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Tag: young

  • Preparing students for Industry 5.0: Rethinking STEM to shape the future workforce

    Preparing students for Industry 5.0: Rethinking STEM to shape the future workforce

    Key points:

    The global workforce is transforming, propelled by the dawn of the Fifth Industrial Revolution–commonly referred to as Industry 5.0. Unlike previous revolutions that focused solely on technological advancement, Industry 5.0 strongly emphasizes collaboration between humans and machines. While AI, robotics, and drones continue to push boundaries, this era also recognizes the importance of human creativity and problem-solving in conjunction with these tools.

    As we prepare the workforce of the future, it becomes clear that we must rethink our approach to STEM education. It’s no longer enough to teach technical skills in isolation. Instead, we must create learning environments that foster creativity and adaptability–key traits that will help students thrive in an increasingly complex and tech-driven world.

    The imperative for Industry 5.0 readiness

    The rise of AI and automation is reshaping industries, creating an urgent need for students to develop technical competencies and think innovatively about how these technologies can be applied. The future workforce must be able to work alongside machines in ways we can’t even fully anticipate yet. Anticipating this demands an education system that evolves to meet future challenges–not just by focusing on coding or data analysis but by cultivating skills that will prove invaluable in navigating new, unforeseen challenges.

    Hands-on STEM learning is key to this evolution. Rather than confining students to theoretical exercises, integrating real-world technologies like drones into the classroom can provide students with the physical experiences they need to better understand the evolving job market. As these young minds engage with advanced tools, they gain the technical know-how and develop the mindset required to succeed in Industry 5.0.

    Why drones? Connecting STEM to real-world applications

    Drones are among the most impactful ways to bring STEM education to life. Unlike traditional teaching methods, drones allow students to interface directly with technology, transforming their learning experiences from passive to active. In classrooms incorporating drones, students can experience real-world problem-solving scenarios that transcend textbook learning.

    For example, drones are already playing a crucial role in industries such as agriculture, logistics, and environmental monitoring. By bringing these applications into the classroom, students are provided the opportunity to understand these technologies and explore their potential in solving pressing challenges across industries. Students can learn about everything from engineering and physics to coding and data analysis, all while working on projects with tangible, real-world implications.

    Take, for instance, schools that leverage partnerships with drone providers to deploy curricula that include practical lesson plans, like surveying local farmland and analyzing soil conditions to help improve crop yields. These projects go beyond theoretical knowledge, teaching students to apply data analytics in meaningful ways. In another example, high school students can design drones to support healthcare initiatives, like delivering medical supplies to remote areas–projects that mirror innovations currently being explored in healthcare logistics. These experiences prepare students for real-world careers and illuminate career pathways that may not have otherwise been obvious or desirable options.

    Bridging the skills gap with experiential learning

    Verticalized skills gaps have become a significant barrier to innovation and economic growth, as many students are graduating without the technical and critical thinking abilities demanded by today’s employers. The gap is particularly evident in data analysis, programming, advanced manufacturing, and cybersecurity–fields that are essential for navigating the complexities of the modern digital economy.

    This gap continues to widen as technological advancements outpace traditional education methods. In a world increasingly driven by data, students need to learn how to collect, analyze, and interpret information to make informed decisions. Introducing project-based learning centered around data analysis–such as interpreting data sets from environmental studies or designing experiments that involve data collection–gives students hands-on experience in this critical skill area.

    As work becomes increasingly global and cross-functional, students must develop the ability to communicate effectively in diverse teams. Experiential learning projects, such as team-based STEM competitions or group technology builds, teach students the importance of working together toward shared goals while honing their communication skills, mirroring the collaborative environments they will encounter in the workforce.

    Incorporating creativity and human ingenuity in Industry 5.0

    Technical skills are essential, but the distinguishing factor of Industry 5.0 is the synergy between human ingenuity and machine precision. Our ability to innovate and collaborate with machines to solve complex problems will mark this era. Schools should focus on fostering creativity alongside technical training, as the future workforce will be called upon to design new solutions, lead teams, and tackle challenges that have yet to emerge.

    Schools can consider integrating design thinking into their curriculum, where students engage in iterative processes to ideate, prototype, and test solutions to complex problems. In a classroom setting, students could use design thinking to create smart home devices that integrate human comfort with AI precision, focusing on user-centric solutions.

    Entrepreneurship courses in schools will empower students to develop tech startups where they identify a societal problem, design a technological solution, and pitch their idea to judges, peers, and even potential investors. This encourages both creativity in coming up with new ideas and collaboration with technology to make ideas a reality.

