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text:
<?php

namespace Zimbra\Admin\Request;

use Zimbra\Struct\EntrySearchFilterInfo as SearchFilter;
use Zimbra\Struct\AttributeSelectorTrait;
use Zimbra\Struct\AttributeSelector;

/**
 * SearchCalendarResources request class
 * Search for Calendar Resources
 *
 * @package    Zimbra
 * @subpackage Admin
 * @category   Request
 * @author     Nguyen Van Nguyen - nguyennv1981@gmail.com
 * @copyright  Copyright © 2013 by Nguyen Van Nguyen.
 */
class SearchCalendarResources extends Base implements AttributeSelector
{
    use AttributeSelectorTrait;

    /**
     * Constructor method for SearchCalendarResources
     * @param EntrySearchFilterInfo $searchFilter Search filter specification
     * @param int $limit The maximum number of calendar resources to return (0 is default and means all)
     * @param int $offset The starting offset (0, 25, etc)
     * @param string $domain The domain name to limit the search to
     * @param bool $applyCos Flag whether or not to apply the COS policy to calendar resource. Specify 0 (false) if only requesting attrs that aren't inherited from COS.
     * @param string $sortBy Name of attribute to sort on. default is the calendar resource name.
     * @param bool $sortAscending Whether to sort in ascending order. Default is 1 (true)
     * @param array $attrs A list of attributes
     * @return self
     */
    public function __construct(
        SearchFilter $searchFilter = null,
        $limit = null,
        $offset = null,
        $domain = null,
        $applyCos = null,
        $sortBy = null,
        $sortAscending = null,
        array $attrs = []
    )
    {
        parent::__construct();
        if($searchFilter instanceof SearchFilter)
        {
            $this->setChild('searchFilter', $searchFilter);
        }
        if(null !== $limit)
        {
            $this->setProperty('limit', (int) $limit);
        }
        if(null !== $offset)
        {
            $this->setProperty('offset', (int) $offset);
        }
        if(null !== $domain)
        {
            $this->setProperty('domain', trim($domain));
        }
        if(null !== $applyCos)
        {
            $this->setProperty('applyCos', (bool) $applyCos);
        }
        if(null !== $sortBy)
        {
            $this->setProperty('sortBy', trim($sortBy));
        }
        if(null !== $sortAscending)
        {
            $this->setProperty('sortAscending', (bool) $sortAscending);
        }

        $this->setAttrs($attrs);
        $this->on('before', function(Base $sender)
        {
            $attrs = $sender->getAttrs();
            if(!empty($attrs))
            {
                $sender->setProperty('attrs', $attrs);
            }
        });
    }

    /**
     * Gets the searchFilter.
     *
     * @return SearchFilter
     */
    public function getSearchFilter()
    {
        return $this->getChild('searchFilter');
    }

    /**
     * Sets the searchFilter.
     *
     * @param  SearchFilter $searchFilter
     * @return self
     */
    public function setSearchFilter(SearchFilter $searchFilter)
    {
        return $this->setChild('searchFilter', $searchFilter);
    }

    /**
     * Gets limit
     *
     * @return int
     */
    public function getLimit()
    {
        return $this->getProperty('limit');
    }

    /**
     * Sets limit
     *
     * @param  int $limit
     * @return self
     */
    public function setLimit($limit)
    {
        return $this->setProperty('limit', (int) $limit);
    }

    /**
     * Gets offset
     *
     * @return int
     */
    public function getOffset()
    {
        return $this->getProperty('offset');
    }

    /**
     * Sets offset
     *
     * @param  int $offset
     * @return self
     */
    public function setOffset($offset)
    {
        return $this->setProperty('offset', (int) $offset);
    }

    /**
     * Gets domain
     *
     * @return string
     */
    public function getDomain()
    {
        return $this->getProperty('domain');
    }

    /**
     * Sets domain
     *
     * @param  string $domain
     * @return self
     */
    public function setDomain($domain)
    {
        return $this->setProperty('domain', trim($domain));
    }

    /**
     * Gets applyCos
     *
     * @return bool
     */
    public function getApplyCos()
    {
        return $this->getProperty('applyCos');
    }

    /**
     * Sets applyCos
     *
     * @param  bool $applyCos
     * @return self
     */
    public function setApplyCos($applyCos)
    {
        return $this->setProperty('applyCos', (bool) $applyCos);
    }

    /**
     * Gets sortBy
     *
     * @return string
     */
    public function getSortBy()
    {
        return $this->getProperty('sortBy');
    }

    /**
     * Sets sortBy
     *
     * @param  string $sortBy
     * @return self
     */
    public function setSortBy($sortBy)
    {
        return $this->setProperty('sortBy', trim($sortBy));
    }

    /**
     * Gets sortAscending
     *
     * @return bool
     */
    public function getSortAscending()
    {
        return $this->getProperty('sortAscending');
    }

    /**
     * Sets sortAscending
     *
     * @param  bool $sortAscending
     * @return self
     */
    public function setSortAscending($sortAscending)
    {
        return $this->setProperty('sortAscending', (bool) $sortAscending);
    }
}

redpajama_set_name: RedPajamaGithub


Catherine L. Phipps, Professeur à l'Université de Memphis, professeur invitée à l'EHESS au mois de mai 2018, donnera une conférence dans le cadre du séminaire collectif du Centre Japon le 3 mai 2018.
Catherine L. Phipps est notamment l'auteur de l'ouvrage « Empires on the Waterfront: Japan's Ports and Power, 1858-1899 » (Harvard University Asia Center, 2015).
Kawata Masazō lived an extraordinary life as an adventurer, a war correspondent, and perhaps a government spy in the late-nineteenth century. Kawata was able to move across the Pacific world—from Moji to the Ogasawara Islands, from the Arctic to the Americas, and from Korea to China to Siberia—with ease, finding employment as needed, meeting famous individuals, interviewing generals, fighting in and reporting on wars, and tapping into significant global events and phenomena.
Through reports of his experiences, I examine two things. First, what Kawata's globe-trotting can tell us about spatial, social, and economic mobility within two decades of the Meiji Restoration. Second, how Kawata understood his Japanese national identity in direct relation to the people and places he encountered. Further, since he believed in a progressive world order and supported revolutionary ideals and action to launch more democratic, modern societies, Kawata's unusual life exposes the complexities of this formative era of globalization, nationalism, and imperialism.


NS-100 Panel – Metal Panel Systems, Inc.
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An architectural panel installed over solid substrate.
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text:
Aubigny Communal Cemetery Extension
Region : Aubigny, Somme, France
Lontitude : 2.484178
Aubigny-en-Artois is a village approximately 15 Kms north-west of Arras on the road (N39) to St. Pol. From the N39 turn onto the D75 towards the village of Aubigny-en-Artois. The Cemetery lies south on a road leading from the centre of the village, and the Extension is behind it.
1 Pte. Gawley, Andrew 24906 Royal Irish Fusiliers 13/04/1917 Grave II-C-67
Before March, 1916, Aubigny was in the area of the French Tenth Army, and 327 French soldiers were buried in the Extension to the West of what is now Plot IV.
From March 1916 to the Armistice, Aubigny was held by Commonwealth troops and burials were made in the Extension until September 1918. The 42nd Casualty Clearing Station buried in it during the whole period, the 30th in 1916 and 1917, the 24th and 1st Canadian in 1917 (during the capture of Vimy Ridge by the Canadian Corps) and the 57th in 1918.
The Extension now contains 2,771 Commonwealth burials of the First World War and seven from the Second World War. There are also 227 French burials made prior to March 1916, and 64 German war graves.
The Extension was designed by Sir Reginald Blomfield.

redpajama_set_name: RedPajamaCommonCrawl


XIMNET is Behn Meyer's digital agency since year 2008. We are appointed once more in its recent rebranding exercise in year 2016.
XIMNET has successfully delivered the following solutions: Responsive Web Design Development, Company Location Management, Product Management System and Vacancy Management System.
Complete digital communication consolidation and web development across all core businesses and website content optimised for tablet and mobile viewing.


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text:
Барон Меннерс из Фостона в графстве Линкольншир — наследственный титул в системе Пэрства Соединённого королевства. Он был создан 20 апреля 1807 года для британского адвоката и политика, сэра Томаса Меннерса-Саттона (1756—1842). Он был депутатом Палаты общин от Ньюарка (1796—1800, 1801—1805), а также занимал должности генерального солиситора Англии и Уэльса (1802—1805) и лорда-канцлера Ирландии (1807—1827). Томас Маннерс-Саттон был пятым сыном лорда Джорджа Меннерса-Саттона (1723—1783), третьего сына Джона Маннерса, 3-го герцога Ратленда (1696—1779). Его старший брат, Чарльз Меннерс-Саттон (1755—1828), был архиепископом Кентерберийским (1805—1828), и отцом Чарльза Маннерса-Саттона, 1-го виконта Кентербери (1780—1845), спикера Палаты общин (1817—1834). Правнук первого барона, Фрэнсис Меннерс, 4-й барон Меннерс (1897—1972), употреблял только фамилию «Меннерс». По состоянию на 2023 год носителем титула являлся внук последнего, Джон Хью Роберт Меннерс, 6-й барон Меннерс (род. 1956), который сменил своего отца в 2008 году.

