職業(yè)規(guī)劃外文翻譯外文文獻(xiàn)英文文獻(xiàn)兩篇

1、職業(yè)規(guī)劃 外文翻譯 外文文獻(xiàn) 英文文獻(xiàn) 兩篇附 : 原文一Connecting Students To CareersJohn A NietupskiTechniques J(2008 ， (2):26-29(The article reports on the Career Connections program which is developed to help highschool students with disabilities identify their career goals, and keep the jobs that match those goals. The p

2、rogram helps the special needs students search for employment opportunities that conforms with their skills and interests. Career Connections is comprised of six program elements which are designed to answer specific question that can guide the student's career path.Key words: College students;

3、Career planningYoung people searching for employment opportunities fresh our ofhigh school know how difficult it can be to find openings that Hetheir skills and interests. It isn't easy successfully competing withother jobseekers for those all too rare positions that pay a goodwage, have reasona

4、ble hours, and offer employer benefits andprospects for advancement. This is a daunting undertaking for many individu-als and even more so for a young person who happens to have adisability.According to the United States Chamber of Commerce, the unemploymentrate for individuals with disabilities is

5、a staggering 62 percent. The GramWood Area Education Agency (GWAEA), an intermediate agency that serves33 east central Iowa school districts, began working in 2000 to determine why young people with disabilities were having a difficult time transitioning fromhigh school to the world of work.GWAEA wa

6、s particularly disturbed by its follow-up survey findings whichshowed that students in the middle range of the severity continuum werestruggling to find and keep good jobs. More than 40 percent of graduatesserved in what were called Self-Contained with Integration programs andwere unemployed, and mo

7、re than 20 percent only worked pan time within 18months of leaving high school. The agency determined that one explanationfor the numbers is the fact chat students had insufficient career explorationand work experiences in high school. As a result, most graduated with no realidea of what they wanted

8、 to do.Compounding the problem was the iact thatmany students either did not seek or did not qualify for adult services thatmight have helped them enter a career that matched their talents and interests.Career ConnectionsCareer Connections was created to help high school students with disabilitiesid

9、entify career goals and then find, learn and keep jobs that match those goals.Foundedin 2001 with grants from the U.S, Department of Education's Officeof Special Education Programs, Career Connections is a collaborative effortinvolving students, families, school staff. GWAEA and community rehabi

10、lita-tion agencies such as Goodwill Industries of the Heartland and AdvancementServices of Jones County, The program has expanded to serve 60 to 70 stu-dents annually from 21 Iowa high schools, withdistricts paying for programservices. The progratn was developed on the premise that students withdisa

11、bilities need extra training and support to be successful in the workforce.It has six program elements, each designed to answer a specific question that will help guide the student's career path.Career Connections'Program Element Question Addressed by Element Establish a Relationship with Wh

12、at are the student's career dreams, and Get to KnoA/ the Student: general skill levels and areas in need of? Record review training and support? Teacher, parent, student interviews? School -community observations? Career interest inventoriesPerson- centered Career ? What career options should be

13、Planning Sessions: explored? Team of student's choosing ? What are must -have and must-avoid? Review work history, skills and interests elements of student's ideal job? Identify ideal job elements and ? What is our plan for helpingstudentsoccupations to investigate obtain their ideal job? Id

14、entify barriers to an ideal job ? Who can help implement the plan? Next steps and action planningFifth- Year Community ? What career area is of greatest interestWork Exploration: to the student? Job shadows ? What are the student's support or? Short -term work experiences and tryouts training ne

15、eds? Six to eight weeks of work experiencesFifth- Year Internships: ? Internship meets student career goals? Six - to 12-wee k paid internships ? Is student qualified for such? Coaching or co -worker support employment or is another internship development warranted? Will employer hire or provide a r

16、eferral?Additional Skill Training ? What related skills or services does theand Support as Needed: student need for employment success? Community college coursework? Resume, job application and interviewskill training? Transportation training? Behavioral and social skill teachingand support? Communi

17、ty service li nkagePaid Employment and Program Exit: Should the student:? Convert internship into paid employment ? Exit special educationand the program?or develop job that matches career goal ? Continue to receive CareerConnections? Provide training and supp ort until support on the job?student is

18、 employed for 60 days ? Exit to adult system long-termsupports?Career Connections' OutcomesWesley lUiCharme was rclerred to the program this past year fromoneof the rural districts participating. Although he had an interestinautomobiles because of his father's occupation as a car salesper-so

19、n, he approached the end of his senior year with no clear idea asto what he wanted to do. He did know for sure though that furtherschoolwork was not in his plans. Career Connections' staff startedworking with DuCharme bygoing through the YES ("Your Employ-ment Selections" Morgan, 2003)