    The classroom as a catalyst for the future workforce

    As we move deeper into Industry 5.0, the demand for a workforce that can blend technical skills with innovative problem-solving increases. Integrating hands-on technology like drones into educational environments offers a dynamic way to address this need. It allows students to connect with STEM fields practically and inspiringly. Educators have the crucial responsibility to provide students with the necessary tools and perspectives. By incorporating creative, physical, and project-based lessons into the curriculum, we foster the innovation, adaptability, and collaboration essential for the future workforce.

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    Rob Harvey, FTW Robotics

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  • 14-year-old Named America’s Top Young Scientist for Inventing an AI Handheld Pesticide Detector

    14-year-old Named America’s Top Young Scientist for Inventing an AI Handheld Pesticide Detector

    ST. PAUL, Minn. & CHARLOTTE, N.C. – 3M (@3M) and Discovery Education (@DiscoveryEd) named Sirish Subash, a 9th grader at Gwinnett School of Mathematics, Science, and Technology in Snellville, Georgia, the winner of the 2024 3M Young Scientist Challenge, the nation’s premier middle school science competition. Sirish set himself apart with an AI handheld pesticide detector. As the grand prize winner, he received a $25,000 cash prize and the prestigious title of “America’s Top Young Scientist.” 

    Sirish spent the last four months competing against nine other finalists and secured his win during final Challenge events at 3M global headquarters in St. Paul, Minnesota, on Oct. 14 and 15. Finalists navigated a series of interactive challenges and were evaluated on their ingenuity and innovative thinking, application of STEM principles, demonstration of passion and research, presentation skills, and ability to inspire others.   

    “This year’s Young Scientist Challenge finalists have demonstrated an incredible ability to develop creative solutions to some of the world’s most pressing challenges,” said Torie Clarke, EVP & chief public affairs officer at 3M. “I am beyond impressed and inspired by their intelligence and their scientific minds. Congratulations to this year’s Top Young Scientist, Sirish Subash, and all the finalists for their phenomenal work.”  

    Sirish Subash’s project, Pestiscand, is a handheld device designed to detect pesticide residues on produce using a non-destructive method. It employs spectrophotometry, which involves measuring how light of various wavelengths is reflected off the surface of fruits and vegetables. A machine learning model then analyzes this data to determine the presence of pesticides. Pestiscand consists of a sensor, a power supply, a display screen, and a processor. During testing, the device achieved an accuracy rate of identifying pesticide residues on spinach and tomatoes of greater than 85%, meeting the project’s objectives for effectiveness and speed. 

    3M Young Scientist Challenge finalists are paired with a 3M scientist who mentors and works with them one-on-one over the summer to transform their idea from concept to prototype. This year’s winner was paired with Aditya Banerji, Senior Research Engineer of 3M’s Corporate Research Process Laboratory.   

    The second and third place winners from the Young Scientist Challenge each receive a $2,000 prize. These exceptional students are: 

    • In second place, Minula Weerasekera from Beaverton, Oregon, a 9thgrader at Mountainside High School. Minula developed a solution for storing energy for longer through organic compounds and a sulfur-based terhiophene.  
    • In third place, William Tan from Scarsdale, New York, an 8th grader at Scarsdale Middle School. William developed an AI Smart Artificial Reef that encourages coral, seashells, kelp and other marine life to grow in a safe and controlled environment. 

    The fourth through tenth place winners each receive a $1,000 prize and a $500 gift card. These finalists, in alphabetical order by last name, are:  

    • Ankan Das from Sanford, Florida, a 9th grader at Oviedo High School in the Seminole County School District
    • Steven Goodman from Lake Mary, Florida, an 8th grader at Milwee Middle School in the Seminole County School District
    • Aakash Manaswi from Orlando, Florida, a 9th grader at Lake Highland Preparatory School
    • Prince Nallamothula from Frisco, Texas, a 9th grader at Centennial High School in the Frisco Independent School District
    • Ronita Shukla from Acton, Massachusetts, an 8th grader at RJ Grey Junior High School in the Acton Boxborough Regional School District
    • Rithvik Suren from Ellington, Connecticut, a 9th grader at Academy of Aerospace & Engineering in the CREC School District
    • Hanna Suzuki from Bedford, Massachusetts, a 9th grader at Bedford High School in the Bedford School District 

    “Discovery Education is incredibly proud to support student innovation over the past 17 years through the 3M Young Scientist Challenge,” said Amy Nakamoto, Executive Vice President of Corporate Partnerships at Discovery Education. “It is more important than ever that future generations are given the tools needed to tackle real-world problems. Each remarkable participant has embodied the curiosity that will fuel these discoveries, and we congratulate them all.” 

