Puerto Princesa School of Arts and Trades: Technical Education and Training Provider in Palawan

[ad_1]

PPSAT is one of the 125 Technical Education and Skills Development Authority Technology (TESDA) Institutions in the Philippines. It provides competency-based training programs and strengthens linkages with partners to develop competent workers for local and global employment and entrepreneurial opportunities for quality life. The school is an Accredited Assessment Center and Venue for various qualifications; a Regional Site for Language Skills Programs since 2008. It offers 16 Qualifications registered under the Unified TVET Program Registration and Accreditation System (UTPRAS). In December 2011, the school offered Training Methodology Program for the trainers handling TVET qualifications.

In October, 2011, the school has been accredited with the Asia Pacific Accreditation and Certification Commission (APACC) and a recipient of a bronze level award. This shows that its physical resources, faculty, curriculum, governance and management, are as good as those in the Asia Pacific Region's TVET schools. The award received motivates its faculty and staff to continue working for the attainment of school's vision, mission and objectives; as it belongs to the first 21 schools of the 125 to submit for accreditation.

As of these days, the school does not only cater high school graduates. It accommodates college graduates who wants to be technically trained, college undergraduates who dropped from school due to financial constraints, military personnel endorsed by officials from the Armed Forces to take programs prior to their retirement. It likewise recognizes high school undergraduates who have prior learning based on experience and graduates of the Alternative Learning System.

The Puerto Princesa School of Arts and Trades (PPSAT) is located along Rafols Road, Barangay Sta. Monica, Puerto Princesa City, Palawan, Philippines. The school was created under Republic Act 7928 on March 1, 1995 to offer technology programs to the high school graduates who can not afford to take a four-year college program. It started offering a two-year program in Construction and Electronics Sector. On March, 2003, it had been identified as a Center of Technical Excellence with Machining as its Distinctive Area of ​​Competence. The school was one of the 41 school-beneficiary of Technical Education and Skills Development projects funded by Asian Development Bank. This leads to more programs registered and opened to serve its clients.

Currently, the school strengthens its partnership with Local Government Units, Non-Government Units and industries to meet graduates supply and employment demand of the country. It closely coordinates with the TESDA-Palawan Provincial Office and other Offices for quality delivery of services for customer satisfaction.

As of 2011, PPSAT had produced 2,413 graduates, and 64% are already working. It serves more out-of-school youths who aspire for technical jobs in the Philippines and abroad.

© 2013 March Clarissa C. Posadas

[ad_2]

Source by Clarissa Cabaltera Posadas

How Long Does Bartending School Take?

[ad_1]

Are you interested in bartending school, but have been wondering: "How long is bartending school?" "The simple answer is, it depends. Do not worry, though – if you are interested in a longer class, or a shorter class, or a class that's only one day a week, you should have no trouble finding one that meets your unique needs. No matter how long bartending school takes, once you graduate, you will be confident in your bartending skills!

The Actual Length Of Bartending School

Most bartending classes are forty hours total, and they go across either one or two weeks. Maryland Bartending has one class each Saturday for five weeks, and another class that's two weeks, Monday through Friday. For the Monday through Friday classes, we offer both day and evening classes.

The length of bartending school does vary from school to school, of course. If you opted to take evening classes once or twice per week, you might end up with a three-month class.

Depending on your goals, it might be smarter to try to take the classes as close together as you can, because you do not want to forget what you've learned over a week's time before the next class. Plus, if you do it in a shorter time span, you can actually get done sooner!

Getting through with the school will set you up pretty well for getting your foot in the door at a local establishment, especially if you have your TIPS certification and a school that helps with job placement. Any school that can help land you a bartender job is easily worth the cost.

Does It Matter How Long Bartending School Takes ?

Honestly, the length of your bartender school is secondary to the quality of school, unless the better schools do not offer classes at a time that you can attend. If you're really determined to become a bartender, do not ask your self: "how long is bartending school going to take?" Instead, you should try to get into a more expensive school that will really prepare you well.

A good school can help solidify your knowledge of various mixed drink recipes, techniques for mixing, and even some dazzling tricks that will really give you an edge when it comes to landing your dream bartending job. If you are interested in learning some flair tricks, it would be a good idea to get some help in a class. After all, it's much easier to learn an advanced trick with personal help and advice.