20、 CD- ROM-based career interestinventory. This program shows short clips of various jobs, withstudents indicating preferences among the choices presented anddescribing the appealing or unappealing job elements.ImplicationsThe National Secondary Transition Technical Assistance Centernotesthat desirabl

21、e employment outcomes for students with dis-abilities don't"just happen." Rather, success is dependent uponstrong school programsthat provide personalized, intensive careerexploration opportunities and customized supports. Sometimesthose services need to extend beyond the typical four-

22、year highschool experience. Career Connections is one program that hasdemonstrated the effectiveness of such an approach. One- on-onecounseling, training and personalized involvement with eachstudentare what make the program such a success. The dedicationof our staff,students' determination and

23、support, and families andemployers are key to making things click.外文文獻(xiàn)翻譯( 附原文 )譯文一 :關(guān)于高校學(xué)生的職業(yè)生涯規(guī)劃John A NietupskiTechniques J(2008 ， (2):26-29(摘要 : 本文主要研究的是關(guān)于幫助高校學(xué)生找出他們的不正確的職業(yè)規(guī)劃目標(biāo)，制定科學(xué)的職業(yè)規(guī)劃目標(biāo)，以能夠與將來(lái)的工作相匹配。幫助學(xué)生尋找就業(yè)機(jī)會(huì)，達(dá)到所找的工作與他們的技能和興趣相符合。職業(yè)生涯規(guī)劃是由相關(guān)元素的六個(gè)步驟組成旨在回答特定的問(wèn)題，引導(dǎo)學(xué)生制定適合自己的職業(yè)發(fā)展規(guī)劃。關(guān)鍵詞 : 高校學(xué)生 ; 職業(yè)生涯

24、規(guī)劃年輕人經(jīng)常尋找新的就業(yè)機(jī)會(huì)，學(xué)生在高校的時(shí)候就知道以后就業(yè)很困難，大學(xué)所選的專業(yè)并不是符合自己特長(zhǎng)和興趣的專業(yè)，畢業(yè)后找工作，競(jìng)爭(zhēng)很大，并不容易成功，尤其是對(duì)那些求職者很多、但市場(chǎng)需求少，薪酬高、福利待遇好，工作時(shí)間安排合理，能夠給雇主帶來(lái)效益，并且自己發(fā)展空間很大的工作，競(jìng)爭(zhēng)壓力更大，但是目前很多學(xué)生的職業(yè)規(guī)劃不科學(xué)，這不利于學(xué)生將來(lái)的就業(yè)及更好的發(fā)展。根據(jù)美國(guó)商會(huì)的統(tǒng)計(jì)，失業(yè)問(wèn)題里個(gè)人職業(yè)規(guī)劃不科學(xué)的百分?jǐn)?shù)是很驚人的一個(gè)比值，即62%克木地區(qū)教育機(jī)構(gòu)(GWAEA)一個(gè)中間機(jī)構(gòu)服務(wù)荷華州中部以東33 個(gè)東中央愛(ài)荷華州學(xué)區(qū)學(xué)生， 2000 年以來(lái)主要研究職業(yè)規(guī)劃不科學(xué)的人在工作困難時(shí)期怎樣

25、克服困難，以及提出個(gè)人職業(yè)規(guī)劃的制定應(yīng)該是學(xué)生在高校時(shí)就應(yīng)該制定。GWAEA學(xué)生畢業(yè)后就業(yè)情況的調(diào)查結(jié)果感到十分不滿意，學(xué)生處于待業(yè)的情況很嚴(yán)重，很多學(xué)生在不斷地努力地找工作并沒(méi)有保持良好的工作。超過(guò)40%的畢業(yè)生屬于失業(yè)人員，超過(guò)20%的為高中沒(méi)有畢業(yè)就輟學(xué)的學(xué)生。他們想早點(diǎn)找工作，可是沒(méi)有相關(guān)的知識(shí)與技能，也沒(méi)有制定科學(xué)的職業(yè)規(guī)劃，沒(méi)有工作經(jīng)驗(yàn)，另外，他們也沒(méi)有在相關(guān)職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)進(jìn)行咨詢職業(yè)規(guī)劃，他們應(yīng)該在職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)的指導(dǎo)下制定適合自己的職業(yè)規(guī)劃，與他們的特長(zhǎng)、興趣相匹配。職業(yè)生涯規(guī)劃職業(yè)生涯規(guī)劃是用來(lái)幫助職業(yè)規(guī)劃不科學(xué)的高校學(xué)生確定自己的職業(yè)目標(biāo), 然后找到與學(xué)習(xí)和保持這些目標(biāo)

