Sentences with phrase «urban youth job»

Governor Andrew M. Cuomo announced an additional $ 30 million dollars in funding for the Urban Youth Job Program earlier this week, whose goal is to connect at - risk youth with employment opportunities across the state.

In advance of Wednesday's budget release, Cuomo's staff released the highlights of an anti-poverty plan that includes increasing the minimum wage from $ 8.75 an hour to $ 10.50 an hour, more funding for an urban youth jobs program and investing millions in housing, homelessness services and emergency food.

The committee will also seek criminal justice reforms, passage of a state DREAM Act, an increase in the urban youth jobs program.

Not exact matches

In addition to creating new local jobs, Starbucks will work with nonprofit partners like the Urban League of Metropolitan St. Louis to provide a robust, multi-week job skills training program for local youth, using a specially - designed classroom space within the store.

When black and Hispanic leaders bemoaned the lack of a promised «urban agenda,» Cuomo appointed a number of minorities to administrative posts and created a jobs fund for inner - city youth.

The minimum wage increase was just one of 10 proposals that the governor unveiled in advance of his State of the State address in Albany on Wednesday, including expansions in job programs for urban youth, additional funding for homeless services and low - income housing, and assistance for food programs.

$ 50 million will be invested in the Urban Youth Jobs Program to add more jobs for at risk youth and keep them out troYouth Jobs Program to add more jobs for at risk youth and keep them out troyouth and keep them out trouble.

Urban schools reinforce the student perception that teachers bear final responsibility for what they learn.By allowing passive witnesses, the schools support these student perceptions that all relationships are (indeed rewarding) students for being essentially authoritarian rather than mutual.As youth see the world, they are compelled to go to school while teachers are paid to be there.Therefore, it is the job of the teacher to make them learn.Every school policy and instructional decision which is made without involving students — and this is almost all of them — spreads the virus that principals and teachers rather than students must be the constituency held accountable for learning.In a very real sense students are being logical.In an authoritarian, top - down system with no voice for those at the bottom, why should those «being done to» be held accountable?

In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?

Relevant local and national authorities, civil society organisations, farmer groups and youth groups improved their coordination and enhanced their capacity to identify and develop solutions to issues of land tenure and agriculture - related job creation in the context of the multi-stakeholder forum on urban agriculture and food security.