When asking yourself "How long is bartender school?", It's important to remember that it's really a small investment in your future. For just a few hundred dollars and a couple of weeks, you can dramatically increase your chances of getting a good bartending job and being set for a long time. Compared to other trades, the cost-to-benefit ratio of bartending school is a no-brainer.

If you're serious about becoming a bartender, the skills and foundation you'll get through bartending school are invaluable. Now, switch instead of asking "How long is bartending course?", You shouldnt ask, " the Where do the I sign up ?"

[ad_2]

Source by Arsham Mirshah

Keys To An Effective In School Suspension Program

[ad_1]

I was introduced to the in-school suspension process when I became an administrator in a school for students with severe behavior problems. It was used as I expected to keep students in school when they would have otherwise been suspended. The one thing that set this (ISS) In-School Suspension program apart from other programs was the amount of time that a student spent in ISS, and the level of student accountability. Students who were assigned ISS were not put in there for hours but, for days. Students also had to produce a voluminous amount of work in order to be released. If the student's behavior was out of line while they were in in-school suspension, they were assigned more time.

This idea of ​​in-school suspension has been around since the 1970's when researchers began propagating the notion that out-of-school suspensions (OSS) were ineffective, and perhaps even detrimental to students. It has been my experience that out of school suspension is only ineffective when the student is left unsupervised in the home while they are suspended, and because the parents do not hold the child accountable for his poor behavior in school. Students would come back from out of school suspension, without any consequence imposed in the home, and had no fear of being suspended again. The school then has been handed the responsibility of holding students accountable, while the student remained in school for behaviors that they would otherwise be suspended for.

The Key Components to an Effective In-School Suspension Program:

Respect must be Present – If mutual respect is not established between the instructor and the students assigned the program will be a dismal failure. An in-school suspension program should have one, and I stress one supervising teacher. Students who have chronic behavioral problems have difficulty adjusting to different personalities and really need more of a mentor to help and encourage them to change their behavior. The supervising teacher should be a certified professional and have a background in Special Education, or counseling.

Students must be responsible and held accountable – The teachers and administration must develop a user friendly mechanism that provides assignments for the students assigned on a daily basis. All work must be completed before a student is allowed to leave. The work should be checked for completeness by the in-school suspension teacher and routed back to the teacher who provided the assignment. If students complete their assignments before the end of the day, supplemental packets should be made available. These assignments should not be busy work, but rather they should be used to address some of the specific behaviors that put the student in in-school suspension in the first place.

Non-compliance must be addressed – If a student continues to exhibit inappropriate behavior while in in-school suspension it must be addressed. Too often inappropriate behaviors are ignored; this sends the wrong message to other students in the room, and in its own way communicates by default agreement. Students who exhibit inappropriate behavior, should be given instruction regarding the rules and regulations of the room, given a firm warning, and then if the inappropriate behavior continues support needs to be summoned to the room. Counselors are not disciplinarians, but they should be called first to help manage the student's behavior. A clear line needs to be drawn between the counselor and the administrator. Counselors deal with behavior from a therapeutic standpoint and provide compassion and understanding; administrators enforce the rules and regulations of the school. Both are needed for the discipline process to be effective.

Room location, size, and student teacher ratio – The In-School Suspension room should be far enough away from the general population of the school, but close enough to allow for administrative visits. The room should not be so far away that the disciplinarian by-passes the room during building tours. The size of the room should be large enough to keep plenty of space between each student to avoid the possibility of any student confrontations. Students in an in-school suspension program can be chronic behavior problems. Large numbers of these students in one room can become unmanageable. The student teacher ratio should be no more than 8-1.

Amount of time assigned – It has been my experience that periods, or hours do nothing to change a student's behavior. Students should be assigned 2 days of In-School Suspension for every day that the student would otherwise be suspended for. Too often ISS is used as a holding area and can become a place where students want to go. Students should not be allowed to assign themselves ISS because of problems with a particular teacher, or because they refuse to do work. The disciplinarian of the school has the responsibility of assigning the day and time a student should report to ISS. Administration and only administration should assign students to the ISS room.