26、相匹配的工作。創(chuàng)立于 2001 年 , 以接受美國(guó)教育部門的辦公室，關(guān)注教育計(jì)劃，涉及到學(xué)生、家庭、學(xué)校工作人員的職業(yè)生涯規(guī)劃。對(duì)職業(yè)規(guī)劃不科學(xué)的人進(jìn)行培訓(xùn)和指導(dǎo)，幫助他們制定適合自己的、科學(xué)的職業(yè)生涯規(guī)劃，讓他們能成功就業(yè)。職業(yè)生涯規(guī)劃是由相關(guān)元素的六個(gè)步驟組成旨在回答特定的問(wèn)題，引導(dǎo)學(xué)生制定適合自己的職業(yè)發(fā)展規(guī)劃。職業(yè)生涯規(guī)劃的要素 相關(guān)問(wèn)題建立一個(gè)關(guān)系去了解學(xué)生 實(shí)現(xiàn)學(xué)生職業(yè)夢(mèng)想需要什么技能和培訓(xùn)與指?記錄審查 導(dǎo),?采訪老師、家長(zhǎng)、學(xué)生?職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)指導(dǎo)?職業(yè)興趣以人為本的職業(yè)生涯?職業(yè)選擇應(yīng)該探討什么, ? 規(guī)劃要點(diǎn) : ? 什么是必須擁有的和必須避免的元素對(duì)于?學(xué)生團(tuán)隊(duì)的選擇學(xué)

27、生理想的工作,?確定工作的內(nèi)容、所需技能和工資?我們幫助學(xué)生獲得理想工作的計(jì)劃是什?確定理想的職業(yè)么 ,?職業(yè)調(diào)查?誰(shuí)能幫助實(shí)施這項(xiàng)計(jì)劃, ? 確定一份理想的工作的壁壘?下一個(gè)步驟和行動(dòng)計(jì)劃五年制社區(qū)的勘探工作?學(xué)生制定職業(yè)生涯的最大好處是什么?工作陰影?對(duì)學(xué)生進(jìn)行哪些培訓(xùn)和指導(dǎo),?工作經(jīng)驗(yàn)和試用期?六到八周的工作經(jīng)驗(yàn)五年實(shí)習(xí) ?實(shí)習(xí)能滿足學(xué)生的職業(yè)目標(biāo)嗎 ,?六到十二周的實(shí)習(xí)?實(shí)習(xí)是為了更好地就業(yè)，這樣值得嗎,?上司與同事的支持發(fā)展?將會(huì)得到雇主的雇傭和提拔嗎, 額外的技巧訓(xùn)練和根據(jù)需要的指導(dǎo)?學(xué)生成功就業(yè)需要哪些技能和技巧,?校內(nèi)的課程?簡(jiǎn)歷、求職、面試的培訓(xùn)?組織管理能力、團(tuán)隊(duì)協(xié)作能力等

28、的培訓(xùn)帶薪實(shí)習(xí) 學(xué)生應(yīng)該怎樣做:?將無(wú)薪的實(shí)習(xí)轉(zhuǎn)化為帶薪實(shí)習(xí)或?qū)ふ遗c職?退出特殊教育和機(jī)構(gòu), 業(yè)目標(biāo)相匹配的工作?繼續(xù)接受職業(yè)生涯指導(dǎo),?學(xué)生實(shí)習(xí)期60 天應(yīng)該提供培訓(xùn)和指導(dǎo)?接受相關(guān)職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)的長(zhǎng)期支持,職業(yè)生涯規(guī)劃的結(jié)果韋斯利杜沙姆提到過(guò)去這一年的工作，主要是在農(nóng)場(chǎng)工作。雖然他有興趣做汽車銷售員，因?yàn)樗赣H的職業(yè)是汽車銷售員，但是他在過(guò)去三年沒(méi)有明確的想法，沒(méi)有他很想做的事。 他不知道 , 如何進(jìn)一步確定自己的職業(yè)生涯規(guī)劃。職業(yè)生涯規(guī)劃的指導(dǎo)人員對(duì)韋斯利杜沙姆進(jìn)行職業(yè)興趣測(cè)試，幫助他制定了適合自己的職業(yè)生涯規(guī)劃。韋斯利杜沙姆根據(jù)職業(yè)生涯規(guī)劃，找到了與自己技能、興趣相匹配的工作，讓自己

