Unemployment Rate in 2010

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Unemployment Rate in 2010 By. Julia Shirley 5th period

U.S. Department of Labor Statistics Unemploment Rate in 2010 Doctoral Degree 1.9% Professional Degree 2.4% Master's Degree 4.0% Bachelor's Degree 5.4% Associate Degree 7.0% Some college, no degree 9.2% High School Dimploma 10.3% Less than a High School Diploma 14.9%

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TOPIC 1: Managing self disclosure Image source: Americaexplained.wordpress.com Managing Self-Disclosure: How Much is Too Much? Posted by Anni M. In the field of interpersonal communication, self-disclosure is used as a measure for relationship development. The standard relationship progresses as follows: I tell you something about myself, you tell me something about yourself at a similar level of intimacy. As two people get to know each other better, the information they share becomes more personal. Eventually, it becomes comfortable to share secret information, or information that reveals insecurities, fears, or faults. But this type of self-disclosure takes time. It requires trust on both sides. Often, self-disclosure happens too quickly or not at all. In these circumstances communication breaks down and the relationship stops developing normally. In business, self-disclosure is an important tool for building trust but too much of it is unprofessional and can damage relationships. Business relationships are, of necessity, separate from personal relationships. Sometimes this is a blurry line. Friendships develop in the office that lead to excessive self-disclosure and that can present professional problems. But if a friendship is comfortable and strong, it is possible to balance intimacy and professionalism. The real problems arise when one person rushes to disclose to another, or never discloses, closing himself off. We’ll explore each scenario, though the former is more common. As a recent study at Harvard has shown, our brains reward us for self-disclosure. Imagine that two people are talking, a boss and his employee. They don’t know each other well, in fact the employee just started working for the company a month earlier. The boss is distraught and starts talking about his failing marriage. The employee cowers. What can he do? He tries to be supportive, but he isn’t a friend. He offers his sympathies but he feels uncomfortable. In this case, the boss’ disclosure has damaged his relationship with his employee. The employee feels nervous about talking with the boss and is confused about the boundaries between them. In this case the boss should remember, less is more. Imagine that two people are talking, two employees of equal standing in the company. They’ve known each other for several years and work closely together every day. On multiple occasions, employee one has tried to get to know employee two on a personal level. He has talked about his favorite hobbies, his family, and the sports teams he likes, but employee two hasn’t shared any personal information. Employee one feels that employee two is distant and closed off. He doesn’t trust employee two. The lesson here is that self-disclosure has to be natural, and it has to be a two-way street. Both parties must disclose at equal levels for the relationship to progress in a healthy, comfortable way. If you struggle with self-disclosure at work, start to pay closer attention to the ...

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AN INTERIM REPORT ON A PILOT CREDIT RECOVERY PROGRAM IN A LARGE, SUBURBAN MIDWESTERN HIGH SCHOOL M . SUZANNE FRANCO NiMiSHA H . PATEL Wright State University School policy regarding student failure of courses at the K-12 level generally focuses on grade retendon or social promotion, neither of which addresses the students' needs. Grade retention has never been effective in helping students gain mastery of course objectives. To reduce the numbers of social promotions, many states require 8th graders to earn a passing score on state- mandated standardized tests. If students do not earn the required score, they are not allowed to matriculate to the next grade, regardless of their teacher-assigned course grades (Ezarik, 2003). A relatively unique approach to help students who have failed one or more courses at the high school level is a credit recovery program. Though details of such programs vary from district to district, the one unifying aspect for atiy credit recovery program is the opportunity for students to earn credit for a course failed. The purpose of this paper is to describe a pilot credit recovery program implemented in a large suburban high school in the Midwest. Historical, longitudinal student data revealed that freshmen who fail at least one course are four times more likely to fail to graduate in four years (R. Hankey, personal communication, July, 2009). With this is mind, the school developed a pilot credit recovery program for freshmen who had failed at least one course; online and traditional curricula were provided. The short-term goal was to provide an opportutiity for freshmen to recover credits lost due to failure; the long-term goal was to reduce the dropout rate for freshmen who had failed at least one course, and consequently contribute to a higher graduation rate for the freshman class. This paper presents the results of the first cohort of students who completed the pilot program after their freshman year and who have now completed their second year of high school. Literature Review essary. The financial and social costs stem- ming from high school failure/dropout High School Dropout rates in the United States are enormous. It The focus on educadon has and con- has been esdmated that dropouts cost the tinues to be at the forefront of the American nation billions of dollars annually (Ou & polidcal agenda, and rightfully so. In order Reynolds, 2010). for individuals in the United States to stay The negadve correladons associated viable for career opportunities in the ever- with a lack of a high school diploma are increasing technological world and earn vast. For instance, those who do not earn livable wages, a formal education is nee- a high school diploma are more likely to 15 16/Education Vol. 132 No. 1 experience unemployment and earn a lower annual wage. The annual medium income of a male over the age of 24 without a high school diploma is approximately $27,000, whereas that for a diploma holder .

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Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

Código Creativo y Arte de Software | Unidad 1

Código Creativo y Arte de Software | Unidad 1

Código Creativo y Arte de Software | Unidad 1

Arihant handbook biology for class 11 .pdf

Arihant handbook biology for class 11 .pdf

Arihant handbook biology for class 11 .pdf

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

Q4-W6-Restating Informational Text Grade 3

Q4-W6-Restating Informational Text Grade 3

Q4-W6-Restating Informational Text Grade 3

Class 11th Physics NEET formula sheet pdf

Class 11th Physics NEET formula sheet pdf

Class 11th Physics NEET formula sheet pdf

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

Unemployment Rate in 2010

1. Unemployment Rate in 2010 By. Julia Shirley 5th period

2. U.S. Department of Labor Statistics Unemploment Rate in 2010 Doctoral Degree 1.9% Professional Degree 2.4% Master's Degree 4.0% Bachelor's Degree 5.4% Associate Degree 7.0% Some college, no degree 9.2% High School Dimploma 10.3% Less than a High School Diploma 14.9%

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