[ad_2]

Source by James H Burns

Kojima Nobuo's The American School – A Review

[ad_1]

The short story, "The American School" by Kojima Nobuo gives a somewhat humorous outlook on the fictional (yet probable) account of several Japanese English teachers who have been forced to visit a newly founded American school in Japan soon after the end of World War II. The plot centers around four main characters- Isa is the protagonist who has been forced to teach English simply because he knows a few words and phrases but hates the language because he can not pronounce it well. Shibamoto is head of the Japanese procession visiting the school (though we do not know much about him as the narrator rarely gives us his point of view). Yamada is an overachieving suck-up who speaks English well enough to carry on with the American troops and thus thinks himself better than Isa (placing him in the position of the antagonist), and Michiko is the only female in the group, who interestingly enough speaks English better than Yamada. As their procession moves along to the American school, the reader has the opportunity to see both Japanese and American cultural characteristics; by the interaction between United States troops driving by in their jeeps and the native people walking along, as well as the behavior of American children at the school.

One example of this would be how the Americans appear to be brash and impatient in contrast with the Japanese and their ways. For Instance, Yamada has an encounter with an American soldier in a jeep who, when he finds that Yamada's leader is running late for his appointment with the US officials, throws his hands in the air and drives off saying sarcastically, "I am truly very sorry to have kept you waiting ". This rushed, "must-be-on-time" attitude, verses the more easy-going nature of the Japanese seems to epitomize, if you will, a cultural difference between the west and the east.

Another instance showing differences in cultural characteristics occurs later. Isa and Michiko are inside the school waiting in line for a tour when Michiko sees two students holding hands in "mutual infatuation". Michiko says, "Look at those two over there- how disgusting!" which shows that either Michiko has never seen two amorous individuals hold hands before, or that holding hands publicly was not something generally accepted in Japanese culture during that time. Kojima Nobuo generally hints at such cultural rifts and does not usually come outright with assertions to lampoon either culture. In this way, he shows tact in assuming that the reader is smart enough to make his or her own assumptions and judgments. When Michiko falls in her high heels and the Principle sees what has happened, we know that he is the epitome of a smug, arrogant American as he says, "Ah yes. The old kamikaze spirit."

In conclusion, "The American School" is a short well-written, sometimes satirical story that helps one ponder a few of the many differences in cultural characteristics between Japan and the United States during the end of the Second World War.

[ad_2]

Source by Robby Hurd

Why You Are Too Depressed to Go to School

[ad_1]

There are many reasons students get too depressed to go to school and you might have one of them, these reasons are:

  • You do not feel you belong to the school
  • You switch between different schools
  • You changed the place you live in and your school followed
  • You have social problems in school

A recent study shows that social problems at school is the reason why a student feels depressed at school.

The study continues to prove that social problems at school are started at home, most of the students who do not have a good social life at home have social problems at school. Solving home problems can be the beginning to solve your depression at school.

Also the recent study shows that students who have social problems at their home, ie: their parents have no intimacy between each other, tend to have controlling attitude to control their siblings and parents to do what they think is right for life to be better. This attitude can have a great effect on feeling too depressed at school.

Students who are too depressed to go to school must know that their controlling attitude is wrong because they must believe that they can not control others to fit their idea about good life. They must believe that they are powerless to change anybody except their actions and reactions towards different situation in their lives.

I will give some examples about the controlling attitude that depressed students have, these examples are as following:

  • They believe that their parents should do things that suits what they think so they ask their parent to do so, they might shout, act sorry or do whatever it takes in a try to force their parents to do what they think is right
  • They feel that everything around them need to change to what they think is right, in return they feel too frustrated and angry toward everything around them
  • They do not like their social activities and believe that their failure building healthy relationships with other is to be blamed to their parents

This controlling attitude can break down these students because they must know that they are powerless to change anybody or to change their feelings, thoughts or emotions even, all they can control is their actions or reactions towards different situations, and if you are one of those students you have to know the following:

  1. You have to confess to yourself that you have a problem
  2. You have to be open minded for new solutions and suggestions
  3. You must have the intention to change
  4. You must have honesty with yourself first when you express your problem without any improving or reduction

Working on the previous four points will put you in the right direction when you ask for help, you can ask anybody who you believe has a similar problem as you. It might be someone you know, a school colleague or the counselor in your school.

Also can Suche You for groups to belong to around your place to meet Regularly and talk about your issues, you are On <br> free to the join groups That you feel View That good around and have the Potential or to help you with your problem.

[ad_2]

Source by Ahmed Al Abyad

Characteristics of High School Learners

[ad_1]

High school learners are qualitatively different than younger learners. You certainly can "teach an old dog new tricks" by understanding the cognitive and social characteristics of high school learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of high school learners can make all the difference in their success.