Бароны Меннерс (1807)
 1807—1842:  (24 февраля 1756 — 31 мая 1842), шестой сын лорда Джорджа Меннерса-Саттона (1723—1783), внук Джона Меннерса, 3-го герцога Ратленда;
 1842—1864: Джон Меннерс-Саттон, 2-й барон Меннерс (17 августа 1818 — 14 ноября 1864), единственный сын предыдущего;
 1864—1927:  (15 мая 1852 — 19 августа 1927), старший сын предыдущего;
 1927—1972: Фрэнсис Меннерс, 4-й барон Меннерс (21 июля 1897 — 25 ноября 1972), второй (младший) сын предыдущего;
 1972—2008: Джон Роберт Сесил Меннерс, 5-й барон Меннерс (13 февраля 1923 — 28 мая 2008), старший сын предыдущего;
 2008 — настоящее время: Джон Хью Роберт Меннерс, 6-й барон Меннерс (род. 5 мая 1956), единственный сын предыдущего;
 Наследник титула: Достопочтенный Джон Александр Дэвид Меннерс (род. 2011), единственный сын предыдущего.

Линия наследования
 Достопочтенный Джон Александр Дэвид Меннерс (род. 2011), единственный сын 6-го барона Меннерса;
 Эдвард Престон Меннерс (род. 1948), старший сын достопочтенного Ричарда Невилла Меннерса, второго сына 4-го барона;
 Руперт Фрэнсис Генри Меннерс (род. 1950), второй сын достопочтенного Ричарда Невилла Меннерса;
 Стивен Фрэнсис Меннерс (род. 1978), старший сын Руперта Меннерса;
 Филипп Генри Меннерс (род. 1979), второй (младший) сын Руперта Меннерса;
 Томас Бенджамин Каббелл Меннерс (род. 1954), третий (младший) сын достопочтенного Ричарда Невилла Меннерса;
 Руперт Каббелл Меннерс (род. 1990), старший сын Томаса Бенджамина Каббелла Меннерса;
 Хью Каббелл Меннерс (род. 1993), второй (младший) сын Томаса Бенджамина Каббелла Меннерса;
 Достопочтенный Томас Джаспер Меннерс (род. 1929), третий (младший) сын 4-го барона;
 Чарльз Генри Меннерс (род. 1957), старший сын достопочтенного Томаса Джаспера Меннерса;
 Джозеф Питер Меннерс (род. 1991), единственный сын Чарльза Меннерса;
 Артур Роджер Меннерс (род. 1959), второй сын достопочтенного Томаса Джаспера Меннерса;
 Уго Меннерс (род. 1989), единственный сын Артура Меннерса;
 Роберт Хью Маннерс (род. 1962), третий (младший) сын достопочтенного Томаса Джаспера Меннерса;
 Арчи Томас Меннерс (род. 1993), старший сын Роберт Меннерса;
 Орландо Дуглас Меннерс (род. 1995), второй сын Роберта Меннерса;
 Хамфри Уилмот Меннерс (род. 1998), третий (младший) сын Роберта Меннерса.

См. также
 Герцог Ратленд
 Виконт Кентербери

Источники
 Kidd, Charles, Williamson, David (editors). Debrett's Peerage and Baronetage (1990 edition). New York: St Martin's Press, 1990
 Leigh Rayment's Peerage Pages
 thepeerage.com

Меннерс
Меннерс

redpajama_set_name: RedPajamaWikipedia


text:
FILE - In this July 2, 2019, file photo, Navy Special Operations Chief Edward Gallagher leaves a military court on Naval Base San Diego. Navy SEALs described their platoon leader, retired Special Operations Chief Gallagher, as "evil," "toxic" and "perfectly OK with killing anybody that was moving," in video footage obtained by The New York Times. (AP Photo/Gregory Bull, File)
Navy SEALs call Edward Gallagher 'evil' in leaked videos
SAN DIEGO (AP) — Navy SEALs described their platoon leader, retired Special Operations Chief Edward Gallagher, as "evil," "toxic" and "perfectly OK with killing anybody that was moving," in video footage of interviews obtained by The New York Times. Gallagher's war crimes case earlier this year...
In this image provided by Mark Kelton, Lenny Kravitz, the headliner at this years Spookstock concert poses with Army Gen. Tony Thomas, former commander of U.S. Special Operations Command, at the annual Spookstock event, While many Washington insiders haven't heard of it, the annual charitable event, held each year in an undisclosed Washington location, has become a centerpiece for Washington's tight-knit intelligence-military special operations community. It has raised millions to fund higher education for the children of CIA field officers and special operations soldiers killed on duty. (Mark Kelton via AP)
Party like a spy: Spookstock is intel world's hush-hush bash
WASHINGTON (AP) — Sometime earlier this year, one of the most elite social events in Washington took place, but without any fanfare or news coverage. It drew about 1,800 attendees and Grammy-winning rocker Lenny Kravitz performed. Yet there were no written invitations, and the actual date and...
FILE - In this July 27, 2019, file photo, Secretary of the Navy Richard Spencer talks with the media following a commissioning ceremony for the U.S. Navy's guided missile destroyer, the USS Paul Ignatius, at Port Everglades in Fort Lauderdale, Fla. Spencer has written an opinion article sharply critical of President Donald Trump for intervening in the war crimes case of a Navy SEAL. Spencer wrote in the Washington Post on Wednesday, Nov. 27, that Trump's actions were "shocking" and unprecedented. (AP Photo/Lynne Sladky, File)
Fired Navy Secretary Spencer criticizes Trump in SEAL case
WASHINGTON (AP) — Richard Spencer, who was fired as Navy secretary for his handling of a SEAL war crimes case championed by President Donald Trump, wrote that the commander in chief "has very little understanding" of how the American military works. The extraordinary accusation came in an opinion...
File - In this July 2, 2019, file photo, Navy Special Operations Chief Edward Gallagher, center, walks with his wife, Andrea Gallagher, as they leave a military court on Naval Base San Diego in San Diego. The acting Navy secretary has canceled a peer-review process for three Navy SEALs who supervised a fourth SEAL convicted of posing with a dead teenage prisoner in Iraq. Acting Navy Secretary Thomas Modly said Wednesday, Nov. 27, 2019, the case was becoming a distraction. The decision comes after President Donald Trump intervened in the case of Chief Petty Officer Gallagher. (AP Photo/Gregory Bull, File)
Navy cancels review for SEALs after firing of Navy secretary
SAN DIEGO (AP) — The Navy on Wednesday canceled a peer-review process that would have determined if three Navy SEAL officers who supervised an enlisted SEAL convicted of posing with a dead teenage captive in Iraq should remain on the elite force. Acting Navy Secretary Thomas Modly said the case was...
FILE - In this July 2, 2019, file photo, Navy Special Operations Chief Edward Gallagher leaves a military court on Naval Base San Diego. The war crimes case against the Navy SEAL not only cost the Navy secretary his job. It dragged an elite military force whose ethos calls for its warriors to be quiet professionals into a very public and divisive political firestorm. (AP Photo/Gregory Bull, File)
'Frogman against frogman': Case against SEAL sparks debate
SAN DIEGO (AP) — The war crimes case against a Navy SEAL not only cost the Navy secretary his job. It dragged an elite military force known for quiet professionalism into a political firestorm and drove a wedge through the special operations community. Regardless of their position on the...
President Donald Trump participates in a bill signing ceremony for the Women's Suffrage Centennial Commemorative Coin Act in the Oval Office of the White House, Monday, Nov. 25, 2019, in Washington. (AP Photo/Patrick Semansky)
Trump's actions raise concern about role in military justice
WASHINGTON (AP) — Defense Secretary Mark Esper declared that President Donald Trump ordered him to stop a disciplinary review of a Navy SEAL accused of battlefield misconduct, an intervention that raised questions about America's commitment to international standards for battlefield ethics. Esper's...
Democratic Presidential candidate, Michael Bloomberg during remarks to the media at the Hilton Hotel on his first campaign stop in Norfolk, Va. Monday, Nov. 25, 2019. (AP Photo/Bill Tiernan)
In Virginia, Bloomberg blasts Trump for Navy leader's ouster
NORFOLK, Va. (AP) — New presidential candidate Michael Bloomberg traveled to the city that hosts the world's largest Navy base on Monday and blasted President Donald Trump over the recent ouster of the nation's Navy secretary. For the first stop of his Democratic campaign, Bloomberg went to Norfolk...
FILE - In this Oct. 7, 2019, file photo, Defense Secretary Mark Esper participates in a briefing with President Donald Trump and senior military leaders in the Cabinet Room at the White House in Washington. Esper declared on Monday, Nov. 25 that President Donald Trump ordered him to stop a disciplinary review of a Navy SEAL accused of battlefield misconduct, an intervention that raised questions about America's commitment to international standards for battlefield ethics. (AP Photo/Carolyn Kaster, File)
Esper says Trump ordered him to stop SEAL review board
WASHINGTON (AP) — Defense Secretary Mark Esper declared Monday that President Donald Trump ordered him to stop a disciplinary review of a Navy SEAL accused of battlefield misconduct, an intervention that raised questions about America's commitment to international standards for battlefield ethics...


