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In the United States, policy makers refer to young people, between the ages of 16 and 24, who are disconnected from school or work as "opportunity youth."Although researchers have documented demographic characteristics of this population, few empirical studies examine features of context that explain how youth become disconnected from education and employment. In this chapter, I present the voices of young people as they examine the phenomenon of "disconnection" in their rural community. I draw on qualitative data to describe how features of policy, practice, and place make it difficult for youth to experience feelings of belonging, develop valued social networks, and establish identities as productive community members. The chapter includes recommendations for sustaining youth engagement and interrupting pathways to disconnection. [ABSTRACT FROM AUTHOR]

This article draws upon the authors’ experience in developing cognitive information processing theory in order to examine three important questions facing vocational psychology and assessment: (a) Where should new knowledge for vocational psychology come from? (b) How do career theories and research find their way into practice? and (c) What is the nature of career development and vocational choice in a global economy? Topics include the interdisciplinary nature of knowledge in this field, the extensive information provided by established career theories and applications, the ongoing need to inform practice through theory and research, the transformation and dissemination of knowledge from the laboratory to the field, and the common themes among education and work issues in a global economy. [ABSTRACT FROM PUBLISHER]

This research explores the interaction between training programs and certification status in one education labor market to examine the micro-level interactions that shape the recruitment process. Using job queue theory, it is found that the information available to novice teachers operates to stratify and shape their worksite choices in addition to stratifying workers by their certification status. Traditionally trained teachers use the formal and informal knowledge garnered during training to identify preferred worksites, citing poverty levels, student achievement, and the administration as important factors in the decision-making process. Conversely, alternatively trained teachers are channeled into disadvantaged schools and, constrained by limited occupational knowledge, select a worksite based on personal interactions. Accountability policies and teacher training programs interact to stratify schools and teachers in the education labor market. [ABSTRACT FROM AUTHOR]

Purpose: The objective of this study is to investigate and characterize principals' backgrounds, individual and school level factors associated with leadership stability, and principal career paths and exit behaviors in Missouri. Method: In this study, the authors construct two data sets of practicing school principals in the state of Missouri: (a) one consisting of approximately 2,700 school principals across grade levels for each year from 1999 to 2006, and (b) one consisting of three cohorts of principals who were new to a given school in 1999, 2000, and 2001. With the first data set, the authors construct "stability" ratios identifying the amount of time a principal spent in any given school as a percentage of the total time that principal was in the data set. With the second data set, the authors create indicators of the time period at which a cohort member (a) left the principalship altogether (in Missouri), (b) made a first move to another school, or (c) made a second move to another school. Using the first data set, the authors estimate truncated regression models to identify the relationship between principal characteristics, school context, and principal stability. Using the second data set, they estimate Cox Proportional Hazard models to determine the relationship between principal characteristics, school context, and exit or move behavior. Findings: The authors find that a principal's relative salary, compared to peers in the same labor market, exerts a consistent influence on stability--the higher the salary, the more likely a principal is stable and less likely he or she is to move to another school. Principals were able to leverage school-to-school moves for an average change in relative salary of about +5%. The authors also find that school racial composition--specifically percentage of students who are Black--may lead to instability and greater likelihood of a second move and that middle school principals are less stable. [ABSTRACT FROM AUTHOR]

The article discusses opportunities associated with summer employment for youths with cognitive disabilities. It points out that summer work experiences do not compete with academic work and can prevent social and functional skill regression that can occur during the summer. Lack of services in summer, such as support personnel and transportation services, can contribute to missed opportunities. The article stresses the importance of planning intentionally for summer and of involving youth, teachers and family members in the planning, since these people are best equipped to know the student's strengths and interests. Summer planning, it states, should be linked with the larger goals for the student. Unconventional solutions involving existing supports and resources may sometimes be best.

Using data from the 2000 Public Use Sample of the U.S. census, this research examined how estimates of school enrollment and school-work patterns among Mexican-origin adolescents are affected by including or excluding young immigrants who never enrolled in U.S. schools. The analysis demonstrates that a nontrivial share of adolescents who were born in Mexico almost certainly never enrolled in U.S. schools; these youths most likely migrated to the United States for work. Excluding these adolescents from analyses substantially reduces gaps in school enrollment between Mexicans and whites and between native and foreign-born Mexicans. Excluding never-enrolled immigrant youths also changes the relationship between the duration of U.S. residence and idleness among Mexican immigrant youths, revealing that additional years of residence in the United States increase the likelihood of being out of school and not working compared to being in school and not working. Overall, inferences about the level of school enrollment and intraethnic differences in school enrollment by duration of residence depend on how those who are likely to have never enrolled in U.S. schools are treated. Inferences about interethnic differences are also affected, although they are somewhat less sensitive to this issue. [ABSTRACT FROM AUTHOR]

An essay is presented on the life and works of Hannah Arendt. It offers impact and origin of the artist concerning its political and intellectual perceptions. The author relates on Arendt's inquiry towards the context and how the issues perceive in a particular method as well as the remarkable views on the creativity.

An essay is presented on the impact of the historical event to Hannah Arendt. It offers information on the participation of the Soviet tanks towards the representation of the Hungarian revolution. It relates the issues on the incendiary broadcasting towards the freedom fighter in Budapest that promised to fight for the country.