    In its 17th year, the 3M Young Scientist Challenge continues to inspire and challenge middle school students to think creatively and apply the power of STEM to discover real-world solutions. America’s Top Young Scientists have gone on to give TED Talks, file patents, found nonprofits, make the Forbes 30 Under 30 list, and exhibit at the White House Science Fair. These young innovators have also been named TIME Magazine’s Kid of the Year, featured in The New York Times Magazine, Forbes, and Business Insider, and have appeared on national television programs such as Good Morning America, The Kelly Clarkson Show, and more. In addition, a 3M Young Scientist Challenge Alumni Network was formed in fall 2022 and welcomed more than 100 former challenge finalists and winners for networking opportunities.  

    The award-winning competition supplements the 3M and Discovery Education program Young Scientist Lab, which provides free dynamic digital resources for students, teachers, and families to explore, transform, and innovate the world around them. All its resources are also available on Discovery Education Experience, the company’s award-winning K-12 learning platform.  

    To download images from the 2024 science competition, click here. To learn more about the 3M Young Scientist Challenge and meet this year’s winners and finalists, visit youngscientistlab.com.  

    About 3M 
    3M (NYSE: MMM) believes science helps create a brighter world for everyone. By unlocking the power of people, ideas and science to reimagine what’s possible, our global team uniquely addresses the opportunities and challenges of our customers, communities, and planet. Learn how we’re working to improve lives and make what’s next at 3M.com/news

    About Discovery Education 
    Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com

    eSchool News Staff
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    ESchool News Staff

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  • Do Men Over 50 Only Want Younger Women

    Do Men Over 50 Only Want Younger Women

     

    You can read the blog below or watch it on YouTube by clicking here.

    Women often ask me, “What do I do about men who say in their profiles that they only want to date a younger woman?”

    I’ve remember seeing it too, but honestly, it never stopped me from favoring a man—and it shouldn’t stop you either.

    But the question has always intrigued me and I decided to dig a little deeper to find out more about why this is happening and whether or not it’s true.

    Let me share what I found out.

    I began with an old boyfriend of mine who was 11 years older than me.

    He admitted it was an ego thing—dating younger women made him feel more youthful and active.

    While dating, we found that our values and views of life were different which created conflict and ultimately ended our relationship.

    Yet, despite our generational gap, we stayed friends.

    And after we split, I gently suggested he date women closer to his age.

    At first he was taken aback, but guess what?

    He now dates women who are within 5 years of his age.

    It turns out these women were not only good for him, they also kept him on his toes, often outdoing him when it comes to living life to the fullest.

    Then, there’s my friend Ron.

    He shared a lot about what men really look for and told me that while men may have this idea of wanting a younger woman, they often reach out to women closer to their age if their profile pictures are appealing.

    When he was dating, Ron would date women up to 5 years older than he was.

    He also shared that when women posted pictures that made them look old, it stopped him from ever looking at a woman’s profile regardless of her age.

    Sound familiar? Think of all the men you thought looked old enough to be your father or grandfather!

    He emphasized that vibrant and active profile pics are a game-changer.

    If a man thinks you look amazing and fun, he’ll be intrigued enough to say, “Hey, she might be the one. I need to write her!”

    Next, I talked with my old high school boyfriend about this subject since I knew he’d dated younger women.

    By the way, as the ultimate handsome bad boy he often had women dropping their numbers into his hand even while he was on a date with another woman.

    After his marriage ended, he tried dating younger women, thinking it would be fun.

    He found he had absolutely nothing in common with them which made the relationship unsustainable.

    And once the lure of sex wore off, he was bored.

    He, too, went back to dating women closer to his age.

    From my chats with various men over 50 about dating younger women, some key insights emerged:

    You know, some men do date younger women to feel more youthful.

    It’s an ego thing.

    But let’s be honest—that kind of thing usually doesn’t last or lead to anything meaningful.

    After a while, many men start craving deeper connections.

    They realize that shared interests and life experiences are what really matter.

    And yes, it’s true that men are often visually stimulated.

    That’s why your profile picture is so important.

    It should show you looking lively, passionate, and positive. Trust me, it makes a big impact.

    Here are some tips to help you stand out and capture a good man’s attention:

    1. Your Profile Picture

    Your profile picture is crucial—it’s the first impression you’ll make.

    Choose a photo where you look approachable, happy, and full of life.

    A genuine smile, and doing something you love can make all the difference.

    2. Your Profile Description

    Write a profile that reflects your personality and passions.

    Be specific about what you enjoy and what you’re looking for in a partner.

    Avoid clichés and be authentic.

    Share an anecdote or a little bit about what lights you up that showcases your vibrant personality.

    3. Stay Positive

    Keep your profile and interactions positive.

    Focus on what excites you and what you want, rather than what you don’t want.

    Positivity attracts positivity so let that shine through.

    4. Be Open and Curious

    Be flexible with your criteria.

    Sometimes, the best matches come from unexpected places.

