…

2011 Photosynthesis Gordon Research Conference & Seminar (June 11-17, 2011, Davidson College, Davidson, North Carolina)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Prof. Krishna Niyogi

2011-06-17

Photosynthesis is the biological process that converts solar energy into chemical energy. Elucidation of the mechanisms of photosynthetic energy conversion at a molecular level is fundamentally important for understanding the biology of photosynthetic organisms, for optimizing biological solar fuels production, and for developing biologically inspired approaches to solar energy conversion. The 2011 Gordon Conference on Photosynthesis will present cutting-edge research focusing on the biochemical aspects of photosynthesis, including: (1) structure, assembly, and function of photosynthetic complexes; (2) the mechanism of water splitting by PSII; (3) light harvesting and quenching; (4) alternative electron transport pathways; (5) biosynthesis of pigments and cofactors;more » and (6) improvement of photosynthesis for bioenergy and food production. Reflecting the interdisciplinary nature of photosynthesis research, a diverse group of invited speakers will represent a variety of scientific approaches to investigate photosynthesis, such as biochemistry, molecular genetics, structural biology, systems biology, and spectroscopy. Highly interactive poster sessions provide opportunities for graduate students and postdocs to present their work and exchange ideas with leaders in the field. One of the highlights of the Conference is a session featuring short talks by junior investigators selected from the poster presentations. The collegial atmosphere of the Photosynthesis GRC, with programmed discussion sessions as well as informal gatherings in the afternoons and evenings, enables participants to brainstorm, exchange ideas, and forge new collaborations. For the second time, this Conference will be immediately preceded by a Gordon Research Seminar on Photosynthesis (June 11-12, 2011, at the same location), with a focus on 'Photosynthesis, Bioenergy, and the Environment.' The GRS provides an additional opportunity for graduate students and postdocs to present their research, and it provides a mechanism to encourage active participation by junior scientists interested in photosynthesis and its applications.« less

20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

Code of Federal Regulations, 2010 CFR

2010-04-01

...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and..., One-Stop Career Centers, the Workforce Investment Act of 1998, a demonstration or other temporary...

Correlational Study of Leadership Style and Teacher Job Satisfaction in Two Head Start Programs

ERIC Educational Resources Information Center

Miles, Wanda L.

2010-01-01

The purpose of this study was to examine the relationship between leadership style and teacher job satisfaction. The population sample consisted of teachers within two preschool programs. The research study sought to understand the leadership styles of preschool program directors while examining concerns related to preschool teachers' job…

Growing Prospects in Manitoba: Drug Equipment Spices Up Youth Job Training Program.

ERIC Educational Resources Information Center

Montague, Arthur

2002-01-01

A Winnipeg (Manitoba) school teacher started a nonprofit job skills training program for at-risk youth. Police donated equipment confiscated from marijuana cultivators to the program, which trains youth aged 15-29 in hydroponics, horticulture, and greenhouse operations. More than 75 percent of its graduates are employed in greenhouse or related…

40 CFR 68.175 - Prevention program/Program 3.

Code of Federal Regulations, 2012 CFR

2012-07-01

... operating procedures. (g) The date of the most recent review or revision of training programs; (1) The type of training provided—classroom, classroom plus on the job, on the job; and (2) The type of competency... review or revision of management of change procedures. (j) The date of the most recent pre-startup review...

40 CFR 68.175 - Prevention program/Program 3.

Code of Federal Regulations, 2013 CFR

2013-07-01

... operating procedures. (g) The date of the most recent review or revision of training programs; (1) The type of training provided—classroom, classroom plus on the job, on the job; and (2) The type of competency... review or revision of management of change procedures. (j) The date of the most recent pre-startup review...

40 CFR 68.175 - Prevention program/Program 3.

Code of Federal Regulations, 2011 CFR

2011-07-01

... operating procedures. (g) The date of the most recent review or revision of training programs; (1) The type of training provided—classroom, classroom plus on the job, on the job; and (2) The type of competency... review or revision of management of change procedures. (j) The date of the most recent pre-startup review...

40 CFR 68.175 - Prevention program/Program 3.

Code of Federal Regulations, 2014 CFR

2014-07-01

... operating procedures. (g) The date of the most recent review or revision of training programs; (1) The type of training provided—classroom, classroom plus on the job, on the job; and (2) The type of competency... review or revision of management of change procedures. (j) The date of the most recent pre-startup review...

Physical training programs for public safety personnel.