text:
Review: Tom Clavin's 'Lightning Down' celebrates resilience
"Lightning Down" by Tom Clavin is a historical biography about an American fighter pilot in World War II
By DONNA EDWARDS Associated Press
"Lightning Down: A World War II Story of Survival" by Tom Clavin (St. Martin's Press)
American fighter pilot Joe Moser was shot down over France and captured by Germany in August 1944. The P-38 Lightning was the U.S.-made fighter plane Moser was piloting when he went down.
But don't worry — you don't need to know technical jargon or even care about aircraft to love Tom Clavin's "Lightning Down: A World War II Story of Survival." Though, if you are interested in the specs, rest assured Clavin scratches that itch.
"Lightning Down" is a historical biography that contains the information of a textbook while reading like a novel. The footnotes are often as interesting and well-written as the story itself. Given the quality of research and readability, it's no surprise that Clavin has over a dozen such books under his belt along with a lengthy career in journalism. He knows that people are what make a story interesting and capitalizes on it. That and cliffhangers, which precede whitespace throughout the book.
With a historical piece, you would think it would be difficult to have any real suspense to keep the pages turning, but Clavin manages it nonetheless. The prologue is a snippet from the end of Act II of the book, dropping readers immediately into the action before jolting back to a quiet farm in Ferndale, Washington, where Moser's life story begins.
Clavin starts well before Moser was born but sails quickly through Moser's younger years, focusing on necessary and interesting details. Act I covers Moser's family and his childhood, creating a foundation for the man we'll spend about 300 pages with. The next two sections cover his time in the army and under German capture.
Although the bulk of the biography is of Moser's years as an Air Force pilot, Clavin covers the entirety of his life. The book continues after his return home to show how his story was silenced due to peoples' disbelief of his experiences. It reveals how he coped with concentration camp memories and adjusted to being a typical American family man and worker. It goes all the way up to his death in 2015.
Even with this information, nothing is spoiled because Clavin's style and structure induce enough suspense to keep readers wrapped up in the moment. And, despite the horrors that Moser experienced and Clavin describes vividly, "Lightning Down" has an overarching positivity and celebration of resilience.
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How often do you have to water houseplants?
'Spencer' review: Kristen Stewart stars in Pablo Larrain's 'fable' about Diana's break from the Royals


The Cara is stylish & sophisticated in it's simple, refined design. It offers comfort in seating with generous space & support. All soft seating is made with solid framing to ensure additional support & strength, increasing quality & workmanship.