    Stay curious and open to meeting nice men, even if they don’t check all your boxes initially.

    Finding love after 50 isn’t just about beating the odds; it’s about understanding the dynamics of modern dating and presenting your best self.

    Many men are out there looking for partners who are confident, vibrant, and genuinely interested in building a meaningful connection.

    Highlight these aspects, and you’ll attract men who see you for all the wonderful person you are, regardless of age.

    Believing in You!

    Lisa


    P.S. Whenever you are ready, here are four ways I can help you find love after 50

    #1: Get a copy of my book The Winning Dating Formula on Amazon



    Where I will walk you through a step-by-step breakdown of the exact tools and strategies you need for attracting the right man into your life — Click here

    #2: Join the Finding Love after 50 Facebook group

    It’s our Facebook community where you can connect with me and a community of women ready to support you on your journey for finding love after 50 — Click here

    #3: Find the Right Dating Site for you

    Check out some of my favorites —  Click here

    #4: Work with me 1-on-1 or in my Group Program



    If you are interested in learning more about how I can help, you can click here to answer a few quick questions and schedule a call.

    I would love to learn more about your dating journey, understand where you might be stuck, and give you a personalized step-by-step blueprint to attract the right man. And maybe even talk about how we can work together.


    Copyright© 2024 Lisa Copeland. All rights reserved.

    Aurelija Guerraea

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  • Leave Your Comfort Behind

    Leave Your Comfort Behind

    I’d long forgotten the enlightening words I heard from the depths of my mind on an lsd trip as a young man. I was upon a sailing ship in the vacuum of space when a tidal wave of cosmos crashed down and pitched the boat around. The words, “your greatest joy will be furthest from shore” rang out.

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  • Obama’s Campaign Manager Has Some Advice for Biden on America’s Youth: “Don’t Assume They’re Gonna Vote”

    Obama’s Campaign Manager Has Some Advice for Biden on America’s Youth: “Don’t Assume They’re Gonna Vote”

    It’s no secret that Joe Biden is wrestling with young voters. The 81-year-old president, who was first elected to the US Senate in 1972, has long struggled to excite Zoomers who feel the octogenarian is out of touch with their generation. Biden may have canceled a historic amount of student debt and taken bold action on climate change, but much of that is lost on young Americans, who think his policies haven’t gone far enough.

    All this was true before October 7, when Biden pledged unconditional support for Israel after it was brutally attacked by Hamas. However, a clear generational divide has opened up around the administration’s response to Israel’s devastating counteroffensive in Gaza. Poll after poll shows the president losing ground with young progressives ages 18 to 34 who are critical of him and his handling of the war in the region. Beyond all of that, young Americans loathe the idea of voting in a potential rematch between Biden and Donald Trump, as if political dynamics have not changed since 2020. Some have even expressed concerns their peers won’t turn out to vote in 2024 as a result.

    Still, there are glimmers of hope for Biden. Youth voters, who were quite skeptical of Biden in 2020, ultimately rallied behind him in high numbers. They also supported down-ballot Democrats and were credited with helping prevent a red wave in the 2022 midterm elections. But will they show up in 2024?

    Jim Messina has advice for the president on this front. Having served as the deputy chief of staff in the Obama White House and as former president Barack Obama’s reelection campaign manager in 2012, he knows a thing or two about how to win over jaded young people. In his current role as CEO of the Messina Group, he’s advised more than a dozen presidents and prime ministers around the world.

    Messina, 54, believes a lot has changed since 2012, like the advent of TikTok (which he says he’s “obsessed with”). However, in the following interview with Vanity Fair, he pointed to key campaign tactics Biden and his team can nevertheless lean on to convince skeptical young people that voting for Biden is vital in 2024. Our conversation below has been edited lightly for length and clarity.

    Vanity Fair: The world is in conflict. Given that the president is continuing to lose faith from young progressives over his support for Israel in the Israel-Hamas war, what can he do to gain it back while maintaining that allegiance to Israel? And has he been vocal enough about where he stands on the humanitarian side of the war in Gaza?

    Jim Messina: What I learned in the White House is—we went through some really tough moments like this as well—and part of the president’s job is to continue to talk through why he’s doing what he is doing. I thought his early [messaging] was very good on this. But let’s be honest, this is an incredibly important issue, and there’s probably no one issue other than maybe Roe that will sway this election either way. The people loudest on these issues aren’t a good representative of voters, and if you don’t love the way Biden’s handling the issue, you probably really hate Donald Trump’s Muslim ban. And so part of it is just the president saying, “Look,” to young voters, “This is why I’m doing what I’m doing.” And then number two is highlighting why Trump is so bad on these same issues, and having a really clear contrast. I’m a very big believer that campaigns have to have contrast.