PubMed

Moulson-Litchfield, M; Freedson, P S

1986-07-01

The nature of public safety jobs often reflects sudden strenuous exertion at a moment's notice. In the 1970s, police and fire departments became acutely aware of high numbers of on-the-job injuries and illnesses related to coronary heart disease. Disability payments for premature cardiovascular problems were being linked to cardiovascular risk factors accrued while on the job. This prompted public safety departments to initiate fitness programs for their employees. The fitness level of public safety personnel is not high. Job-related benefits have been linked to consistent physical training; high aerobic capacity, high muscular strength and endurance, above-average lean body weight, and minimal body fat are necessary for efficient job performance. In light of the physical benefits gained through regular exercise, pioneer departments began exercise programs for their personnel. These included the fire departments in Lawrence, Kansas, Alexandria, Virginia and Los Angeles, and the Dallas police department. Mealey documents psychologic improvements with exercise. Pioneer fitness programs such as that of the Los Angeles fire department have noted evidence of risk-factor reduction following institution of a mandatory program. The Alexandria department has instituted mandatory entrance requirements for their recruits, such as a no-smoking policy while on the job and mandatory exercise participation. Many community departments are not able to justify the institution of fitness programs. They may cite cost, lack of space, or lack of administrative support for the inability to initiate these programs. Legal and union ramifications may also deter the effort of program implementation. Considerations when implementing programs should involve cost of equipment, space, employee input, and determination of mandatory versus voluntary status. Preliminary medical screening and fitness evaluations should reliably evaluate an employee's physical ability to perform job-related tasks. The tests should be performed on a regular basis during employment. It is important, therefore, to convey the benefits of exercise to administrators. Frequent exercise testing should record progress of participants during exercise training and goals should be constantly updated. Pioneer programs should be used as models to follow when implementing a public safety physical training program. However, individual departments should evaluate the needs of their own personnel with respect to equipment, exercise schedule and type, and place of training.(ABSTRACT TRUNCATED AT 400 WORDS)

Exploring social support and job satisfaction among associate degree program directors in California.

PubMed

Mintz-Binder, Ronda D; Fitzpatrick, Joyce J

2009-01-01

A troubling trend noted in California has been an increase in the number of open positions for program directors of associate degree registered nursing (ADRN) programs. Positions remain open for extended periods of time, and the number of qualified applicants for such positions is insufficient. The loss of and ensuing slow replacement of ADRN program directors can put these programs in jeopardy of student admission suspension, or, worse yet, closure by the state nursing board. In this exploratory study, variables of social support and job satisfaction were studied. Variables were found to be limited opportunities for peer interaction, expressed discontent, and retention concerns. A significant positive relationship between job satisfaction and social support was noted. Recommendations for future research are offered.

25 CFR 26.27 - What kind of Job Placement support services can I expect?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What kind of Job Placement support services can I expect? 26.27 Section 26.27 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.27 What kind of Job Placement support services...

25 CFR 26.27 - What kind of Job Placement support services can I expect?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What kind of Job Placement support services can I expect? 26.27 Section 26.27 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.27 What kind of Job Placement support services...

25 CFR 26.27 - What kind of Job Placement support services can I expect?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What kind of Job Placement support services can I expect? 26.27 Section 26.27 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.27 What kind of Job Placement support services...

25 CFR 26.27 - What kind of Job Placement support services can I expect?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What kind of Job Placement support services can I expect? 26.27 Section 26.27 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Job Placement Services § 26.27 What kind of Job Placement support services...

25 CFR 26.33 - How do I show I need job training?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

25 CFR 26.33 - How do I show I need job training?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

25 CFR 26.33 - How do I show I need job training?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

Is It All Worth It? The Experiences of New PhDs on the Job Market, 2007-10

ERIC Educational Resources Information Center

McFall, Brooke Helppie; Murray-Close, Marta; Willis, Robert J.; Chen, Uniko

2015-01-01

The authors describe job market experiences of new PhD economists, 2007-10. Using information from PhD programs' job candidate Web sites and original surveys, they present information about job candidates' characteristics, preferences, and expectations; how job candidates fared at each stage of the market; and predictors of outcomes at…

Prepare for the Job Search. Job Search. Competency 1.0.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This competency booklet for individualized competency-based instruction is the first of five in the Job Search Skills package. (Instructor program and guides are available separately as CE 031 965 and 966, the other booklets as CE 031 968-971.) It contains 15 operational units related to the job search competency of preparing for the job search.…

25 CFR 26.33 - How do I show I need job training?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...