text:
Success Wanted? Apply Within.
Start My Journey
City of Los Angeles YouthSource Assessment Experience Increases WIOA Performance Through Youth Engagement
Assessment Experience Increases WIOA Performance in the City of Los Angeles YouthSource Program: A Replication
Do City of Los Angeles Youth who have InnerSight Perform Better on WIOA Outcomes?
Youth Participants' Evaluation Statements by Question and Category
FAQ & Testimonials
The InnerSight Story
The People of InnerSight
Mark L. Perkins, John E. Reeves, Deborah K. Furlong, Emily A. Pazur
Putting the Person in the Process is key to the City of Los Angeles YouthSource program performance. Los Angeles' YouthSource Assessment Experience significantly impacts the rate of success on WIOA outcome measures. Qualitative analysis of 899 youth evaluations of the Assessment Experience shows that youth motivation is fostered in the formative InnerSight Assessment Experience in which youth authentically verify and connect their interests to potential career pathways. This study reveals the characteristics of the formative Assessment Experience which are meaningful to youth. It confirms youth need not enter the Experience intrinsically engaged as found by Dawes and Larson (2011) as the Experience fosters personal connection leading to engagement and subsequent performance.
The City of Los Angeles Economic Workforce Development Department (EWDD) offers the InnerSight Assessment Experience as a consistent program element across its 13 YouthSource service sites. Perkins et al. (2016) found this program element significantly impacted youth performance on Workforce Innovation and Opportunity Act (WIOA) performance outcomes (US Department of Labor, 2015) They recommended examination of participants' narrative evaluation statements to understand how the Assessment Experience impacts youth performance.
The city of Los Angeles YouthSource program is a premier provider of service for in and out-of-school youth. The city serves some 17,000 youth in its annual and summer programs. The Los Angeles YouthSource program has been nationally acclaimed by the Department of Labor for its progressive commitment to serving out-of-school youth. In 2012, before the new WIOA service requirements, the City made a substantial commitment to serving this population when it required that 70% of the youth served at its 13 YouthSource sites be out-of-school youth. As a result, they have become the nation's most successful program in addressing the needs of this underserved population.
YouthSource program leadership desired to offer a consistent program element to serve youth across its 13 sites. Most importantly they wanted a program element that is developmental for each participant while meeting WIOA expectations and requirements. Specifically, they were seeking a program that would accomplish the following:
Actively engage participants in the development of their individual plan.
Provide caseworkers with a foundation for development of individual plans grounded in participant's assessment results.
Connect individual plans and strategies to specific educational, training and occupational goals.
Help caseworkers and clients see those skills needed to achieve occupational fit.
Provide documentation of participant and case manager mutual engagement and results oriented planning.
They believe a program grounded in participant personal development that connects youth with high demand occupations using their preferences and interests will facilitate persistence in the attainment of educational, training and career goals. To accomplish this, the city issued an RFP and selected the InnerSight Assessment Experience to meet this unique program and developmental objective.
The InnerSight Assessment Experience
The InnerSight Experience™ gives participants a vocabulary, context, and framework for bringing their personal interests and preferences to bear on life's choices. This experience puts the "Power of the Person" in the decision-making processes of life. Through the Experience, participants come to see they are the "Key" to their personal, educational, and career training choices and gain important information about themselves upon which to reflect when making those choices.
The InnerSight Assessment Experience consists of an online interest and preference inventory (The Strong Interest Inventory®) resulting in a personalized InSight Guide booklet which is the foundation for a 3-hour, formative, in-person, group interpretative experience. This interactive experience cognitively and psychologically engages participants in individual and group exercises that emphasize and highlight the distinctiveness of their personal results. By self-validating their personal interests and preferences for working, learning, leading, risk-taking, and team orientation, participants are equipped to explore occupations of people who are satisfied in various occupations and share the participants' interests.
When interests and preferences are aligned with an occupation (work tasks), satisfaction, happiness, and superior performance occur. Youth with cultural, familial, and economic barriers are no exception. When engaged in subjects of interest (music, dance, skateboarding, etc.), individuals succeed.
The InnerSight Experience is grounded in the prolific research and universally acclaimed Work Types Model of the eminent vocational psychologist Dr. John Holland. The Holland Model was adopted by the Department of Labor as the foundation for their online career exploration system O*NET. This system can be directly accessed from the electronic Insight Guide booklet participants receive after completing the InnerSight Experience by simply clicking on a preferred occupation.
For over 90 years, interests and preferences have been known as key factors in motivation. Using interests and preferences to help individuals make better life choices is a time-tested and valid approach for assuring continued effort/success in education, career, and personal life.
InnerSight uses this approach, but has changed the traditional career assessment/exploration model. Youth are accustomed to being processed; that is, being asked what they know (education), or being told what they need to know and do next. InnerSight begins the journey by first exploring and having participants validate what they may like or enjoy doing. Additional exercises guide the participants to discover the connection between what they enjoy doing and potential occupations in which people who share their interests are satisfied.
The InnerSight Assessment Experience continues when participants meet with their case managers to begin Next Steps planning in the InSight Guide booklet based on their self-validated results. Case managers who work with the youth complete the InnerSight Experience and training in "Facilitating the Journey." "Facilitating the Journey" training provides case managers with the simple skills needed to engage the participant in a meaningful discussion of their results and use them as the foundation of the individual service plan.
Each InnerSight Experience session is evaluated by the participants. Their ratings provide continuous feedback on characteristics of the Experience from the InSight Guide booklet to facilities and the accuracy of their results. In addition, they are asked to respond to three open-ended questions regarding what they liked, what they would change, and any additional thoughts they might have. These personal responses provide a rich source of qualitative information for understanding, in participants' words, how they were impacted by the Experience.
The InnerSight Assessment Experience is designed to help WIOA staff align youth and adults with education, training programs, internships, and actual job openings that are a best fit for them. This approach has been empirically demonstrated to increase youth performance on WIOA outcome measures. To better understand why it works, this study examines the youth's perceptions of the Assessment Experience using their written evaluations.
Research on youth engagement, formative assessment and WIOA program impact offer a context for understanding and interpreting InnerSight Assessment Experience evaluations.
WIOA Program Impact
Moore and Gorman (2009) observed "there is little in depth analysis of the performance of the WIA system or of the likely drivers of the new common measures. Specifically, there has been little published on the relationship between individual participant characteristics and the program performance measures." They found demographic characteristics such as age, ethnicity, education etc. account for considerable variance in performance outcomes. They observe "there is a need for researchers to undertake more nuanced studies—-of training most likely to lead to successful outcomes." (p. 394), thus there is a need for providers to understand what program elements, assessments, or experiences have a positive impact on participants' performance on the common WIA metrics.
Finding no other research identifying program element impact, Perkins, Reeves, Mancheno-Smoak, Furlong (2016) conducted an empirical examination of the impact of the InnerSight Assessment Experience on youth WIOA performance outcomes in the City of Los Angeles YouthSource program in program year 14-15. Performance of youth who had the InnerSight Assessment Experience was compared with those who did not have the Experience on WIOA outcomes.
InnerSight Assessment Experience Youth were found to significantly outperform those who did not have the Experience on Attainment and Literacy. There was an 11% improvement in success rate for all youth in the InnerSight group over the control group on the Attainment performance measure. The Attainment performance success rate for out-of-school youth was 14% higher for those who completed the InnerSight Assessment Experience. There was a 6% improvement for the InnerSight Assessment participants on Literacy over the control group. No significant difference on the Placement outcome measure was identified. This study is the first to link a program element to increases in youth outcome measures.
Perkins, Reeves, Furlong (2017) replicated the 2016 study looking at program year 15-16 outcomes. Youth Attainment success rate was 74% for InnerSight participants compared to 52% for non-participants, for a significant difference of 22%. In-school youth with InnerSight had a 94% success rate compared to 71% for those who did not, for a significant difference of 23%. Out-of-school participants with InnerSight had a success rate of 60% compared to 43% for those without InnerSight, for a 17% significant difference, which was 3% higher than in the previous study.
The InnerSight Assessment Experience was also found to positively impact Placement in the 15-16 program year study. The InnerSight in-school group performance was 88%, while the control group was 74% for a 14% difference. The out-of-school InnerSight Experience group performance was 79%, while the control group achieved 70% on the Placement outcome.
This research, while demonstrating the relationship between a program element and success in achieving WIOA outcome measures, does not assist in understanding why or how the program works. Understanding how participants feel a program impacts them could provide valuable insight into effectively working with out-of-school youth.
Youth Engagement
Kazis (2016) in a research brief on Career Pathways observes "there is little rigorous research that assesses the impact of comprehensive career pathways programs that follows individuals from different starting points through a coherent set of educational experiences and "stackable" credentials to the labor market." (p. 2). Kazis further suggests there is a paucity of research on how to positively engage the participant in his/her personal development of a successful career pathway.
Dawes and Larson (2011), in a qualitative study, examine how youth engagement develops based on 44 youth narrative accounts of their experience in youth programs. Drawing on theories of psychological engagement such as flow, interest and self-determination, the authors suggest youth engagement emerges from personal connection.
Flow theory (Csikszentmihalyi, 1975: Csikszentmihalyi, Rathunde, & Watson, 1993) suggests deep engagement occurs when people experience the challenges in an activity as matched to their skills (not too hard or too easy relative to skill level) The challenges, however, must also have some meaning for the participant.
Interest theory is like Flow in that the activity must be personally meaningful involving "focused attention, increased cognitive functioning, persistence and affective involvement." (Hidi, 2000, p. 312). However, for interests to be sustained over time, a person needs to gain a base of knowledge about the activity and develop positive subjective feelings toward it. (Hidi & Renninger, 2006)
Psychological engagement occurs, according to Self-Determination Theory (SDT), when the activity requires the participant to be associated with more than just meaning or positive feelings; the activity must be integrated into self. In this theory, psychological engagement varies as a function of how much a person has internalized the goals of the activity. (Ryan & Deci, 2000) Increased motivation and engagement occurs on a continuum as a person identifies with, internalizes, and integrates the activity's goals into the self-system. Strongest motivation occurs when participation in an activity is completely internally regulated (Ryan & Deci, 2000). Further research reveals that the processes of internalization are driven by three basic universal psychological needs of the self: competence, autonomy and relatedness. (Ryan & Deci, 2000)
Dawes and Larson (2011), building on these theories and the narrative research data in their study, developed the following operational definition of "forming a personal connection" to guide their research:
"The process of coming to experience program activities as having important relevance and meaning to their lives. This relevance or meaning may be related to personal values or standards, personally meaningful interests or ambitions, or personal identity." (p. 263)
They found that "Youth described this personal connection as occurring through changes in both themselves (developing knowledge, skills, values, future goals) and in their perception of the activity (seeing new things in it, learning its relevance to goals). The process appeared to involve experiencing increased convergence between self and the activity." (p. 263)
They discovered personal connections fit into three categories: learning for the future, developing a sense of competence, and pursuing purpose.
Learning for the future – The largest number of youth attributed the change in their psychological engagement to "a connection they discovered between the skills they were learning through participating in program activities and goals for their future" (p. 263) and "…engagement or motivation in the activity became stronger as they realized that they were gaining knowledge, exploring and developing skills that would be valuable to them later, often for a desired college major or career choice" (p. 264). In a separate analysis focused on helping youth think about career choices Rickman (2009) describes this process as that of "finding fit".
Developing a sense of competence – For a second group of youths in the study "Doing well in program activities….and having that acknowledged by others …. provided meaningful self-affirmation. This experience of competence connected youth to program activities and fueled motivation to pursue new challenges in the program". (p. 264)
Pursuing purpose – A third group reported increased psychological engagement when "forming personal connections to goals that transcended their own self-interest". (p. 265)
Dawes and Larson (2011) concluded "For youth to benefit from many of the developmental opportunities provided by organized programs, they need to not only attend, but become psychologically engaged in program activities". Their research reveals that "youth who experience a positive turning point in their motivation or engagement" do so through a change process that involves forming a personal connection. The authors observe, "that youth need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be creative in helping youth explore ways to form authentic connections to program activities". (p. 1)
WIOA encourages implementation of career pathway approaches that support post-secondary education and training for out-of-school youth that is related to the demand for qualified workers in local labor markets. However, research shows that many high-school-aged youth have little knowledge about or commitment to career pathways (Schneider & Stevenson, 1999) and as suggested by Meijers (1998), this can create anxiety and avoidance. Findings in Dawes and Larson (2011) tell us "that when youth do begin to connect to meaningful career paths, it can create a marked increase in their motivation and engagement". (p. 266)
The Workforce Innovations and Opportunity Act expects the individualized pathway to be grounded in an assessment of skills and interests to inform participants' career decision-making when identifying logical short-term next steps consistent with long-range goals. Formative assessment approaches have been shown to be valuable in accomplishing this important developmental goal.
Formative Assessment – A Context for Youth Engagement
Nichols and Dawson (2012) see assessment as a context for student engagement, observing "that summative testing systems tend to connect with traditional motivation processes such as goals and efficacy-related beliefs, whereas formative systems tend to connect with engagement-related processes such as self-regulated learning and self-determination." They suggest formative assessment requires active participation of the learner.
Black and Wiliam (1998) state: "The core activity of formative assessment lies in the sequence of two actions. The first is the perception by the learner of a gap between a desired goal and his or her present state (of knowledge, and/or understanding, and/or skills). The second is the action taken by the learner to close that gap in order to attain the desired goal."(p.11)
Teachers and facilitators play an equally important role with the learner in bringing about this sequence of events. For the first event to occur according to Black and Wiliam (1998),
"The prime responsibility for generating the information may lie with the student in self-assessment or with another person, notably the teacher, who discerns and interprets the gap and communicates a message about it to the student. Whatever the procedures by which the assessment message is generated, in relation to action taken by the learner it would be a mistake to regard the student as the passive recipient of a call to action. There are complex links between the way the message is received, the way in which that perception motivates a selection amongst different courses of action, and the learning activity which may or may not follow."(as cited in Nichols and Dawson, 2012, p. 466)
Nichols and Dawson (2012) observe that formative assessment processes emphasizing engagement related approaches like self-reflection and self-determination are more effective than summative assessment practices in promoting persistence and academic achievement.
Others have shown that formative assessment practices provide students with greater opportunities to demonstrate autonomy and choice through feedback processes that are more informational than controlling which enhance engagement related actions and beliefs. (Deci & Ryan. 1995; Grolnick & Ryan, 1987)
Research shows formative assessment approaches to be a valuable context for the engagement of youth both cognitively and psychologically in self-regulation that leads to the exercise of student will or volition essential for "buy-in". (Nichols & Dawson, 2012)
Manno, Yang, and Bangster (2015), in their work on engaging disconnected young people in education and work, state that "support from case managers and other adult staff seem to help promote youth engagement."(p. iii) Dawes (2008) in her study of engaging adolescents in youth programs, found that leaders facilitate engagement by fostering a welcoming interpersonal climate, ensuring that serious activities are balanced with fun experiences and providing youth with verbal encouragement and strategic assistance on their projects. This research suggests that formative assessment can be a powerful connector, especially when placed in the hands of engaging case managers and program leaders.
WIOA research has focused on program performance with discussions of topics such as the importance of the employer network, career demand, issues of program integration, curriculum, and process. Until recently studies have focused on what is "done to" the participant and rarely on what is "done with them" or what "they thought or felt about" the program or their engagement. Essentially the focus has been on the process. Research rarely has examined if the process works or engages participants.
While empirical impact studies provide, valuable results regarding program efficacy they offer little understanding of why a program works or how it achieves the desired result. This study builds on the qualitative research of Dawes & Larson (2011) who examined the narrative statements of 44 youth across 10 youth programs to develop a grounded theory of youth engagement. This study seeks to understand how and why the City of Los Angeles YouthSource Assessment Experience positively impacts WIOA youth performance rates.
Every participant in an InnerSight Assessment Experience is asked to complete an evaluation. The evaluation consists of 10 structured questions which participants may rate from strongly disagree to strongly agree. These questions are followed by three open ended questions that offer narrative content for analysis in this study.
What did you like most about the Experience?
What would you change about the Experience?
What additional comments do you have?
A copy of the evaluation form can be found in Appendix A.
Study Population: The study population consists of youth participating in the City of Los Angeles YouthSource program in 2014-15 at one of 13 provider sites across the City. A total of 899 individual evaluations were completed by youth participating in 68 InnerSight Assessment Experience sessions.
Information for gender and ethnicity of participants was not available in the data extract The City of Los Angeles provided total program gender and ethnicity information for program year 2014-15 reflecting a robust and diverse population of participating youth. For 2014-15 there were 1947 females (54.4%), 1630 males (45.6%). The reported ethnic makeup as expected is very diverse with the largest reporting group being Hispanic or Latino followed by White and African American/Black. The mix of Race or Ethnicity in the population is so large that participants are permitted to select more than one race or ethnicity, suggesting that the standard race identification categories are rapidly becoming ineffective demographic descriptors as study variables for this population.
Qualitative Analysis: Considering the significant impact the InnerSight Assessment Experience has been shown to have on WIOA outcomes, it would be helpful to understand how youth perceive the InnerSight Assessment Experience. To gain such an understanding, the narrative evaluation comments provided by youth in response to the three open ended questions on InnerSight Assessment Experience evaluations were examined to learn what they thought and felt about the Experience. A total of 1539 youth evaluation comments were obtained from 899 youth evaluations of the InnerSight Assessment Experience Sessions in the City of Los Angeles in program year 2014-15. These evaluative comments were collected from three open ended questions as noted above and in Appendix A.
Key word content analysis was used to organize responses to each question. Individual responses were grouped by their key word to identify meaningful content categories. Content categories for each question were then developed. The results for each category were examined and the number of responses for each recorded. Categories with 20 or more statements, or 5% or more of the responses, were considered major content or topical areas. Content areas with fewer than 20, or less than 5% of the responses, were collapsed under other observations.
Results of this content organization were examined by evaluation question to understand what participating youth felt about the Assessment Experience and why it worked for them.
Results of the content analysis of participants' responses to the three open-ended evaluation questions are presented by question below.
Most Like About the Experience
Responding to the question what they liked best about the Experience, the youth provided some 791 statements. These statements suggested eight major content categories of 20 or more statements. The remaining topics with 19 or fewer statements are reported as other observations and consist of some 142 statements in 13 topical areas. The number and percent of statements in each of the major content categories are identified in Table 1. Participants' statements by question, content category and subcategory, where appropriate, can be found at: https://www.myinnersight.com.
Table #1
Summary of Participant Statements by Category
Content Category Number of Statements Percent of Total statements
Myself 182 23.01%
Career Options 175 22.12%
The Presenters 80 10.11%
What I Learned 73 9.23%
Validation/Confirmation 43 5.44%
The Information Provided 37 4.68%
The Booklet 36 4.55%
Helpful 23 2.91%
Other Observations* 142 17.95%
*Other Observations includes 13 categories
Examining the statements provided by category offers insight into how the InnerSight Assessment Experience resonated with the youth and what was most important to them.
Myself – 182 (23.01%) of participants' statements included the word "myself" and was the largest category expressing what they liked about the Experience. Simply stated they like that it focuses on them.
"What I liked most about this innersight was being able to learn more about myself and what I want to major in."
" A great experience of discovering myself. I learned a lot of things about myself I didn't know before."
"What I liked the most was that I learned new things about myself that I would've never thought I had in me."
"I enjoyed learning about myself."
"I learned some reassuring things about myself."
Career Options – 175 (22.12%) statements mentioned "career" and was the second largest category of expressions of what youth liked about the Experience. Participants said:
"It opened my eyes to all of my available job opportunities. I loved this."
"I was able to become much more open minded to the career of interest. I found out a few careers that were never on my mindset. Interesting."
"InnerSight was an amazing experience for me. It helped me figure out what career path to take and reassured me on what I like to do."
"That it not only gave you careers but also college courses you could take and it gave you an idea of what you would be doing in the work fields."
"I most liked, that I was given ideas about what to do with my future."
These statements suggest participants gained insight regarding their future. They not only identified careers of interest, but found some they had never considered and now wanted to explore further. They began to see what they might need to study to pursue a career as well as what it might be like to work in the career field. They consistently enjoyed having new ideas regarding options that would be of interest in their future suggesting a developing intrinsic motivation.
The Presenters – 80 (10.11%) of the statements related to the presenters, or certified InnerSight Guides, who facilitate the Assessment Experience sessions. Participants shared the following:
"I loved the communication and even though it was a large group, the topics and session as a whole was very personalized. The presenters were very helpful, friendly and genuine."