High School Cognitive Development

Most high school students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics:

  • Need to understand the purpose and relevance of instructional activities
  • Are both internally and externally motivated
  • Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
  • May have "shut down" in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
  • Want to establish immediate and long-term personal goals
  • Want to assume individual responsibility for learning and progress toward goals

High School Social Development

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

  • Interested in co-educational activities
  • Desire adult leadership roles and autonomy in planning
  • Want adults to assume a chiefly support role in their education
  • Developing a community consciousness
  • Need opportunities for self-expression

High School Instructional Strategies

To address the special learning needs of students this age, Teaching Reading Strategies uses student goal-setting and record keeping. Students assume responsibility for their own progress monitoring. For example, the high interest animal fluency passages provide opportunities for student record keeping and progress monitoring.

High school students are still concerned about the labeling that takes place, when one is identified as a remedial reader. Labels and stereotypes are both externally imposed (by other students and, sometimes their parents), but are primarily internally imposed (by the students themselves). Years of academic failure, due to lack of reading proficiency, have damaged students' self-esteem. Many students have lost confidence in their ability to learn. Students have developed coping mechanisms, such as reading survival skills eg, audio books or peer / parent readers, or behavioral problems, or the "Whatever … I do not care attitudes" to avoid the tough work of learning how to read well . High school teachers need to be extremely mindful of student self-perceptions. A few talking points may be helpful:

  • "Unfortunately, some of your past reading instruction was poor; it's not your fault that you have some skills to work on." aka "blame someone else"
  • "You can learn in this class. If you come to class willing to try everyday, you will significantly improve your reading, I promise."
  • "I know you have tried before, but this time is different."
  • "You will be able to chart your own progress and see what you are learning in this class."
  • "Some of my past students were like some of you. For example, ___________ and he passed the high school exit exam after finishing this class. For example, ___________ got caught up to grade level reading and is college right now." Personal anecdotes provide role models and hope for high school remedial readers. Any former students who have been successful will provide "street credibility" to the teacher and the class.
  • "You are not in this class forever. As soon as you master your missing skills, you are out."

[ad_2]

Source by Mark Pennington

Building and Managing a High School Soccer Program

[ad_1]

The following interview is with Coach Bill Bratton, who was my Soccer Coach at Cross Keys High School in Atlanta, Georgia for the school year 1989-1990. I asked him for an interview to share his thoughts on Soccer. He has been involved with Soccer for over 25 years so I wanted to pick his brain on the subject.

Stafford:

Hello Coach, you have been coaching high school soccer for over 25 years. How did you first get involved in the sport?

Coach Bill Bratton:

Hi Stafford and thank you. Well I started coaching soccer in 1982 in DeKalb County in my first year teaching at Sequoyah High. The previous coach had left and the school needed someone to coach. The principal offered me the opportunity to take over the program.

Stafford:

How was that experience for you and how did you prepare for this new role as a High School Soccer Coach?

Coach Bill Bratton:

I will admit I had never played or coached soccer before. In the off season I spent time preparing and learning by reading books and going to clinics. I will also admit that the players knew more about the skills, the formations and what it took to play the game than I did but it was the coaching organization of putting a team together to play as a team that was my strength. I really enjoyed coaching soccer once I mastered the knowledge I needed.

Stafford:

How long did you coach at Sequoyah and how did you end up at Cross Keys?

Coach Bill Bratton:

I coached Sequoyah for 4 years before DeKalb began a consolidation program and I transferred to Cross Keys in 1986. I had the privilege of coaching the Keys program for the next 20 years. I earned my Georgia class D coaching license as well as a Class C level National Coaching license from the USSF. The situation at Cross Keys was much like Sequoyah, they needed a new soccer coach and the AP who would become the principal offered me the position.

Stafford:

How was the situation at Cross Keys, and what did it take to build the program?

Coach Bill Bratton:

It took hard work and discipline to build the program. My job involved rebuilding a program. It had lost its organization, discipline was amuck, and the program was not winning, just 2 years from finishing 3rd in the state. I had to incorporate discipline into the program and to teach players what playing on a school competitive team meant and was needed to win. This progress was going to take many years to complete.

Players would tell me "Coach we just want to play". Cross Keys was a highly transient school. It was a constant rebuilding progress every year. They had no understanding of playing as a team, that they had to come to practice, to commit, and to be successful they had to play as a team. As I look back that took 2-3 years to get across. Once we reached the point of players returning consistently, I started instilling in the players that we were playing to win. They were playing in a competitive environment. If they just wanted to play there were rec teams, club teams, and other leagues they could go and "just play".