29、更好的發(fā)展。職業(yè)生涯規(guī)劃指導(dǎo)人員應(yīng)該對(duì)學(xué)生進(jìn)行更多的職業(yè)生涯規(guī)劃指導(dǎo)，幫助他們制定適合自己的職業(yè)生涯規(guī)劃，讓他們畢業(yè)后能找到適合自己的工作，減少高校學(xué)生就業(yè)時(shí)的失業(yè)率。職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)的意義國(guó)家就業(yè)指導(dǎo)中心，注意到成功就業(yè)的學(xué)生獲得高薪酬，高待遇的成果，這不只是“偶然”，他們之所以成功，取決于個(gè)性化、專業(yè)化的職業(yè)生涯規(guī)劃課程的學(xué)習(xí)，以及職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)的指導(dǎo)，實(shí)習(xí)的機(jī)會(huì)，有時(shí)候這些指導(dǎo)超過(guò)了在高校四年的學(xué)習(xí)，因?yàn)樗塬@得更多的經(jīng)驗(yàn)。職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)是一個(gè)專門的機(jī)構(gòu)，它能夠幫助學(xué)生制定有效的職業(yè)生涯規(guī)劃，它是一對(duì)一的指導(dǎo)機(jī)構(gòu)，給予學(xué)生個(gè)性化的培訓(xùn)與指導(dǎo)，以及咨詢。能夠?qū)W(xué)生進(jìn)行專業(yè)化

30、指導(dǎo)，幫助、指導(dǎo)他們制定適合自己的職業(yè)生涯規(guī)劃。附原文二 :Long-range Planning motivates students & personalizes Instruction.Dedmond,Rebecca M.Techniques: Connecting Education and CareersJ(2009 ， (3):20-22( The article discusses the importance in establishing a long-termcareer and educational plan to motivate students to va

31、lue education amidst the pressures and trials that they face in their adolescent years. It notes that students who engage in the plan get a better understanding of the great payoffs for exerting effort in education and can have confidence for their future. It states that the plan offers educators a

32、glimpse of their student's ambitions and can guide them on their way through.Key words: Educational planning; StudentsMany high school stu-dents, whether at risk or college-bound, faceihe samechallenge:maintaining the personal drive to stay academically focused and disciplined through the tribul

33、ations and pressures of the teenage years and early 20s. When young people are confronted with any of the myriad problems (academic, financial, personal) they are likely to meet on the path to adulthood, giving up or back- scaling their goals is extremely tempting. How can educators help ignite driv

34、e and enthusiasm in ?/students? How can a busy classroom teacher hope to "con-nect" with students and understand their unique motivators when asked to take on an advisory role? One proven strategy that speaks to both questions is to facili- tate the development of a comprehensive 10- year

35、career and education plan. This sure-fire approach gets students to value education and make the most of their time in school while providing educa-tions with insights into what sparks each student's interest.The Process of Long-range PlanningIncreased student motivation begins when students can

36、 articulate why completing postsecond -ary education or training is necessary for entry into a productive and sclf-.sufficient adulthood. Students who are actively engaged in creating 10-year plans in a course dedicated to this process and in updating their plans with teachers or advisers throughout

37、 high school and college develop an intrinsic understanding of the payotTs for exerting the educational efTor tnecessary and, just as important, the lifelong consequences of not getting a good education. The biggest payoff for students is the planning process itself. Once young people can visualize

38、and then create the detailed roadmap of their plan, confidence builds and fear of an unknown future lessens. When teachers and advisers guide students through a planning process built on personal contemplation and the ilioughtfiil deliberation of cherished dreams and goals, students are less likely

39、to give up their plans when roadblocks pre.sent themselves. This recommendation is in contrast to the four-year high school graduation plans popular Uiday. A plan limited to high school completion does not provide the motivational ingredient required to make the necessary shift in at- titudes, parti

40、cularly for high-risk students, When graduation from high school is seen as an end rather than a means, students who question the value of education will see no reason to apply themselves to their studies, much less pursue postsecondary educational options. To have the impact necessary, young people

41、 need to envision and then jilaii for a career beyond school. Reaping the RewardsThe biggrst payoH for educators striv-ing to personalize their insi ruction is a formalized plan that proviclc. glimpses of who their students arc, and, more impor- tantly, who they want to become. Educators who can hel

42、p young people create a visi(tn ol aproductie aduitliood that matches their lilcstyle expectations and the plan to aecomplish their goals willsuccessfully motivate students to step outside their academic comfort zone, apply themselves to their studies, and acquirethe education necessary to realize t

43、heir career and life aspirations. As the country seeks to curb an alarming high school and college dropout problem, career and technology educators are in a unique position to assume a leadership role in this effort. Their experience and sensibilities make them ideal candidates to deliver the course

44、s that culminate with the develop- ment of quantitative and meaningful 10- year plans and to participate in the review and updating of student plans throughoul their course of study. By advocating for the implementation of a 10-year plan for all students, educators can alter their students' relationship with education, which in uirn will impact their schools' dropout rates. The result; Students who can internalize the connectio