"I liked the fact that the speaker was very outspoken and listened to what we (students) had to say. Very polite! ?"
"Everyone got to share their dreams and goals, good examples and narrow down our requirements."
"I liked how he interacted with us and got us to participate. Didn't have a monotone and made it interesting."
"It was easy to understand and personalized to meet my needs."
"1 chill instructor."
"The presenter was really nice."
These reflections emphasize as noted in the literature the importance of connecting with the youth in both a personal and professional manner.
What I Learned – 73 statements or 9.23% focused on what youth felt they learned.
Youth said:
"I realized I need some work experience."
"I learned different potentials that I have."
"I'm very indecisive but need to expand horizon."
"I liked most the learning experience and how well everything was explained."
This again suggests that participants are building an intrinsic connection as they learn about who they are. These statements imply a discovery of the gap between where they are and where they might like to go.
Validation/Confirmation – Participants like receiving validation/confirmation as 43 (5.44%) of the statements touched on these ideas. For example, some participants said the following:
"I liked getting validation of my career choice. InnerSight also gave the many other choices that I would be interested in."
"I liked seeing confirmation of my career and seeing all the other options that fit me."
"Positive vibes, it got in touch with the inner me, and reassurance of my goal/path."
Participants shared how satisfying it is to receive validation and confirmation of their personal goals and career paths. They also liked seeing other options that are a good fit with their already validated choices and interests.
The Information Provided – 37 responses (4.68%) relate to the Information received by the participants in the Assessment Experience sessions. Participants' comments included the following:
"I liked that it was descriptive and full [of] information and gave me a lot of clarity."
"I liked the useful information given by the presenters, it was very helpful."
"All the various information will help me, help my community, friends and family. The money I make will not only be for me, but will be donated to give back."
"I liked that it was very interesting and informative."
"The amazing and helpful information given to me."
"Gave good information on what I wanna do."
"The collected data/statistics."
These observations suggest that the new information participants gain while learning about themselves is an important part of the Experience. They expressed amazement in finding fit between the information and their personal desires.
The Booklet – Some 37 responses (4.55%) pertained to the InSight Guide booklet provided to each participant. This is what several participants had to say
"I liked the booklet, it contains really useful information that can be used along our educational paths, job hunting, and to see our preferences and interests."
"I loved how the booklet broke down what to do after you know what career path."
"What I liked most was that we received a booklet of ourselves for ourselves."
"I like the most about innersight was the book because it had the info that was so me."
"The take home booklet plus the emailed file."
Participants indicated that they like the InSight Guide booklet but, clearly it was because it focused on them and was all about them. Most importantly, after the Assessment Experience and work with their case managers, it contains their conclusions about their next steps or career pathways.
Helpful – Some 23 responses (2.91%) addressed the helpfulness of the Assessment Experience session. Participants found the Experience helpful. They wrote:
"It showed me what I could become and do".
"It is very helpful."
"Helped figure out more about me and careers."
"They helped us learn more what we needed to learn."
Participants indicated the Experience was helpful in seeing and realizing who they are, suggesting it was much like a personal epiphany.
Other Observations – There were 13 additional topics containing fewer than 20 statements each offering insight into what participants liked best about the Experience. These additional 142 statements make up 17.95% of the total observations of what participants like about the Experience. The 13 topics include: personalization, presentation, everything, participation aspects of the experience, easy to understand, specific things participants liked, accurate information, options/opportunities, interview skills, interests, participant interaction, fun and interactive, and activities.
Personalization of the Experience was noted in some 19 responses. This also speaks to the idea that it is all "about them". Participants shared:
"I like how it all felt very personal and helped many different people."
"That it involved my interests and not just common jobs that everyone likes."
"I like the way that it was designed just for me with all my interests."
"I liked that they focused on everyone at the same time but also on everyone individually."
"The individualized support."
Some 18 statements touched on the presentation itself. Many participants liked the way the information in the Assessment Experience session was presented, as evidenced by the following statements:
"The fact that it was a key to open a door."
"I love how the whole process is, from answering about 300 questions on that survey and then coming here to read about what that says about you is pretty awesome."
"I liked the comforting and accepting atmosphere created."
"The presentation was fun and engaging."
These statements suggest that the formative process of presenting the information to participants in the Assessment Experience session is important. The interpretative approach appears to be effective and resonates with participants.
Participation in The Experience and that it was Easy to Understand each received 15 observations. Participants shared the following about their engagement and how easy it was to comprehend:
"I liked that we all got an opportunity to express our thoughts."
"I liked how I felt comfortable and safe to say what's on my mind"
"I enjoyed how everyone participated in the experience."
"I liked how we all got to express our self in what we are."
"The hands on experience."
"That we shared our thoughts."
"I liked that we talked about how it's all up to me how we think."
"What I like most about this experience was how easy it was to understand and how much information was provided."
"Very clear."
"How understandable it was."
"Everything was clear and organized despite the fact that we jumped around in the booklet."
"I like most about the Experience that it was clear and was really about me!"
"I clearly understood the booklet and results."
"Easy to understand."
These observations identify characteristics of the Assessment Session Experience. Participants appreciate the clarity, as well as the autonomy of choice and self-determination, in the Experience.
Thirteen observations touched on specific things participants liked about the Assessment Session Experience while 11 addressed the accuracy of the information. Participants shared that they liked things such as:
"The paragraph"
"The communication."
"I liked that it listed the skills I had."
"It has statistics."
"The power point"
Participants also shared their thoughts on the accuracy of the information provided:
"The inventory results were very accurate, helped me learn more about my career and I'm 100% sure that physical therapy is what I want to do."
"I like that it was well organized and it was very accurate on my interests."
Ten statements touched on the options and opportunities participants learned about/ while six noted they gained new interview skills and six more felt their interests were clarified. These statements included observations such as:
"The information and the vast amount of opportunities for me."
"I think I'm more prepared to talk to employers."
"That the guides helped prepare me for interviews."
"I learned what to say in an interview and financial support"
"It helps with my options."
The final three topics in the other observation category included 6 statements about participant Interaction, 4 statements that the Assessment Experience was Fun and Interactive, and 2 regarding Activities.
"Hearing other's opinions"
"That I got to conversate with different people and that we all shared something
about each other."
"That we got to hear each other's ideas."
"It was really fun, I knew things I never heard about before!"
"It was entertaining and straight to the point."
These statements suggest that the participants see the Assessment Experience as more than one dimensional. It appears to engage youth and allow them to use the information provided to self-validate their potential educational and career pathways.
What Would You Change
In commenting on what they would change about the Experience, the youth offered some 404 observations in six content areas. The content areas and associated percentage of responses in each are identified in Table 2. Content areas with less than 4% of the responses are reported under other observations. Some ten topics are covered under other observations.
Summary of Participant Statements by Category to
Nothing 247 61.14%
Time 43 10.64%
The Presentation 20 4.95%
My Personal Thinking 18 4.46%
Other Observations* 76 18.81%
*other observations include 10 topics
Nothing – Participants indicated in 247 statements (61.14%) that they would change nothing in the Assessment Experience indicating a high level of satisfaction with the Experience.
Time – The Assessment Experience Session requires three hours of personal engagement. Feedback on time represented 10.64% or 43 of the What [I] Would Change responses. Twenty-two of the participants wanted it shorter, 16 were unclear, 3 wanted it longer and 2 wanted it at a different time of day.
Participants' suggestions regarding time included:
"I would change the time. It was a long presentation."
"I would try to shorten the time."
"Nothing. It was good. Maybe less hours. But good."
"I would change the time, 3pm felt a little late for me."
"Turn it into a 2-day class."
The Presentation – Twenty statements (4.95%) touched on the presentation suggesting changes that might be considered. Participants shared:
"Making the experience more individual in order to make it clearer."
"It would be awesome if we could have a one-on-one meeting."
My Personal Thinking – There were some 18 observations (4.46%) regarding how the Assessment Experience changed participants' personal thinking. Participants said;
"I would recommend my friends at UCLA and bring them to the program.
"I would have loved to more about InnerSight. I felt I came in blindly and would have never expected this to truly help."
"I would like to change that I thought I wouldn't like it, but I did."
"I would change my attitude about the experience."
"The only thing I would change would be to try and participate more."
"The only thing that I would change is my major."
"I should have taken the survey more serious and spent more time on it."
Other Observations – A total of 76 statements (18.81%) fell into 10 categories touching on topics such as games or interaction, boring, inventory and results, facilities, Assessment Experience environment, food, and breaks.
Several participants wanted more interaction or games as part of the presentation. A few felt that more information or having more people present would enhance the Experience.
"Maybe more activities; involve or incorporate some physical or active interactions."
"More interactiveness with the other students."
"Go even more in depth, with like education-wise."
"Have more people attend."
Only 4 commented on the session being Boring saying:
"More interaction, just sitting down was kind of boring."
"I would add more excitement ".
Others stated the following about the Inventory and Results:
"What I would change is maybe the answers I gave to some questions."
"I would want to take the quiz again and strongly agree on more topics."
Some 29 statements focused on the facilities and environment for the Assessment Experience.
Room temperature and facilities received the most mention with statements such as:
"I would change the room temperature, it was a little cold."
"Turn the AC on."
Food and the break were also noted by participants:
"Add some snacks."
"I would eat before coming. I was hungry."
"That we could get two breaks."
When offered the opportunity to share additional comments, participants offered 344 observations in 5 major content areas. The content areas and associated percentage of responses in each are provided in Table 3. Content areas with less than 5% of total responses are combined in other observations and cover 6 topic areas.
The Experience 139 40.41%
Thank You 52 15.12%
Useful or Helpful 40 11.63%
*Other Observations includes 6 topics
The Experience – The Assessment Experience session was the focus of 40.41% or 139 of the additional comments. Participants said:
"Extremely happy about InnerSight and the way it makes me feel about understanding myself."
"This class was an amazing experience and I would love to do it again."
"This was a long experience, but it was worth it."
"Love it (heart)"
"InnerSight is such a great program and is valuable to anyone who takes it."
"The InnerSight is a good way to let people know who they really are. InnerSight has helped me reveal myself. Thank you InnerSight
"It was legendary"
These observations suggest that, InnerSight offers personal value for the participant and contributes to building an understanding of self.
Thank You – Fifty-two observations (15.12%) simply made the effort to say, "thank You:"
"Thank you for a wonderful Saturday morning? It was worth it."
"Just a thank you! I really appreciate you all taking the time to guide others in important aspects of life."
The Presenters – Forty-seven additional observations (13.66%) touched on the presenters. Participants said:
"I like how friendly everyone was and how they encouraged us all to participate."
"All my questions were answered and I was comfortable all the time."
"Great job to the presenter not boring."
"My additional comment is that it was entertaining to be part of a professional way to conduct a workshop."
These comments highlight the importance of the quality of the interaction by engaging youth in both a respectful and professional manner.
Useful or Helpful – observations made up 40 (11.63%) of participant's additional comments. In expressing the helpful nature of the InnerSight Assessment Experience, participants made the following comments:
"I'm looking forward to sharing what I learned today with my parents who are very interested in my occupations."
"This session was helpful to me and it did help me reconsider my major and think about how I would use my major to help others."
"This experience was great and helpful. Now, I have a better sense of what person I am."
These statements suggest the personal value of the Assessment Experience in charting a future plan as well as in communicating with parents.
The Presentation – Twenty (5.81%) of the additional comments focused on the presentation. Participants shared:
"Maybe a video of the people that have had InnerSight help them and they can give feedback, suggestions and comments to the new InnerSight people."
"Ask more questions to the clients, make them volunteer, have them come out of their shell to have a more active session."
"The preference presentation is amazing and unique."
"Overall it was a great presentation"
Other Observations – Include 46 responses (13.37%) covering some 10 additional topics such as; recommend to others, my future, environment, and food were shared by participants.
Eleven participants recommended that others should take part in the Assessment Experience offering statements such as:
"InnerSight is a great experience I would highly recommend it for incoming college students to get an idea on what career to choose."
"I strongly recommend this to anyone because it's a nice experience and you learn new things about yourself."
Six responses focused on the participants' future with statements like:
"I really like how InnerSight helps people in finding their majors or jobs for the future."
"Through InnerSight I was able to see what kind of future I could have."
The remaining statements were general in nature with four focusing on the environment expressing equal emphasis on temperature, facilities, and food with responses like the statements about environment reported under desired changes.
The City of Los Angeles YouthSource program has implemented a developmental program element to actively engage youth in the preparation of individual service strategies as expected by WIOA. YouthSource partnered with InnerSight LLC to provide the InnerSight Assessment Experience as a foundational and integrating element for their program.
YouthSource views assessment as more than a test. Like Nichols and Dawson (2012) they view assessment as a powerful foundation and tool for personal growth and development. The key for YouthSource is youth engagement, which occurs when the youth use their self-understanding in charting educational and career pathways.
The literature is replete with studies (Hossain, 2015; Dawes & Larson, 2011; Nichols & Dawson, 2012) speaking to the importance of truly engaging the youth. The City of Los Angeles YouthSource program accomplishes this with the InnerSight Assessment Experience that serves as a common foundational program element across all service providers. Thus, the effective use of assessment becomes a common element in the development of individual service strategies across all programs.
The City recognized the key to success was not the assessment tool but the youth's effective use of the information. They adopted the InnerSight Assessment Experience to provide an inventory, but most importantly, a three-hour interpretative Experience which fully engages the youth in self-validation of their preferences, interests and the careers they most prefer. When followed up with encouragement and strategic assistance by case managers, as Dawes (2008) suggests, the youth have a personal development plan grounded in who they are and what they most prefer.
Youth participating in the InnerSight Assessment Experience have significantly higher success rates on WIOA outcome measures (Perkins et. al, 2016 & Perkins et. al 2017). This suggests a powerful impact when Assessment outcomes are effectively used.
While these studies have provided empirical evidence of program impact on WIOA outcomes they offer little insight regarding how youth feel about the Experience and perhaps what makes it work. Building on the qualitative theoretical work of Dawes & Larson (2011) on how youth become engaged, this study examined some 1539 narrative statements from 899 youth participating in the InnerSight Assessment Experience to understand how and why it works for them.
The Results show that youth really like that the Assessment Experience is all about them. This is perhaps a powerful message about what happens when we "Put the Person in the Process". This is consistent with motivational theory suggesting the activity must develop positive subjective feelings toward it (Hidi,2000), become integrated into self (Ryan & Deci, 2000), build a personal connection (Dawes & Larson, 2011), and connect to a future goal in a process described by Rickman (2009) as "finding fit". It seems too much program time can be spent in activities needed to process the person rather than activating and engaging them in the process as suggested in the literature on youth engagement.
Youth observations across the three evaluative questions in this study provided important insights on youth perceptions and feelings regarding the Assessment Experience. Their narrative observations fell into 46 content categories across the three evaluation questions. Seven content areas received 50 or more responses and accounted for 948 or 61% of the narrative observations. For these seven content categories, the associated evaluation question and number of responses in the category are provided in Table 4 as a quick summary.
Content Categories with 50 or more Responses by Evaluation Question
Number of Statements
Evaluation Question
What I would Change
What I Liked
Connecting with youth participants is key to sustaining their engagement as noted by Manno (2015). Dawes & Larson (2011) state participants "need to not only attend but become psychologically engaged in program activities". The number one content category, with 247 responses, was to 'change nothing' about the Assessment Experience suggesting a strong affinity for the Experience from today's youth. But what is the most compelling or psychologically engaging for them?
The narrative statements suggest that when the Experience is all about them it becomes a powerful connector and "turning point" (Dawes & Larson, 2011). When it comes to career options it also was all about their options not just possibilities. These options connected the experience activity with participants' potential future goals which is important in fostering engagement (Dawes & Larson, 2011).
In the additional comments, participants spoke of the Experience in terms of how it made them feel. The InnerSight session Guides were seen as positively contributing to the personal connection as well as how participants felt about the Experience. Learning about themselves and what they might need to consider in their life journey appears to also be a powerful connector as noted by Dawes and Larson (2011). While the Experience clearly focuses on the participants it connects in a manner that elicits participants' appreciation.
So why does the InnerSight Assessment Experience achieve significant empirical gains in WIOA success rates? When we listen to the participating youth in this qualitative study it is because it connects. First as suggested by Nichols and Dawson (2012) the InnerSight Assessment Experience uses a formative approach that engages the participant. Second, as Dawes and Larson (2011) suggest for achieving engagement it connects both cognitively and psychologically by putting participants in the process of self-determination. Everything is about them, from the InSight Guide booklet to the professional interaction in the session, the cognitive content material is all about who they are and where they might go. The Experience is all about the participant and "the connect."
When case managers support this connection using the InnerSight Assessment Experience material as the foundation for charting the youth's pathway, it is an engaging and integrated program experience for the youth. As noted by Manno et. al (2015) this case manager support facilitates engagement. The youth is clearly in charge, working side by side with the case manager as a helpful facilitator.
The City of Los Angeles YouthSource program has focused on positive youth development by establishing a common program element across the City. This consistent program effort produces significant WIOA results. These program accomplishments have been realized by "Putting the Person in the Process".
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–74.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, England: Cambridge University Press.
Dawes, N. P. (2008). Engaging adolescents in organized youth programs: An analysis of individual and contextual factors (Unpublished doctoral dissertation).University of Illinois at Urbana-Champaign.
Dawes, N.P., Larson, R. (2011), How Youth Get Engaged: Grounded-theory research on motivational development in organized youth programs. Developmental Psychology, Vol 47(1), Jan 2011, pp 259-269.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 31–49). New York: Plenum Publishing Co.
Grolnick, W.S. & Ryan, R.M. (1987) Autonomy in Children's learning: An experimental and individual different investigation. Journal of Personality and Social Psychology, 52, 890-898.
Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 311–339). San Diego, CA: Academic Press.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
Hossain, Farhana (2015). Serving Out-of-School Youth Under the Workforce Innovation and Opportunity Act (2014). Retrieved from http://www.mdrc.org/publication/serving-out-school-youth-under-workforce-innovation-and-opportunity-act-2014
Kazis, Richard (2016). MDRC Research on Career Pathways. Retrieved from http://www.mdrc.org/publication/mdrc-research-career-pathways
Manno, M.S., Yang, E., Bangster, M. (Oct. 2015) Engaging Disconnected Young People in Education and Work. Retrieved from http://www.mdrc.org/sites/default/files/2015_Engaging_Disconnected_Young_People_FR.pdf
Meijers, F. (1998). The development of a career identity. International Journal for the Advancement of Counseling, 20, 191–207.
Moore, R. W., Gorman, P. C. (2009). The Impact of Training and Demographics in WIA Program Performance: A Statistical Analysis. Human Resource Development Quarterly, Vol 20(4), Winter 2009 pp.381-396.
Nichols, S. L., Dawson, H.S. (2012). Assessment as a Context for Student Engagement In, Christenson, S.L. (Ed.), Handbook of Research on Student Engagement (pp. 457-477), New York, NY, Springer Science+Business Media, LLC 2012.
O*NET OnLine. Retrieved from: https://www.onetonline.org/
Perkins, M.L., Reeves, J.E., Mancheno-Smoak, L., Furlong, D.K. (2016), Assessment Program Impact on Successful WIOA Program Performance in the City of Los Angeles YouthSource Program. Retrieved from https://www.myinnersight.com/impact-study-v2/
Perkins, M.L., Reeves, J.E., Furlong, D.K. (2017), Assessment Program Impact Increases WIOA Performance in the City of Los Angeles YouthSource Program: A Replication. Retrieved from https://www.myinnersight.com/
Rickman, A. N. (2009). A challenge to the notion of youth passivity: Adolescents' development of career direction through youth programs (Unpublished master's equivalency paper). University of Illinois at Urbana–Champaign.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Schneider, B., & Stevenson, H. (1999). The ambitious generation: America's teenagers, motivated but directionless. New Haven, CT: Yale University Press.
United States Department of Labor, Employment and Training Administration (2015). Retrieved from https://www.doleta.gov/performance/guidance/laws_regs.cfm
InnerSight Experience Evaluation
Session Name and Time
Print Name:______________________________
For each statement below, please circle how strongly you agree or disagree with the statement.
1=Strongly Disagree(SD) 2=Disagree(D) 3=Neutral(N) 4=Agree(A) 5=Strongly Agree(SA)
SD D N A SA
1. The information given was easy to understand. 1 2 3 4 5
2. The PowerPoint presentation was clear and enhanced the presentation. 1 2 3 4 5
3. The room temperature, lighting, and seating were comfortable. 1 2 3 4 5
4. I was able to hear and see both the presenters and the other participants. 1 2 3 4 5
5. Overall, this session was of value to me. 1 2 3 4 5
6. This session met or exceeded my expectations. 1 2 3 4 5
7. My inventory results made sense and sounded like me. 1 2 3 4 5
8. My InSight Guide Booklet is of high quality. 1 2 3 4 5
9. I felt the presenters listened to me and to the other participants. 1 2 3 4 5
10. I would recommend the InnerSight Experience to my family and friends. 1 2 3 4 5
I give InnerSight permission to use my name, any part or all of my recorded or written statements, any or all of my recorded actions, and my likeness for training marketing and advertising, and commercial project(s) in whatever various media forms InnerSight may choose for the development and distribution of the project(s) and the works coming out of the project(s). I am not receiving any compensation for this permission and forever waive any rights to compensation. I am at least eighteen years of age.
Signature:_________________________ Date_____________________________
Copyright © 2021 InnerSight LLC. All Rights Reserved.
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text:
Der Drahtfunk in Italien, auf italienisch Filodiffusione genannt, ist ein Dienst zur Hörfunkübertragung über die Telefonleitung.