There were teams that we could beat just based on talent and skill alone so we had to start winning those games. Slowly players started to understand, but they had no knowledge of what playing for a State Championship "was or meant. But we started to win games we should of and it was time to go to the next level, winning games that were 50-50 . Again this level took 3-4 years to develop. I constantly had to preach to the teams what we were out there to accomplish. We wanted to win games and develop. After getting to the point of winning 50-50 games, we needed to win games that we were not expected to win. Our goal was to make the region playoffs to go to the state playoffs. The final step in the development was to defeat teams no one expected us to. It was always my belief that we had the ability, the skills to play with anyone and defeat anyone on any given day. In my last 5 years at the Keys we had two teams to reach the 2nd round (sweet 16) level of the state playoffs.

Stafford:

Awesome! I see a pattern here and a valuable lesson to be learned. An opportunity was presented; Rather than turn it down because you had no prior experience in soccer at that time, you made the effort to learn about the subject by spending time "preparing and learning by reading books and going to clinics", etc. You mentioned it took work and discipline and eventually you mastered the knowledge that was needed to coach high school soccer, which I saw when my old high school merged with Cross Keys and I ended up playing for you in my senior year. You seemed to have had a passion for soccer and knowledge of the game and the know-how to get players excited for the game and team unity. But all of that was accomplished through your own hard work and effort. How important is "discipline" for the aspiring soccer player and anyone in general?

Coach Bill Bratton:

Let me start out by saying that I believe discipline is an important attribute for anyone to have. To achieve individual or team goals one must have self-discipline. Discipline can have many different meaning to each person. It can be a commitment to attending practices, to going beyond what is asked of one to do to prepare. Discipline comes from having goals and achieving goals come from being disciplined. Some say that my teams were disciplined. On a team there can be only one chief who must lead and lead by setting the discipline of what is expected from others. The others must be willing to accept the standards and work together to achieve for the benefit of the whole and not the individual. If the team has discipline many other honors will come their way.

For many years as the coach I would tell the teams our goals, the purpose of what we will be trying to achieve, and that to reach these ideals we must all be on the same page. Some years I would have players who as the season would progress would disagree with the discipline and feel that certain things were unfair. They would question the purpose, the lineup, and the style of play or other team discipline. Of course I would try to talk with them, explain what was being done and why, listen to their side of the picture. I always had an open door if a player wanted to talk or discuss issues but not in public or at practice or during a game. I recall one instance where 5 players who I had taken out of a game and disagreed with my decision that they left the team bench and set in the stands. These players were removed from the team immediately after the game. On another team years later the players felt the formation we were playing and the players in those positions was wrong. This time I gave that team the chance to play the players and the formation they felt we needed to be playing. I said you have a half to show me that I am wrong and if it does not work it will be done my way and there will be no more discussion and if you can not agree with my decisions you have a decision that only you can make . Well the team's way did not work so at halftime I told the team I gave you your opportunity now it will be done my way.

I always in my 26 years of coaching have told every team that I coach (you might recall this) … I do not care who you are, I do not care how good you are (even if you are the best player ), or who you know … If you have to be disciplined you will be disciplined. No matter how much it might hurt the team, you know the rules and you know if you break the rules you will be disciplined and I will discipline you.

Stafford:

Thanks Coach. Have you had any experience with Club Soccer (soccer outside of the school system)? What is your thought on Club Soccer and its impact on High School Soccer? For example, some players who play high school soccer in the Spring may have Club teams that they play for that trains Summer, Fall and even Winter!

Coach Bill Bratton:

My experience on coaching Club has been limited as I coached one year with a U-14 boys' team with Roswell Santos club league. We won the Fall and Spring season championship. A few years later I worked with Concorde Soccer coaching a U-12 boys team for a year.

If a player is looking to be seen and has the dream of playing at the college level then the club system is the way to go. But keep in mind that this is for elite level players. If they are good enough there is a program that they can go through to reach a higher level of play if they have the talent. First is to be selected on a top level team, to try out for the State select teams, to reach Regional recognition, etc. In the summer they should attend a quality soccer camp to improve their skills and to be seen by college coaches. In high school some club coaches look down at the high school programs and encourage players not to play on their school teams for a lack of quality coaching, getting injured, lack of talent, and low level of play from many schools.

