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Relevant bibliographies by topics / United States. Veteran's Employment and Training Service

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Academic literature on the topic 'United States. Veteran's Employment and Training Service'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "United States. Veteran's Employment and Training Service"

1

Grenawalt, Teresa Ann, Charles Edmund Degeneffe, and Rachel Friefeld Kesselmayer. "Recommendations for Pre-Service Training in Cognitive Disabilities: Perceptions of Practicing Rehabilitation Counselors." Journal of Applied Rehabilitation Counseling 52, no. 2 (March 19, 2021): 127–42. http://dx.doi.org/10.1891/jarc-d-20-00009.

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Given an increased prevalence of cognitive disabilities in the United States, and federal legislation aimed to reduce employment disparities among individuals with cognitive disabilities, a greater emphasis on this population is needed in rehabilitation counselor education (RCE) programs. A total of 33 graduates of a Cognitive Disabilities Certificate program were asked to offer recommendations for future training of Master's-level rehabilitation counseling students in the area of cognitive disabilities. A phenomenological approach was applied, using the constant comparative method for data analysis. Analysis resulted in four emergent themes. Participants recommended pedagogical approaches to incorporate cognitive disability-related issues into RCE curriculum; specialized training on cognitive disabilities should be required; and specialized training in other disability populations was also recommended. Lastly, participants discussed the need to provide specialized training on sub-populations such as autism spectrum disorder, military veterans, and persons with co-occurring psychiatric and cognitive disabilities. Implications for pedagogy and research are provided.

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Singh, Jasleen, Kimberly Lovelace, Jennifer Patnaik, and Robert Enzenauer. "Pediatric Ophthalmology Fellowship Survey: Fellows Selection Criteria for Training Programs." Journal of Academic Ophthalmology 10, no. 01 (January 2018): e140-e142. http://dx.doi.org/10.1055/s-0038-1669930.

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Purpose This article investigates the characteristics that trainees look for in a pediatric ophthalmology fellowship program. Methods A 14-question anonymous survey was created and sent out via the United States Postal Service to all physicians of American Association of Pediatric Ophthalmology and Strabismus. The survey addressed demographics, the interview process, and the qualities of fellowship training programs that were important factors in ranking fellowship training programs. A Likert scale was used to rate different qualities (1: not important, 9: very important) and summary statistics were reported as overall means and standard deviations. Results In total, 1,061 were mailed out with 413 returned amounting to a 38.9% response rate. The qualities with the highest mean were diversity of surgical procedures, volume of procedures/surgeries, reputation of the fellowship director, advice from mentor, emphasis on type of surgery performed, program association with an academic institution, and national reputation of program. The characteristics that ranked the lowest were presence of a Veteran's Administration hospital and presence of a county hospital. Females rated proximity to family significantly higher than males. Among responders who ranked volume of procedures/surgeries as very important, strabismus surgery was the most important. Conclusion Pediatric ophthalmologists chose fellowship training programs based on the diversity and surgical volume of procedures and the reputation of the program director.

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Hooper, Colleen. "“Ballerinas on the Dole:” Dance and the U.S. Comprehensive Employment Training Act (CETA), 1974–1982." Dance Research Journal 49, no. 3 (December 2017): 70–89. http://dx.doi.org/10.1017/s0149767717000365.

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The Comprehensive Employment Training Act (CETA) was a program of the US federal government that employed dancers, performers, and other artists to provide public service in municipalities across the country from 1974 to 1982. This article focuses on dancers who participated in the CETA program. It describes this important source of government funding for dance and the arts that has been largely overlooked in scholarship. Through an analysis of one New York City CETA dance community performance site, it reveals the tensions present in the construct of “dance as public service.” This case study is offered as an exemplar of how the largest CETA arts program in the United States served a wide range of artists and communities. Through an analysis of two CETA dance performances at the Arthur Kill Correctional Facility in New York City, the article questions who was served by dance as public service.

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Oh, Sehun, Diana M. DiNitto, and Daniel A. Powers. "Spillover Effects of Job Skills Training on Substance Misuse Among Low-Income Youths With Employment Barriers: A Longitudinal Cohort Study." American Journal of Public Health 110, no. 6 (June 2020): 900–906. http://dx.doi.org/10.2105/ajph.2020.305631.