    Why do you think that’s currently getting lost? Some of the polls have shown that the same people who are critical of the president’s support for Israel are saying that they would maybe even vote for former president Trump for how he would handle it.

    Rachel Janfaza

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  • The Young Movie Star Power Rankings

    The Young Movie Star Power Rankings

    Matt is joined by Deadline senior reporter Justin Kroll to discuss the young movie stars on the rise and fall after a chaotic movie year in Hollywood. They highlight the movies that catapulted young actors into stardom, as well as some of the more puzzling casting decisions that potentially hurt someone’s career. Matt finishes the show with a prediction about the 2024 box office in January and February.

    For a 20 percent discount on Matt’s Hollywood insider newsletter, What I’m Hearing …, click here.

    Email us your thoughts! thetown@spotify.com

    Host: Matt Belloni
    Guest: Justin Kroll
    Producers: Craig Horlbeck and Jessie Lopez
    Theme Song: Devon Renaldo

    Subscribe: Spotify

    Matthew Belloni

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  • To foster young talent, employers need to share their social capital

    To foster young talent, employers need to share their social capital

    This article originally appeared on the Christensen Institute’s blog and is reposted here with permission.

    Key points:

    In July 2023, our team published “People-powered pathways: Lessons in how to build students’ social capital through career-connected learning.” In the report, we describe successes and challenges in bringing social capital–building strategies to a variety of educational settings. Our observations draw from an 18-month pilot during which we leveraged our social capital playbook to provide direct support to a group of three intermediary organizations—Education Strategy Group, Generation Schools Network, and Hawai‘i P-20—collectively supporting 20 sites in the K–12 career pathways space. In the course of the pilot, we sought to understand how schools and nonprofits can make social capital-building an explicit, effective, and equitable component of existing career-connected learning models. 

    In career-connected learning, employee volunteers like internship supervisors or guest speakers typically see their role as providing students job-specific knowledge and skills. However, these individuals have an equally important role to play in students’ networks: fostering students’ well-being and economic mobility by creating lasting relationships that involve sharing resources, connections, and opportunities. 

    To make this kind of role a reality, employers need to understand the goals of social capital-building, what will be expected of them, and how it can benefit both parties. As one nonprofit leader explained, helping employers take on that role may require upfront reflection, encouraging them to consider pre-conceived notions they may have about young people:

     “[If] everybody is committed to working on interrogating all of the thoughts that we as adults have about young people, good and bad, then the effect ends up being social capital. Because you’ve actually taken down the barrier or the silo that says ‘I am this and you are that. I’m here to provide a service and you’re here to get one.’”

    For organizations and schools brokering connections to employers, infusing social capital into the purpose behind those connections influenced how they recruited, vetted, and prepared employer partners who would be interacting with students. One nonprofit leader stated, 

    “We vet our employers that we work with and we have an orientation. They start perhaps from different places and they might not know how [to work with us]. They might have an idea about what an eighth grader is or is not, what ‘risk factors’ youth of color may come with or what their story may be. Part of what is important to us is working with worksite partners so they can see a whole person, an eighth grader who is a complete asset now, and the net value later of working with young people.”

    Acknowledging and tackling the “burden of investment”

    During our pilot, surveys of site staff revealed that 40% found it somewhat difficult to educate employers about how they can help build students’ social capital. Although nonprofits who were heavily involved in internship or apprenticeships often had the time and expertise to design and conduct orientations for employers, other sites with less capacity were wary of asking too much of their employer partners. In these circumstances, additional training for employers specifically focused on building relationships with students was rarely an option.

    While emphasizing return-on-investment (ROI) can help some employers see the long-term benefits of this type of work, one intermediary partner pointed out that for some employers it’s also about avoiding the short-term burden it places on their employees. In addition to ROI, the partner explained, 

    “There’s also BOI, which is ‘burden of investment.’ Making it easier for [employers] to see that the burden of their investment in this is not that burdensome, and that the experience is enjoyable. [Employees] enjoy the experience of the personal relationship with the kids, and that reduces the burden of investment as well. And it grows our partners’ social capital.” 

    When working with employers concerned about upfront burden on their employees, one option is to provide a menu that describes different options for getting involved based on employee volunteers’ capacity and interests. This arrangement not only allows employers to understand what is expected of them and their employees, but also allows them to choose the types of experiences that they feel will be enjoyable and meaningful for them. With this mutual understanding, work-based learning can take shape much more easily.  

    Example in action: 

    Apprentice Learning is a Boston-based nonprofit organization that provides real-world work experiences for eighth graders. Given that Apprentice Learning’s students were already immersed in work settings as part of their apprenticeships, the Boston site planning team felt that these experiences were a natural fit for building social capital.