I encourage my players to find a club team to play on in the off seasons as it can only help to make them better. In the Fall if they are not playing on a club team, I encourage players to practice Cross Country to start developing their stamina and if possible to go out for wrestling in the Winter. Some club players come into the High School level and will tell me they can only play a midfield or an outside wing position. I try to teach my players that even though they played center midfield on their club team they are a great fit in the defense on the school team. Players need to keep an open mind and be willing to play the position that will give the team they are on the opportunity to be competitive and a chance to win.

Stafford:

Thanks Coach! Having been a club coach for several years, I can relate to the statement "some club coaches look down at the high school program and encourage players not to play on their school teams from a lack of quality coaching, getting injured, lack of talent, level of play from many schools. " Not that I have ever made that statement. However, that statement may have had some validity in the past, but do you see this changing as new generation of teachers who may be coaching high school or middle school presently are actually former soccer players who are also teachers, but may want to use the high school experience as a career path for some form of College / Professional coaching? This may be the case for some private schools.

Coach Bill Bratton:

Yes I see this getting better. The coaching at the high school level has shown major improvement in the coaches' knowledge of the game. High schools teams now, like club teams can hire community coaches to help coach teams now and pay a stipend. These individuals must take the state required courses to become a community coach and follow the rules of the school, the county and state as they coach. So high school coaches who might lack in the skills and able to find someone willing to coach to teach / work coaching the players the skills or to work on the strategies and tactical aspects of the game. This is what many club teams do now. They have a person to run the run but pay hundreds of dollars a month for a named / quality individual who was a former player, etc to actual do the coaching.

Stafford:

**** Coach Bratton retired in 2006, but after 7 years he wanted to get back into coaching and took over the varsity boys position at a High School in Fulton County (Georgia) as a community coach. It was great speaking to him again after so many years. ****

[ad_2]

Source by Stafford S Zeon

I've Graduated From Beauty School, Now What?

[ad_1]

Congratulations! You have just finished beauty school. Now what?

In a perfect world, you'd go to cosmetology school, learn how to maximize your talents, get your license and easily land a job at a high end salon.

That's not typically the reality, though.

Do not despair. You do not have to be resigned to spending your days living from paycheck to paycheck. There are some things you can do to land a great job and I'm going to show you how.

1. Examine your goals. This is a simple step, and one of the most overlooked. You need to set professional goals, but first you need to look within yourself. What did you most enjoy about beauty or barber school? Do you have a talent for creating precision cuts? Are you extra creative with color? Can you apply makeup as if you're an artist painting on a canvas? You need to identify your creative strengths and work with those. If there is something that you absolutely do not enjoy doing, then there is no reason for you to have to do it for the long term. Acknowledge your own strengths and market them. Do you want to be a master stylist one day? Is it your dream to be a top colorist? You need to think about these things when you are starting your job search. When you first start school you should have a road map of where you want to go and how you are going to get there. The earlier the better. When you set short and long-term goals it keeps you focused and on the prize.

2. Look the part. Appearance matters in the beauty industry. When you are heading into the salons, shops or spas for interviews, you will want to walk in as if you already work there. Make sure your hair and makeup are on trend and that you're dressed the part. You want the salon hiring team to be able to picture you on the salon floor -right when they meet you. This will make you to appear more knowledgeable, professional, and confident. You may have heard this advice before mentioned in the corporate world. Interviewees are often advised to dress as if they already have the position for which they're applying. The same can easily be applied to the beauty industry.

3. Keep on learning. What? You're probably thinking … I just completed 18 months of school, but the truth is that learning never ends. You need to keep learning. This industry is constantly evolving. Make it a goal to regularly sign up for advanced classes. For example if you are sitting in your interview and you let the hiring professional know that you have just finished an advanced cutting class and that in two months, you're attending a coloring course from a popular company, then you can and will be much more marketable to the Salon. You have to stay on top of the latest trends and techniques. When the salon sees that you are aware of this and is willing to keep learning, you will already have a major edge over the competition. In fact, another tip for when you are being interviewed is to ask the hiring professional about future educational activities planned for the salon.

4. Be willing to assist. Why should you even think of being an assistant when you have gone through your training and is ready to be on your own? If you have your heart set on being at an exclusive salon (which will equate to more pay, generally, with the higher cost of services), be aware that you most likely will not get hired fresh out of cosmetology or barber school. Salons of this caliber usually want you to prove yourself first. No one wants to be an assistant, but you would be under the direct supervision and training of one of the top stylists at the salon and he or she will give you valuable feedback about where your talents lie and how you can improve. This is a great way to get your foot in the door and land a full-time job all on your own.