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Objectives. To examine spillover effects of job skills training (vs basic services only [e.g., adult basic education, job readiness training]) on substance misuse among low-income youths with employment barriers. Methods. Data came from the National Longitudinal Survey of Youth 1997, a longitudinal cohort study of youths born between 1980 and 1984 in the United States. Based on respondents’ reports of substance misuse (past-month binge drinking and past-year marijuana and other illicit drug use) from 2000 to 2016, we estimated substance misuse trajectories of job skills training (n = 317) and basic services (n = 264) groups. We accounted for potential selection bias by using inverse probability of treatment weighting. Results. Compared with the basic services group, the job skills training group showed notable long-term reductions in its illicit drug misuse trajectory, translating to a 56.9% decrease in prevalence rates from 6.5% in year 0 to 2.8% in year 16. Conclusions. Job skills training can be an important service component for reducing substance misuse and improving employment outcomes among youths with economic disadvantages and employment barriers.

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Abramov, Ye. "Urgent problems of employment and promotion of competitiveness for discharged military personnel in Ukraine." Galic'kij ekonomičnij visnik 66, no. 5 (2020): 139–47. http://dx.doi.org/10.33108/galicianvisnyk_tntu2020.05.139.

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The article is devoted to the investigation of urgent problems concerning the employment and promotion of competitiveness for discharged military personnel in Ukraine. According to the results of sociological survey conducted by means of the author's tools, it is determined that significant number of respondents are characterized by recognition of risks of non-employment after active service expiration, lack of awareness of existing rights and guarantees in the labor market, low efficiency of public services in the sphere of employment and adaptation. It is determined that increase of competitiveness in Ukraine labor market for discharged military personnel requires modernization of technologies of state institutions activity related to the employment of the investigated category of citizens, search of additional funding sources, adaptation of discharged military personnel, providing them with free legal services on employment, active cooperation of the employment service with educational institutions, employers and other labor market entities, etc. The structural analysis of employment services in Ukraine, the United States and the Kingdom of Norway aimed at the improvement of discharged military personnel employment and increase of their competitiveness in the labor market of Ukraine, showed the need to create the department of social protection and employment of military personnel in the State Employment Service of Ukraine and to provide this department with the following functions: social adaptation, training and retraining in nondefense occupations and employment of discharged military personnel increasing competitiveness in the labor market of Ukraine and providing the opportunity for fast readjustment to civil life. This department will also provide better employment service work with discharged military personnel and reduce the risk of their unemployment, as well as decrease the percentage of unemployed in the labor market of Ukraine. The analysis showed that it is necessary to provide new functions to the State Employment Service in order to improve the work with job hunters, change the required control functions for the functions of employment assistance.

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Arogyaswamy, Bernard, and John Hunter. "The Impact of Technology and Globalization on Employment and Equity: An Organizing Framework for Action." International Journal of Global Sustainability 3, no. 1 (August 12, 2019): 49. http://dx.doi.org/10.5296/ijgs.v3i1.14127.

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The United States has experienced a decline in the number of well-paid manufacturing jobs requiring no more than a high school diploma, as well as of middle-income knowledge economy jobs. Globalization is, indeed, as many suggest, partly responsible for this problem. Other factors have, however, played an equally, if not more, significant role. Technological advancements, the decline of labor’s bargaining power, and the sharply increased financialization of the economy are among the factors which have contributed to the loss of manufacturing and service sector jobs, the creation of new types of tasks for which there are not enough qualified applicants, and a widening of income inequality. With the help of the Pressure-State-Response (PSR) system, we discuss each of these four factors taken individually and collectively (i.e. the Pressure), which result in the outcomes or States. The Responses discuss actions taken to address the negative effects of the P-S. We also propose responses which might be considered, and contend that training/retraining programs need to be redesigned, corporations need to play a more active role in dealing with societal disruptions, and that governments have a crucial role to play in ensuring economic and social stability. It needs to be emphasized that, particularly in regard to technology and the mutually reinforcing relationship between technology and globalization, which has transformed the nature of work, future impacts on employment and inequality) may well be even more powerful than in in the past.

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7

Perkhun, L. Р. "Studying the workforce in the professional qualification context: the US experience." Statistics of Ukraine, no. 4(79) (December 20, 2017): 65–69. http://dx.doi.org/10.31767/su.4(79).2017.04.08.