    While most career-readiness programs ask, “How prepared are young people to build relationships with adults?,” Apprentice Learning equally emphasizes the other side of the equation by asking “How prepared are adults to build relationships with young people?” 

    During the pilot, Apprentice Learning communicated its vision to employer partners in multiple ways. First, it held an orientation for employers in which Apprentice Learning staff used an asset-based frame to gently challenge employers’ beliefs about what young people can do and what it means to have relationships with them. The goal was to help employers realize that they are building meaningful relationships with human beings who are still learning, yet capable of tremendous success. 

    Apprentice Learning also communicated with employers via weekly emails. These emails contained guidance for apprenticeship supervisors about how they could best support students, including conversation starters such as “consider talking with your apprentice about your first job,” or “consider sharing about a time when you encountered a struggle in your job and how you navigated it.” As one program leader stated, 

    “Because of the questions that we put in our weekly letter to our worksite partners, there are more opportunities for them to have conversations about their interests and their trajectory. One of the things that’s resulted in is that at least three, maybe four of our kids have been offered possible summer opportunities. And it is because the worksite partner and the young person took the time to get to know some things about each other a little bit beyond the ‘how to work’ part.”

    Finally, Apprentice Learning staff visited each student’s worksite and engaged in one-on-one conversations with their worksite supervisors. These conversations further reinforced the foundation that Apprentice Learning built during the orientations and maintained with the weekly emails. Describing a recent visit to a worksite where two students were apprenticing, a program leader recalled how the conversations they had with employers about building social capital influenced supervisors’ behaviors. When she walked into the worksite, the students’ supervisor immediately offered to provide references for the students if they needed them. “We didn’t have to ask the guy—it was offered. And [the students] understood that their [supervisors] are a resource that they didn’t necessarily know that they had.”  

    In conclusion, it’s time that employers’ roles in career-connected learning go beyond imparting skills. As decades of research show, it’s skills plus connections that truly move students up the economic distribution ladder. 

    However, accomplishing this goal requires a shift in perspective and intentionality. What we need are systems that incentivize sharing of social capital. Schools and nonprofits like Apprentice Learning are well positioned to start the conversation with their employer partners. But employers participating in these efforts have a responsibility to allocate resources and create policies that foster more student-centered experiences. While it requires upfront investment, focusing on young people now provides a solid foundation for the society of the future

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    Robert Markle, PhD, Research Manager, Christensen Institute

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  • Charles E. Young, UCLA’s longest-serving chancellor, dies at 91

    Charles E. Young, UCLA’s longest-serving chancellor, dies at 91

    Charles E. Young, the fiery, fiercely outspoken chancellor of UCLA credited with turning the campus into an academic powerhouse, died of natural causes Sunday at his home in Sonoma, Calif. He was 91.

    At the helm of UCLA for 29 years, Young oversaw its transformation from a small regional campus to one of the nation’s premier research universities.

    “During his long tenure, Chuck Young guided UCLA toward what it is today: one of the nation’s most comprehensive and respected research universities and one that is profoundly dedicated to inclusiveness and diversity,” UCLA Chancellor Gene Block said in a statement announcing Young’s death.

    When Young started in the job at the age of 36 in 1968, he was the youngest chancellor in University of California history. When he retired in 1997, he would be one of the longest-serving leaders of an American university.

    UCLA grew rapidly under his watch. Its annual operating budget increased tenfold to $1.7 billion. The number of undergraduates increased from 19,000 to 24,000. And the number of endowed professorships rose from one to more than 100.

    At the time of his retirement, the president of the American Council on Education called Young “one of the most admired and respected figures in American higher education.”

    Young regularly sparred with his bosses on the UC Board of Regents.

    Just months after becoming chancellor, Young famously refused to fire political activist Angela Davis, then an acting professor in UCLA’s philosophy department, despite pressure from the regents after they learned she was a member of the Communist Party.

    Young would call the episode a “seminal moment” in his career, catapulting him into the national spotlight and allowing him to clearly carve out a position on academic freedom.

    And when the board debated how to implement a ban on affirmative action in admissions, Young, a staunch supporter of affirmative action, rallied loudly against the plan. He often spoke publicly about the importance of ensuring public universities are easily accessible to students of color.

    “The notion that we’re doing it for ‘them’ is wrong,” Young said a year before he retired. “This is something we do for all of us.”

    Through the years, the academic leader widely known as “Chuck” rode out the turbulence of campus radicalism and state politics. He was a commanding figure who came to be recognized as a superb manager with an exceptionally quick mind. And he lived down early skepticism that he was too young, too much the hand-picked choice of his predecessor, Franklin D. Murphy, and not enough of a scholar to last long amid the intellectual battles of academia.