Geschichte
Der Dienst wurde 1958 von der Rai in Zusammenarbeit mit SIP (heute Telecom Italia) eingeführt, da zu dieser Zeit die terrestrische Rundfunkabdeckung noch nicht flächendeckend vorhanden war und die Tonqualität der Ausstrahlungen auf Mittelwelle oft zu wünschen übrig ließ. Am 4. Januar 1959 nahm die Filodiffusione ihren regulären Sendebetrieb auf. Die Verbreitung über Kabel garantierte einen klaren Ton und die Verfügbarkeit im ganzen Land. Außerdem wurden dem Radiopublikum neben den drei nationalen Sendern zwei weitere, unterbrechungsfreie Programme angeboten – eines mit Unterhaltungsmusik und eines mit klassischer Musik. Nach der Einführung des UKW-Rundfunks (mittels Frequenzmodulation) und mit dem Aufkommen der Privatradios wurde der Drahtfunk immer mehr in die Ecke der Klassikliebhaber gedrängt. Mit der Umrüstung der Telefonleitungen von Analog- auf Digitaltechnik in den 1990er Jahren wurde auch von der kompletten Abdeckung des Staatsgebietes abgesehen. Heute werden nur noch größere Städte, wie zum Beispiel die Hauptorte der Provinzen und Städte mit hoher Bevölkerungsdichte, versorgt.