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The article examines the American experience of studying the workforce in the professional context. Statistical analysis of employment by occupation will reveal both trends in change in typical tasks of individual workplaces and objective knowledge, skills and competencies of workers in different sectors of the economy and the risks of their inconsistency with formal qualifications. The results of statistical analysis of employment by occupation can be used to elaborate and adjust strategies for the development of the economy of the state or its individual sectors (for the development of the economy at federal, state and industry level), educational institutions, to choose a future profession, to determine career development tools, and to choose the business location Comparative analysis of the contents of the normative documents on the classification of professions of the United States and Ukraine showed the need to develop a new version of the normative document for the classification of occupations in the professional context on the basis of the existing Classifier of professions and the Directory of Qualification Characteristics. The results of the statistical study of the workforce in terms of professions are displayed on the official BLS. However, more interesting and useful for a common user is a specially created OnLine 0*NET service. On request for the chosen profession, the complete information (“summary”) is provided: the title and the code of the profession, the nomenclature of professional tasks, the sample of reported job titles, the nomenclature of typical tasks of the activity, the necessary knowledge, professional skills, technology skills, abilities; work activities; the description of the work context, the required level of education; educational institutions and certification centers where you can get training or further training in the chosen profession; necessary personal qualities; related occupations; wages & employment trends (for each State and each type of industries); job openings on the web. There is no similar service in Ukraine. In order to create an effective system for studying the workforce in Ukraine professionally and to use convenient services for the results obtained, the efforts of scientists, practitioners and IT specialists need to be combined.

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Ruggiero, Dana, and Christopher J. Mong. "The Teacher Technology Integration Experience: Practice and Reflection in the Classroom." Journal of Information Technology Education: Research 14 (2015): 161–78. http://dx.doi.org/10.28945/2227.

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Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

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Underwood, Kathryn, Elaine Frankel, Karen Spalding, and Kathleen Brophy. "Is the right to early intervention being honoured? A study of family experiences with early childhood services." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 5, no. 1 (November 9, 2018): 56–70. http://dx.doi.org/10.22215/cjcr.v5i1.1226.

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This article presents an empirical study of family interactions with childhood disability and early years services in Ontario, Canada, with a focus on whether the right to early intervention is being honoured. International mandates, national legislation, and local policies have increased global awareness of the rights of children to be provided with environments for optimal healthy development and education, including the right to early intervention. The right to early intervention is articulated by the United Nations in several international declarations and conventions. Article 20 of the Convention on the Rights of the Child (CRC, 1989) was the first convention to use the term disability. It specifically addresses the particular rights of disabled children, with articulation of the right to “enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in the community” (A.20, s.1, 1990). Further, the CRC clearly states that children have the right to special care and assistance for both the child and the service providers working with the child. Services are to be delivered free of charge in order to ensure that the child has access to education, training, health care, rehabilitation, preparation for employment, and recreation services. In all cases these services must consider the fullest social integration and individual development that is consistent with cultural and spiritual beliefs (A.20, s.2-4).

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Lyesnikova, Maryna. "METHODOLOGICAL PRINCIPLES OF INDICATOR DEVELOPMENT TO THE EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) IN THE FIELD OF TVET EDUCATION." Educational Analytics of Ukraine, no. 2 (2020): 82–98. http://dx.doi.org/10.32987/2617-8532-2020-2-82-98.

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The Education Management Information System (EMIS) in the TVET field is a system for collecting, storing, analysing, disseminating and using data in the TVET. The methodological framework for developing a system of indicators for the Education Management Information System (EMIS) in the TVET field should be guided by recognized world standards, guidelines and best practices. At the same time, it should be built on a consensus basis with national standards, which are the key to the generation and use of well-structured metadata in the TVET field. As an example of effectively functioning global Education Management Information System (EMIS) in the TVET field, the Open Education Management Information System (OpenEMIS), namely its OpenEMIS Concept Note module – TVET, the CTE National Reporting System and Workforce Training System – CTE Statistics, developed by the United States Institute of Education (IES) and published by Federico Mejer should be cited. The Interagency Vocational Education and Training Group (IAG-TVET), which includes global educational organizations, has developed guidelines for a set of indicators to help countries evaluate the effectiveness and efficiency of their TVET systems based on actual data and the use of reliable tools to evaluate TVET monitoring. IAG-TVET has identified four relevant policy areas in the TVET system: funding; access and participation; quality; relevance. Based on the recommendations of the above guidelines, the author has developed a system of indicators for the Education Management Information System (EMIS) in the field of TVET, which will be included in the form of the information and analytical unit "TVET System" in the Automated Information Complex of Educational Management (AICOM) of the State Scientific Institution "Institute of Educational Analytics". The system of indicators includes: the register of TVET institutions, the results of the admission campaign and training, teaching staff, logistics facilities, architectural accessibility, profitable economic activity, the creation of an innovative educational environment, the use of ICT in the educational process. The information and analytical unit "TVET System" should be institutionalized with databases of other official bodies of Ukraine, for example, with databases of the State Statistics Service, the State Employment Service etc. The data contained in the Information and Analytical Unit "TVET System" must be compatible with other international databases and allow the construction of international indicators in the TVET system.