    Charismatic and sometimes hot-tempered, Young defied the image of a bookish academic leader. He sought to run UCLA more like a private institution and was a respected fund-raiser who developed a network of high-profile entertainment friends such as composer Henry Mancini, movie producer Walter Mirisch and actor Charlton Heston.

    Young earned a doctorate in political science from UCLA — only eight years before becoming the campus’ chancellor — but he had little or no work published in academic journals.

    “Young makes no pretense of being a scholar,” said a 1968 article in Time magazine about his selection by the Board of Regents to head UCLA. He was chosen, the magazine said, “primarily because of his record as an administrator who can get along with students,” during a time of heightened political tension because of the Vietnam War and the growing Black empowerment movement.

    By the time he retired, UCLA’s faculty had doubled and the school’s operating budget was more than 10 times larger than when he started. On his watch, the number of endowed professorships climbed from one to nearly 120.

    During his reign, UCLA emerged as an athletic powerhouse, winning 61 men’s and seven women’s NCAA Division I team championships in an array of sports. He was not a distinguished athlete himself — his main achievement in organized sports was playing football in his senior year of high school. But he was an enthusiastic spectator at UCLA athletic events, rarely missing a home football or basketball game.

    Early on, Young earned praise for his sympathetic handling of student unrest. A few months after he became chancellor, two student members of the Black Panther Party were killed on campus in an alleged dispute over the leadership of the Black Studies Center. Young helped calm the jittery school. Later, during Vietnam War protests, he refused to allow police to clear out students who had occupied administration offices.

    But one of Young’s most dramatic challenges came shortly after his formal inauguration as chancellor on May 23, 1969, when he defied UC regents by refusing to fire Davis over her membership in the Communist Party. The regents themselves eventually ousted Davis at UCLA, although she later returned to the UC system to teach at UC Santa Cruz and, in 2014, nearly a half-century after her ouster from UCLA, triumphantly returned to campus as a Regent’s Lecturer in gender studies, a prestigious appointment.

    Young’s defense of Davis’ right to work at UCLA led to what he later described as an emotionally draining series of confrontations with then-Gov. Ronald Reagan, who urged regents to oust Davis.

    In 1970, Young told The Times, “At some point there has got to be a time when somebody in this university stands up and says, ‘I’ve had it. I’ve had enough.’ This is a real case of academic freedom because Angela Davis is an undesirable character to much of the public…. The place where you find out whether the system works is in the tough cases, not the easy ones everybody agrees with.”

    Years later, Young elaborated, saying, “I was not supporting Angela Davis, I was supporting the principle. Angela Davis was a mediocre scholar and a mediocre lecturer and a mediocre person, as far as I could tell.” Other academics, however, had a far more favorable view of Davis, whom they saw as an important intellect whose call for anti-racist action is only now being embraced.

    Over his long tenure, Young encountered criticism over financial and compensation issues. An associate, a UCLA vice chancellor, was prosecuted, fired and forced to repay the university’s fund-raising foundation $85,000 in disallowed expenses. Investigations found no impropriety by Young in that episode or with UCLA donors paying the rent for the chancellor’s summer beach house, yacht club membership or vacation trip to Tahiti — but criticism mounted.

    In the early 1990s, particularly after an unsuccessful bid to become president of the UC system, Young was faulted by critics for becoming a disengaged chancellor who was living like a highly paid corporate CEO. A Times investigation in the mid-1990s found that Young and his top aides in some cases were instrumental in giving special consideration in admissions, at the request of donors and other well-connected figures, to less-qualified or rejected applicants.

    Young, in turn, occasionally unleashed his temper on his opponents. He triggered a brief flap with then-UC Regent Ward Connerly, a foe of affirmative action, by comparing him to the late Jesse Helms, a staunch conservative Republican senator from North Carolina who had voted against civil rights legislation. Young, though an ardent supporter of affirmative action, later apologized to Connerly.

    When he announced his plans to retire, Young was widely praised for elevating UCLA’s stature, but some critics said his departure was overdue.

    Young endured turmoil and tragedy in his personal life. He was arrested for drunk driving after a car wreck near the campus in 1975, during a period of personal problems. Later on, he called it a “near-crisis situation” and admitted he had a problem with alcohol, which he resolved by getting sober.

    Young was born in San Bernardino on Dec. 30, 1931, the only son of two psychiatric nursing aides at Patton State Hospital in Highland. His parents separated when he was a child.

    In his oral history, Young recalled a childhood of growing up in a rural, orange-growing region. He taught himself to read by age 4 and got his first job at a local packinghouse at 12.

    He attended San Bernardino Valley College, where he met his first wife, Sue Daugherty. They married in 1950, when both were 18.

    Young soon dropped out of school and took a job in the appliance department of a department store. He was then called to active duty with the Air National Guard during the Korean War and served in Japan.