5. Create a portfolio. It does not have to be expensive, nor does it have to be too fancy. Grab your friends and family and take pictures to showcase your work and your abilities. If you can walk into the interview and have something to show the salon manager that highlights your talents, you will also have that extra edge to get the job.

6. It's okay to start off at a chain. If you are having trouble finding a job, there is nothing at all wrong with working at a quick-paced chain. No, you will not necessarily have a chance to build a clientele or have that creative independence you would have at a larger, higher end salon, but this will keep you on target, especially in the cutting arena. You do not want to put those shears down and stop using them. Practice, practice, practice. It's what makes you better. If you need to, this is a great first step to heading you off on the career path that you desire.

[ad_2]

Source by Sheika Thomas

Sample Cover Letter For High School Students

[ad_1]

Many teenagers who pass high school look for part time or full time jobs for earning pocket money. A job can be an experience building stepping stone if you already know what type of career you would like to make in future. Nowadays there is huge number of jobs available for high school student. You just need to prepare an effective cover letter if you want to secure a decent job.

In this article I would like to provide a sample of a high school cover letter which would help high school students, particularly juniors and seniors who want to enter the workforce.

Your Name
Your Address
Your City, State, Zip Code
Your Phone #
Your Email

Date

Employer Name
Company
Address
City, State, Zip Code

Dear Mr. / Ms. Last Name,

I am responding to the employment opportunity listed on your website. Please accept this letter and accompanying resume as evidence of my interest in applying for this job. I feel my qualifications and my skills would prove to be an asset for your organization.

I have recently passed high school from a well known school. Now, I am looking for an honored job that will add experience to my building career. Here are some of my key strengths that I would bring to the position. I am:

1. A self-starter.
2. Disciplined.
3. An excellent communicator.
4. Very willing and eager to learn new things.
5. Exceptional at customer service.
6. Great team worker.

Accepting challenges is the foundation of my life experiences and something I do with confidence. You will find me a totally committed individual with pride in being direct, spontaneous and communicative. I can maintain records, perform numerical calculations with accuracy and I need little direction to complete assigned tasks. These are the qualities that make an excellent candidate for this post.

I was responsible for handling and organizing various important activities in my school. I have even participated in numerous cultural activities. I have working knowledge of MS Word, PowerPoint, MS Excel and Internet.

I would appreciate your consideration of my credentials. If you do think there is a shared interest, I would greet the chance to meet with you to hear more about your company, the requirements of the position, and how my skills would be a good fit.

Thank you in advance for your consideration.

Sincerely,

Your Signature

Your Typed Name

I hope my article will help you in preparing a high-quality and eye-catching high school student cover letter.

[ad_2]

Source by Amanda K Eaddy

Can Your Romance Survive Nursing School?

[ad_1]

Are you ready for nursing school? Nursing school is one of the most difficult courses of study to go through. The two pathways to becoming a Registered Nurse-RN-are through a four-year university bachelors program or a two-year associate's degree. If the student's goal is to obtain a masters or become a nurse practitioner, it is best to enroll in a four-year program. The four-year program includes additional science and nursing management courses that a two-year associates program does not require. For those who may think they are saving money by going through an associate program, they are not. After a person graduates from a two-year college and continues on to obtain a bachelors, it will cost on the average of $ 15,000.00 dollars. This article will focus on the associate program aspect of nursing school.

Nursing is a calling and if you have chosen nursing because it is steady work and a steady paycheck, that is the wrong reasons to go into nursing. Nursing also means you will handling urine, bloody secretions, stool or "poop", and will be exposed to sickening odors. For example if you get sick at any of the following-you need to rethink if nursing is for you.

Injecting a 1 inch intramuscular needle with 4 mL of medication into the ventrogluteal site
Removing an IV from a patient who is on heparin and the blood keeps soaking through the pressure gauze
The sight of seeing 4th degree necrotic pressures sores that expose deep muscle and bone and the resulting rotting flesh odors that will turn your stomach
Handling blood tinged sputum from patients with chronic lung diseases
Performing sterile dressing changes requiring packing fresh ostomy wounds
Pouring bloody drainage out of Jackson-Pratt and Hemovac surgery drains into measuring cylinders
Getting a stool sample from smelly diarrhea
Cleaning tarry, sticky fecal matter off an elderly bed bound patient who has had a bowel movement in bed.