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Dissertations / Theses on the topic "United States. Veteran's Employment and Training Service"

1

Mastracci, Sharon Hogan. "Labor and service delivery training programs for women in non-traditional occupations /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037525.

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Books on the topic "United States. Veteran's Employment and Training Service"

1

United States. Government Accountability Office. Veterans' employment and training service: Labor could improve information on reemployment services, outcomes, and program impact : report to Congressional Committees. Washington, D.C: U.S. Government Accountability Office, 2007.

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2

Opportunity, United States Congress House Committee on Veterans' Affairs Subcommittee on Economic. The Department of Labor's Veterans Employment and Training Service: Hearing before the Committee on Veterans' Affairs, House of Representatives, Subcommittee on Economic Opportunity, One Hundred Ninth Congress, first session, May 12, 2005. Washington: U.S. G.P.O., 2005.

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3

Department of Labor's Veterans' Employment and Training Service: Hearing before the Subcommittee [on] Oversight and Investigations of the Committee on Veterans' Affairs, House of Representatives, One Hundred Sixth Congress, second session, September 27, 2000. Washington: U.S. G.P.O., 2001.

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4

Office, General Accounting. Veterans' employment and training service: Flexibility and accountability needed to improve service to veterans : report to the Chairman, Subcommittee on Oversight and Investigations, Committee on Veterans' Affairs, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 2001.

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5

GAO's report, "Veterans' Employment and Training Service: Flexibility and accountability needed to improve service to Veterans," and the BA's implementation of the vocational rehabilitation and employment program : hearing before the Subcommittee on Benefits of the Committee on Veterans' Affairs, House of Representatives, One Hundred Seventh Congress, first session, October 30, 2001. Washington: U.S. G.P.O., 2002.

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6

Jobs for Veterans Act three years later: Are vets' employment programs working for veterans? : hearings before the Committee on Veterans' Affairs, United States Senate, One Hundred Ninth Congress, second session, February 2, 2006. Washington: U.S. G.P.O., 2006.

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7

Joyner, Carlotta C. Veterans' Employment and Training Service: Focusing on program results to improve agency performance : statement of Carlotta C. Joyner, Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Subcommittee on Benefits, Committee on Veterans' Affairs, House of Representatives. Washington, D.C: The Office, 1997.

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8

Office, General Accounting. Veterans' Employment and Training Service: Proposed performance measurement system improved, but further changes needed : report to the chairman, Committee on Veterans' Affairs, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2001.

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9

United States. Congress. House. Committee on Veterans' Affairs. Subcommittee on Education, Training, Employment, and Housing. Cooperation between the VA's Vocational Rehabilitation and Counseling Service and Labor's Veterans Employment Training Service: Hearing before the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, first session, May 3, 1995. Washington: U.S. G.P.O., 1995.

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10

United States. Congress. House. Committee on Veterans' Affairs. Subcommittee on Education, Training, Employment, and Housing. VETS reorganization; implementation of the USERRA and one-stop employment centers: Hearing before the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, first session, June 29, 1995. Washington: U.S. G.P.O., 1995.

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Book chapters on the topic "United States. Veteran's Employment and Training Service"

1

Javer, Janet O., and Stephen A. Wandner. "The Use of Service Providers and Brokers/Consultants in Employment and Training Programs." In Job Training Policy in the United States, 135–76. W.E. Upjohn Institute, 2004. http://dx.doi.org/10.17848/9781417549993.ch5.

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