    After his stint in the military, Young returned to San Bernardino Valley College and became a determined, standout student. He went on to receive his bachelor’s degree at UC Riverside, where he was the new campus’ first student body president. From there he earned a master’s and a doctorate in political science at UCLA.

    After serving as a congressional fellow in Washington, D.C., Young joined the staff of UC President Clark Kerr in 1959. In that role, he worked on the creation of the state’s master plan for higher education, which continues to guide policy in California.

    In 1960, the same year he earned his doctorate with a dissertation on legislative redistricting, Young went to work on the Westwood campus as an assistant to Murphy, then the school’s new chancellor. He quickly moved up the ladder, eventually becoming vice chancellor for administration and a full professor in the political science department before being named by UC Regents to succeed Murphy in 1968.

    Two years after retiring from UCLA, Young accepted what was to be a short-term interim appointment as the president of the University of Florida in Gainesville, but he wound up staying for four years. Later, at age 72, he became president of an educational and scientific foundation in Qatar, a stint that lasted slightly over a year.

    In the fall of 2008, at the age of 76, Young returned to UCLA to teach an undergraduate public policy and political science course on the history of the American presidency. That same year, Young was asked by philanthropist Eli Broad to help lead the Museum of Contemporary Art out of financial peril after its endowment shriveled from $40 million to $6 million in just nine years.

    Seemingly unable to retire for long, Young agreed in 2017 to take over as superintendent of the public school district in Sonoma, where he and his wife retired to be closer to family. The K-12 district was battered by financial difficulties and led by what he believed was a dysfunctional school board.

    But his affection for UCLA never waned, and he returned again and again, sometimes simply to stroll across the campus.

    “I’m amazed at the fact that I can wander around this campus and be treated like an old friend,” Young said. “And I think, in a way, that’s the accomplishment.”

    His wife of 51 years, Sue K. Young, a major force in UCLA fundraising, died in 2001 after battling breast cancer for years. One of their two children, Elizabeth, died in 2006 after suffering a cerebral aneurysm while walking on the beach near Malibu.

    Young is survived by his wife, Judy Cornell, whom he married in 2002, and son, Charles Jr. In a statement Sunday, UCLA said it is planning an event in the coming months to celebrate his legacy.

    Silverstein is a former Times staff writer.

    Stuart Silverstein, Rebecca Ellis

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  • Austin Pets Alive! | APA!’s New Pet Pals Program Is Creating the Next…

    Austin Pets Alive! | APA!’s New Pet Pals Program Is Creating the Next…

    Mar 30, 2023

    Austin Pets Alive! has long been known for innovating, collaborating, and sharing our knowledge of how to save animals’ lives.

    But animal welfare is also about humans—the humans who love and own pets, and the humans who work in animal shelters. That’s why we are so thrilled to introduce Pet Pals, our brand new program for at-risk and vulnerable working-age youth to participate in an 8-week paid internship!

    The interns, who are between 16 and 21 years old, are learning the ins and outs of shelter management, and gaining the necessary skills and experience to work in animal sheltering—including at Austin Pets Alive!.

    Nine interns form our inaugural class. Starting on February 4, every Saturday they are meeting at APA!’s Town Lake Animal Center campus for four hours to explore the world of animal welfare and learn important professional skills.

    Each session includes a lesson and/or training, group discussion and activity, one-on-one mentoring, lunch and refreshments, and walking and playing with animals.

    The program also involves resume building, mock interviews, and “building up all those interview skills that a young person probably usually doesn’t have access to before they start looking for a job,” says Alexis Telfair-Garcia, APA!’s Social Work Program Development Manager—and one of the country’s very first social workers on staff at an animal shelter.

    “Pet Pals gives us and our community an urgently-needed opportunity to close the gap between human and animal services, and develop the next generation of animal welfare leaders,” Alexis says. “We hope, and expect, that this progress won’t stop in Austin, either—but that animal shelters in other communities will start Pet Pals programs of their own.”

    Social work students from the University of Texas and St. Edward’s University serve as mentors for the Pet Pals interns, along with Austin Pets Alive! volunteers.

    Dr. Ellen Jefferson, President and CEO of Austin Pets Alive!, says her excitement for Pet Pals is in part due to engaging the interns in the urgent work of saving the lives of cats and dogs—and it’s also about helping these young animal lovers realize their dreams.

    “One intern told us she’s planning to major in animal science to become a veterinarian, and believes this program can help her get there. Another said they were moved to participate by the death of a beloved dog, and wanting to save the lives of other animals in this pet’s honor,” she says.

    “Pet Pals will open doors and new paths for our interns, and change the lives of the cats and dogs who they touch with their work. We’re so proud to be part of the Pet Pals participants’ journey to do great things for people and pets.”

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