Drahtfunk heute
Der Drahtfunkdienst der Rai (Rai Filodiffusione) umfasst heute sechs Kanäle. Die ersten drei übertragen die nationalen Rundfunkprogramme (Rai Radio 1, Rai Radio 2 und Rai Radio 3). Rai Radio FD 4 liefert 24 Stunden am Tag leichte Musik ohne Werbeunterbrechung und Rai Radio FD 5 strahlt klassische Musik stereophonisch aus. Im eigentlichen Drahtfunkverfahren belegt FD 5 zwei Kanäle, die jeweils das Signal für den rechten bzw. linken Lautsprecher übertragen. Die Frequenzen für die Übertragung über die Telefonleitung sind: 178 kHz (Kanal 1 mit Radio 1), 211 kHz (Kanal 2 mit Radio 2), 244 kHz (Kanal 3 mit Radio 3), 277 kHz (Kanal 4 mit Radio FD 4), 310 kHz (Kanal 5 mit Radio FD 5, rechter Ton), 343 kHz (Kanal 6 mit Radio FD 5, linker Ton).

Heutzutage sind die beiden Drahtfunksender (Radio FD 4 und 5) auch über zahlreiche weitere Verbreitungswege empfangbar, die im Vergleich zur Telefonleitung eine deutlich bessere Signalqualität bieten. Der Rai zufolge bestehen heute noch ungefähr 370.000 Drahtfunk-Abonnements. Nach Schätzungen erreichen die Dienste der Rai Filodiffusione täglich knapp 2 Millionen Hörer.