This study focuses on the occupational component of the labor market adjustment of Hispanic immigrants. The author asks whether Hispanic immigrants assimilate with natives and what factors influence occupational attainment. The findings suggest that years since migration narrow the socioeconomic gap between Hispanic immigrants, their U.S.-born Hispanic counterparts, and non-Hispanic whites. The level of human capital affects the rate of occupational mobility and determines whether convergence occurs in the groups’ socioeconomic occupational status. The occupational status of Hispanic immigrants with low human capital remains fairly stable and does not converge with that of non-Hispanic whites. However, those with high human capital experience upward occupational mobility. In part, their occupational assimilation is driven by the acquisition of human capital among younger Hispanic immigrants. [ABSTRACT FROM AUTHOR]

The article offers information on the partnership of the New Mexico School for the Blind and Visually Impaired in Alamogordo, New Mexico with the Centro de Capacitación para Invidentes in Durango, Mexico, and the Instituto de Asesoria y Apoyo para Ciegor in Ciudad Juárez, Mexico. The purpose of this association was to provide the opportunity for students who are visually impaired increase their proficiency in orientation and mobility (O & A), improve their academic and self-help skills, develop relationships and to share experiences. The goals of the program were to identify visually impaired students and provide training and support in academic and compensatory skills, ancillary services and resources in the area of O& M, and a productive and nurturing environment for students that will help them in the transition from school to work.

The expansion of access to higher education and the proliferation of formal degree requirements for entry to employment have been enduring trends over the past century. This article reviews the contested development and promise of the Weberian theory of educational credentialism, which views competition for credentials as a primary determinant of modern stratification systems. The key issues that are elaborated include the relationship of educational expansion to economic growth, the relative importance of technical skills versus occupational status-group cultures in degrees and recruitment, the significance of the formalization of degrees, and the peculiar dynamics of bureaucratic and professional credential markets. The future trajectory of credentialism is assessed in light of potential policy reforms, market crises, and state interventions. [ABSTRACT FROM AUTHOR]

This article describes three characteristics of educational systems that nave been used to explain social stratification processes: stratification, standardization, and vocational specificity. These characteristics have been viewed as the basis for educational systems' varied "capacity to structure" students' entry into the labor force. Another important characteristic that has received less systematic attention is also suggested: student choice. The ways in which these characteristics affect the movement of students through school and into the labor force are described for France, Germany, Great Britain, and the United States. The discussion emphasizes the need to examine the trajectories that young people follow during a full "transition period," rather than a single move from school to work. The author suggests that more information is needed about the ways in which both formal institutional structures and informal social processes generate regularities in the trajectories followed during the transition period. [ABSTRACT FROM AUTHOR]

Between 1985-90, metropolitan Los Angeles received about 400,000 working immigrants and about 575,000 working native in-migrants. We subdivide these native- and foreign-born migrants by national origin and ethnicity to examine the processes that channel recent arrivals into different industrial sectors. Our analysis extends previous research on migrant employment and the ethnic division of labor in two ways. We compare the employment of recent arrivals to residents for several groups across a large, diverse, regional economy. We also consider the role educational qualifications play in the allocation of different migrant groups to jobs at this aggregate analytical scale. The results show that both native- and foreign-born groups channel into particular industrial sectors. The strength of group channeling, however, varies by national origin and ethnic group. Native-born in-migrants are more likely to channel into the industries where their co-ethnic residents work than immigrant newcomers. We also find some groups more likely to take jobs based on their educational qualifications (whites, blacks, Filipinos and Chinese), whereas ethnic group effects dominate the choice of industry of others (Koreans). The analysis investigates the issue of interethnic labor market competition by comparing the employment profiles of newcomers with those of resident ethnic groups. It shows that immigrants experience more interethnic labor market competition from newcomers than do native whites and blacks. [ABSTRACT FROM AUTHOR]

In June 2012, the US Supreme Court ruled on Arizona's 2010 immigration law. The court unanimously sustained the most in/famous part of the law, which requires state law enforcement officials to determine the immigration status of anyone they stop or arrest if there is reason to suspect that the individual might be an 'illegal' immigrant. However, it blocked the implementation of other provisions, with the majority of judges rejecting measures that would have subjected individuals to criminal penalties for activities like seeking work. It has become apparent that the ruling is likely to set the ground rules for the immigration debate, with supporters of the Arizona law pushing for 'show me your papers' provisions in more states and opponents trying to overturn criminal sanctions for those who do not have the papers. [ABSTRACT FROM AUTHOR]

Reports on the European Agency for Development in Special Needs Education's development of an online database and a report on the transition from school to employment. Information provided by the participating countries; Four sections of the transition database; Web address.

The article discusses the significance of the Student Council for Exceptional Children (SCEC) to special education. The student members have long been the focus of attention for the Council for Exceptional Children (CEC). It has recognized the many contributions that can be made by the students to the profession and to the CEC. The Council has encouraged the organization of student chapters. Therefore, a national level student organization that is an integral part of CEC has been organized in 1963, which is the SCEC. The SCEC provides students with opportunities to work and to advance the exceptional children education.