If a person is accepted into a nursing program, it will become a full-time job. The student will spend on the average of 30 to 40 hours of week in school, clinical's and studying. If a future nursing student still thinks they will be able to continue working a 40 hour a week job and take care of family in additional to school, they will end up physically and mental burned out and sick. The average medical surgical nursing textbook is 2 1/2 inches thick, has about 1900 pages and small print. The student will be reading on the average of about 120 pages every four weeks, plus will have reading from other nursing books and homework. The reading and homework is time-consuming because of the difficultly of the material.

Another aspect of nursing school is the student needs to evaluate their current romantic relationship. Divorces and relationship break ups are common with nursing school students. A student's romantic relationship needs to be based on a solid foundation and able to adapt to the change that nursing school creates in order to survive. As a nursing student goes through a nursing program, they evolve into a more assured, assertive and independent person. The student will learn and utilize critical thinking, become a patient advocate and will develop a voice and tell it like it is. If the student is married, engaged or involved with a needy and insecure significant other-SO, the relationship will in all likely hood not last.

A needy and insecure person who needs a lot of attention will feel threatened by the amount of time required for school, clinical's and studying along with the students personality change. The nursing student may be faced with the SO cheating on them, leaving them for another person, demanding the student quit or sabotaging the student's educational process with threats and passive aggressive behaviors. For example, the SO says things to shame you into looking like a selfish parent who is neglecting the children and the SO. The SO may even go as far as using the children as ploys in convincing the student's family and in-laws that the student needs to quit school and devote their time and life to being a loving spouse and good parent.

Another aspect of nursing is that bullying and horizontal hostility is common in the hospital workplace and it starts in nursing school. For more information read Kathleen Bartholomew's book-Ending Nurse to Nurse Hostility; Why Nurses Eat Their Young. There are those nursing instructors in the classroom and in the clinical setting, who humiliate and demoralize the student in front of others and the patients. These instructors tend to get away with their bullying year after year because depending upon the nursing school, the department protects them. The bully instructor knows this, and has their clever and subtle methods to make it clear that the student is expected to sit down, shut up, and do not question what is taught and do not complain, or they will find a way to fail you . As a result nursing students are intimidated to keep quiet and the bullying continues. The following are a few examples of what the author of this article has heard in the classroom and clinical setting:

Do you know how unintelligible you sound?
I am not going to answer that question, you need to critically think.
I am so tired of this shit, do you know how frustrating you are making me.
You need to let me know what you're other clinical instructors have said about your performance so I can help you improve.
Are you telling me that your other clinical instructors never said you were this nervous and incompetent? I do not think you're telling me the truth.
If you would listen better than you would have gotten a better score on the test.
That is stupid question; even your classmates are rolling their eyes.
I know more than all of you-so do not even think about lying to me.
Whatever your problem is, mine is ten times worse, so I do not need to hear about it!
I will make sure you never work in this hospital, you have made me (the instructor) look so bad this rotation.
Nursing is not for cry babies, and if you complain to your floor manager, you will find yourself out of a job.

A new nursing school graduate's first job will likely be on a hospital critical care unit taking care of anywhere from 4 to 6 patients. If the hospital has a Magnet rating, the new nurse will probably have no more than four patients. During the orientation period, the preceptor may be great or be a bully who ignores and or puts down the new hire regardless of how well they perform. If the new hire should complain to the floor manager, the bully and his or her cronies may retaliate. If a new hire does end up in a job where the coworkers do get along, consider it a blessing.

Many times, the first year of a nursing job is the hardest as it can take that long to become accustom to the hectic work load. Some new nurses have no problem adjusting and others do. The first year is where the new nurse decides if they are going to stay with nursing or leave. That is one of the reasons there is a high turnover, and nursing shortage. The stress alone can cause a new nurse to turn to alcohol and drugs for the first time in their lives. Unlike being in nursing school where the student has the protection of a clinical instructor, in the workplace a nurse is on their own and responsible for everything that happens in their patient care. And if the nurse is working three to four straight 12 hour shifts and is tired, mistakes start to happen. And depending upon the mistakes it can cost a new hire their job or land them in a lawsuit. This is why new hires need to have their own malpractice insurance. The rumor about if the nurse has their own malpractice insurance the more likely they will get sued is not true. If the nursing student can survive schooling and the first year on the job, they should have a good career. Remember, nursing is a calling and when called the nurse has to perform and excel.

[ad_2]

Source by Laura Lea Smith