Seit 1997 werden die Drahtfunksender im DAB-Modus übertragen und seit 1999 sind sie als RealAudio-Stream über das Internet zu empfangen. Die landesweite Abdeckung in hoher Qualität erfolgt jedoch per Satellit in Stereo mit einer Bitrate von 192 kbps. Seit dem 16. Januar 2006 ist Radio FD 4 im DVB-T-Multiplex Rai Mux A zu empfangen.

Im Juni 2003 wurde das Internetportal www.filodiffusione.rai.it eröffnet, das zu einer wertvollen Informationsquelle für die Hörer wurde, da es neben den Ausstrahlungen eine bemerkenswerte Menge an Informationsmaterial (Rezensionen, informative Seiten, Links) zur Seite stellt und einen Überblick über den gesamten Programminhalt bietet.

Zusatzprogramme
Folgende Zusatzprogramme wurden zum Start von Filodiffusione eingeführt:
 Rai Radio Tutta Italiana (früher Rai Radio 4 Light und Rai Radio FD4. Sendete hauptsächlich Popmusik, Rockmusik, Fusion, Jazzmusik, Lateinamerikanische Musik, Filmmusik, Melodische Musik und leichte Orchestermusik).
 Rai Radio Classica (früher Rai Radio 5 Classica, Rai Radio FD5 und Rai FD Auditorium; sendet hauptsächlich klassische Musik).

Siehe auch
 Drahtfunk
 Telefonrundspruch
 Theatrophon

Einzelnachweise

Weblinks
 Portal der Rai Filodiffusione

Hörfunk (Italien)
Kabelnetz


After purchase we will send you blank rings to confirm your size. Each ring is custom made, so please ensure your size is correct because your ring will be made to size and cannot be returned. Edward Mirell warranty applies.


The increased awareness and interest in the complement system has augmented the need for a simple and objective method to assess the function of complement activity. Objective quantification of the activity of the classical pathway is valuable in a number of different clinical situations. In order to meet the needs, the assay has been redesigned to further optimize objective quantification. A separate calibrator curve is now included in the assay procedure to facilitate the quantitative assessment. The amount of complement activation can be expressed either in a qualitative way relative the value of a positive control (as previously) or in a semi-quantitative way using a calibrator curve derived from a separate lyophilized activity control.
The Wieslab® Complement system Classical pathway is an enzyme immunoassay for the qualitative and/or semi-quantitative determination of functional classical complement pathway in human serum. The analysis should be performed by trained laboratory professionals.
In the Complement Screen CP kit, the wells of the microtitre strips are coated with specific activators of the classical pathway. This in combination with sample dilution buffer composition and patient serum dilution level ensure that only the Classical pathway is activated.
During the incubation of the diluted patient serum in the wells, complement is activated by the specific coating. The wells are then washed and the amount of C5b-9 complex formed on the plate surface is detected with a specific alkaline phosphatase labelled antibody to the C5b-9 neoantigen formed during MAC (Membrane Attack Complex) formation.
The amount of complement activation can be expressed either in a qualitative way relative the value of a positive control or in a semi-quantitative way using a calibrator curve derived from a separate lyophilized activity control.
- One frame with blue coloured break-apart wells (12x8) coated with human IgM, sealed in a foil pack with a desiccation sachet.
- 2 x 35 mL Diluent CP (Dil CP), labelled blue.
- Lyophilized positive control (PC) containing freezed dried human serum, to be reconstituted in 0.2 mL distilled water, see "Reconstitution of positive control", in the IFU.
- Lyophilized activity control (AC) for semi-quantitative application, containing freezed dried human serum (different origin than PC), see "Reconstitution of activity control" under procedure for semi-quantitative application in the IFU.
All reagents in the kit are ready to use except wash solution and controls. The reagents should be stored at 2-8° C except the positive control and the activity control. The positive control and the activity control should be stored at -20° C upon arrival. The reconstituted positive control and activity control should be stored at –70° C and may be thawed once.


Plan: Emily- 5 Beds/4 Baths/2 Car Garage on the Pond. This floor plan has both a formal living & dining room. The large kitchen, which opens to the great room, features stained cabinets, recessed lights, and granite countertops. Mud room and Large Pantry. Relax on the covered porch in the morning with coffee. The office downstairs can also be used for a workout room, play area, etc. Master suite upstairs with sitting area; private bath with double vanity, soaking tub and separate shower. Huge walk-in closet. Loft that is open to below. Call Today for more info, a showing, or to build your own Hurricane home in this neighborhood.
Interior Features: Ceiling Fan, Walk-In Closet, Wash/Dry Cnctn.


The last quarter of 2018 caps off an impressive year in the TCG market in Sweden, with solid growth during the year.
Lund, February 14, 2019 – The Technical Consumer Goods (TCG) market ended the year with a solid 4,3% growth from Q4 2017. Q4 generated 22bn SEK, representing 31% of total annual turnover of 71, 4bn SEK. Several sectors saw growth during Q4, with Major Domestic Appliances (MDA), Small Domestic Appliances (SDA), Information Technology (IT), Telecommunications (Tel) and Office Equipment & Consumables (OEC) all improving sales. Photography (PH) were the only sector declining in Q4, with Consumer Electronics (CE) remaining stagnant from the year before.


Internship abroad, visa, accommodation, insurance... So much to think of and so many things to arrange! By setting up this step by step guide we hope to give you more information on the entire process here at Internship Provider.
This will make you aware of what needs to be arranged and when. It will also provide you with more information on our additional services. Of course you can always also contact one of our team members to help you throughout your internship process!
The first step of arranging your adventure abroad is to fill in the internship application form on our website. Please fill in all of your personal information on this form and upload your resume, cover letter and educational requirements accordingly. These documents all need to be written in English so we can proofread them and then send them to potential internship companies. Please keep in mind that the picture you will upload via this form needs to be professional.
Please always mention the deadline on the form, as this is the date on which the internship should be fully arranged.
When you are graduated you won't have any educational requirements. You can simply upload a document which mentions your personal requirements instead.
When we have received your enrolment form we will check your documents and give you feedback to amend them when necessary.
When we have checked your documents and feel we can arrange your internship within the given deadline, we will set up a deposit invoice. The deposit payment consists of a deposit (€ 200) and an administration fee (€25). By paying the deposit you demonstrate to us that you are serious about finding a suitable internship abroad by way of our service. When we receive the deposit we will send you a payment confirmation and we will start the internship process!
We work with a No Cure No Pay method. If we are unable to find a suitable internship for you which matches your requirements within the given deadline we will return the deposit minus the administration fee. You can read more about all our policies in the general terms and conditions.
* When you would like the invoice to be set up in USD or GBP, please let us know. We will set up the invoice in your preferred currency.
After the deposit has been received we will send your full profile to our colleagues on location in Australia, New Zealand, Malta, China, Canada, Ireland, the USA or England.
Within a few days you will receive a welcome email from our colleagues on location. Keep an eye on your email inbox and also check your spam folder regularly to not miss the email. If you haven't given us a preference for a location, we will look at the best options and opportunities for your profile together with our colleagues on location.
For all of our internship abroad destinations we have set up a digital reader. In this reader you will find more information about the country's history, culture and sports but also information about practical things like flight tickets, insurance, etc. Fun information about festivals and national holidays is of course also included!
When our colleagues on location have received your profile they will contact potential internship companies. After a few weeks the options will be narrowed down to the best suitable companies and you will be offered an interview.
This interview will usually take place via Skype. We will send you tips on the interview before it takes place. When you and the company both are able to confirm the internship we will set up the agreement.
If for some reason you or the company don't feel comfortable in continuing with the placement, Internship Provider will set up another interview with a different internship company.
We are positive the next company will suit you.
When you and the company both confirm the internship placement, we will need you to sign an agreement.
We will also send you an email with information on flight tickets, insurance, visa etc. Please follow up on this information accordingly.
Your entire internship is arranged at this point and only after all the work has been done, we will ask you to pay the full internship package. Attached to the internship confirmation email we will also send you the final invoice of the internship package.
Now that your internship has been fully arranged, you are able to apply for your visa, accommodation assistance, flight tickets, insurance etc. Please read the digital reader we sent you for further information.
First thing's first. It is most important to start by applying for your visa. When you are from the European Union and you have arranged your internship in an EU country there shouldn't be any need to apply for a visa but please double check by sending us an email.
For internships in Australia, New Zealand and Canada nearly every student will need to apply for a Working Holiday Visa. You can apply for this visa online.
Be aware that for China it works the other way around, in order to apply for your visa you need to have already arranged your accommodation and booked your flights.
When you go abroad to work for a long period of time you will need international insurance. Make sure you have sufficient travel insurance.
In order to match the visa requirements for most destinations you will need sufficient medical and liability insurance. On our insurance page you can read more about the terms and conditions on these insurances and why it is so important to have good insurance. Our partner for insurances, Covered Abroad, has set up three insurance packages you can apply for, two different kinds of medical insurances and one liability insurance.
You will need to provide us with proof that you have arranged your insurance, as we find it very important that you are covered when you are abroad!
After you have landed at the airport you will go through customs and your adventure can start. For most destinations we recommend you to take a taxi which can take you to your accommodation.
We like to stay in touch with students so don't hesitate to let us know how you are settling in. When you have a complaint or an experience you would like to share with us, feel free to contact our colleagues on location or us!
And last but not least, enjoy every minute of it, as an internship abroad is a unique, once in a lifetime experience!
Don't forget to request your tax back if you have had paid work or a paid internship!


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