Vocational Training Quotes

A university is not, thank heavens, a place for vocational instruction, it has nothing to do with training for a working life and career, it is a place for education, something quite different.

Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. (1930)

Ironically, the universities have trained hundreds of thousands of graduates for jobs that soon will not exist. They have trained people to maintain a structure that cannot be maintained. The elite as well as those equipped with narrow, specialized vocational skills, know only how to feed the beast until it dies. Once it is dead, they will be helpless. Don’t expect them to save us. They do not even know how to ask the questions, And when it all collapses, when our rotten financial system with its trillions in worthless assets implode and our imperial wars end in humiliation and defeat, the power elite will be exposed as being as helpless, and as self-deluded, as the rest of us.

* Be ready for rainy-day emergencies * Avoid excessive debt; be content with what we have * Use the resources of the earth wisely; don´t be wasteful * Prepare for the future by making spending and savings plans * Keep a family or personal budget * Teach children wise spending habits and help them save for the future * Obtain an education or vocational training * Find gainful employment As we become self-reliant, we will be prepared to face challenges with confidence and peace of mind.

Mostly, though, students get what economist Bryan Caplan called narrow vocational training for jobs few of them will ever have. Three-quarters of American college graduates go on to a career unrelated to their major—a trend that includes math and science majors—after having become competent only with the tools of a single discipline. One good tool is rarely enough in a complex, interconnected, rapidly changing world. As the historian and philosopher Arnold Toynbee said when he described analyzing the world in an age of technological and social change, “No tool is omnicompetent.” •

The training of children is such a serous thing, and it means so much to them to be surrounded from the very beginning with good influences, that I should have thought the holier a man`s vocation and the purer his life, the more fit he is to be a father

Here is a truth that most teachers will not tell you, even if they know it: Good training is a continual friend and a solace; it helps you now, and assures you of help in the future. Good education is a continual pain in the neck, and assures you always of more of the same.

Now the line is: Forget the classics, concentrate on an education for the 21st century! Which apparently means knowing how to operate electronic devices and figure out a spreadsheet. That's not education, it's vocational training. What once were means seem to have become ends in education. And our more with-it "educators" shift with every passing wind, clutching at the latest gimmick the way drowning men do at straws.

And the strange thing was he had never loved her more than in that moment, because at that moment she had become himself. But thats not love, he thought, thats not what she wants, not what any of them want, they do not want you to find yourself in them, they want instead that you should lose yourself in them. And yet, he thought, they are always trying to find themselves in you. [...] And it seemed to him then that every human was always looking for himself, in bars, in railway trains, in offices, in mirrors, in love, especially in love, for the self of him that is there, someplace, in every other human. Love was not to give oneself, but find oneself, describe oneself. And that the whole conception had been written wrong. Because the only part of any man that he can ever touch or understand is that part of himself he recognises in him. And that he is always looking for the way in which he can expose his sealed bee cell and reach the other airtight cells with which he is connected in the waxy comb. And the only way he had ever found, the only code, the only language by which he could speak and be heard by other men, could communicate himself, was with a bugle. If you had a bugle here, he told himself, you could speak to her and be understood, you could play Fatigue Call for her, with its tiredness, its heavy belly going out to sweep somebody else's streets when it would rather stay home and sleep, she would understand it then. But you havent got a bugle, himself said, not here nor any other place. Your tongue has been ripped out. All you got is two bottles, one nearly full, one nearly empty.

the Bureau of Happiness regrets to inform you that your application for Aptitudinal and Vocational Training as a toymaker Class 16/B has not been successful.

A hero's talent lies latent within the self. It sleeps within him as seeds of possibilities. When discovered and nurtured, the seeds grow and flower. This flowering of his talent is a hero's true vocation.

In the East, he then believed, a man went to college not for vocational training but in disciplined search for wisdom and beauty, and nobody over the age of twelve believed that those words were for sissies. In the East, wearing rumpled tweeds and flannels, he could have strolled for hours among ancient elms and clock towers, talking with his friends, and his friends would have been the cream of their generation. The girls of the East were marvelously slim and graceful; they moved with the authority of places like Bennington and Holyoke; they spoke intelligently in low, subtle voices, and they never giggled. On sharp winter evenings you could meet them for cocktails at the Biltmore and take them to the theater, and afterwards, warmed with brandy, they would come with you for a drive to a snowbound New England inn, where they’d slip happily into bed with you under an eiderdown quilt. In the East, when college was over, you could put off going seriously to work until you’d spent a few years in a book-lined bachelor flat, with intervals of European travel, and when you found your true vocation at last it was through a process of informed and unhurried selection; just as when you married at last it was to solemnize the last and best of your many long, sophisticated affairs.

As for me, I daily wished more to please him; but to do so, I felt daily more and more that I must disown half my nature, stifle half my faculties, wrest my tastes from their original bent, force myself to the adoption of pursuits for which I had no natural vocation. He wanted to train me to an elevation I could never reach; it racked me hourly to aspire to the standard he uplifted. The thing was as impossible as to mould my irregular features to his correct and classic pattern, to give to my changeable green eyes the sea-blue tint and solemn lustre of his own.

The DQN AI system of Google DeepMind can accomplish a slightly broader range of goals: it can play dozens of different vintage Atari computer games at human level or better. In contrast, human intelligence is thus far uniquely broad, able to master a dazzling panoply of skills. A healthy child given enough training time can get fairly good not only at any game, but also at any language, sport or vocation. Comparing the intelligence of humans and machines today, we humans win hands-down on breadth, while machines outperform us in a small but growing number of narrow domains, as illustrated in figure 2.1. The holy grail AI research is to build “general AI” (better known as artificial general intelligence, AGI) that is maximally broad: able to accomplish virtually any goal, including learning.

Many pastors expect their members to sit under their teachings till they die rather than training them to leave and shepherd others. Paul was clear that church leaders are to equip the saints for work. Hugh Halter sees this as a trap we build for ourselves: “Many vocational ministers are stuck doing the work of ministry because they take a paycheck from consumer Christians who fail to see the full scope of their calling.”1

The Monastic Way quotes Benedictine monk Dom Aelred Graham as saying, “The monk may think he has come [to the monastery] to gain something for himself: peace, security, quiet, a life of prayer, or study, or teaching; but if his vocation is genuine, he finds that he has come not to take but to give.

One of my teachers at the psychoanalytic institute where I trained used to say, only half humorously, that 'the most important prerequisite for a vocation as a psychotherapist is a depressed mother'; based on my history, I think that a suffering but inaccessible father and a damaged sibling should be added to the list of qualifications.

CONSENSUS PROPOSED CRITERIA FOR DEVELOPMENTAL TRAUMA DISORDER A. Exposure. The child or adolescent has experienced or witnessed multiple or prolonged adverse events over a period of at least one year beginning in childhood or early adolescence, including: A. 1. Direct experience or witnessing of repeated and severe episodes of interpersonal violence; and A. 2. Significant disruptions of protective caregiving as the result of repeated changes in primary caregiver; repeated separation from the primary caregiver; or exposure to severe and persistent emotional abuse B. Affective and Physiological Dysregulation. The child exhibits impaired normative developmental competencies related to arousal regulation, including at least two of the following: B. 1. Inability to modulate, tolerate, or recover from extreme affect states (e.g., fear, anger, shame), including prolonged and extreme tantrums, or immobilization B. 2. Disturbances in regulation in bodily functions (e.g. persistent disturbances in sleeping, eating, and elimination; over-reactivity or under-reactivity to touch and sounds; disorganization during routine transitions) B. 3. Diminished awareness/dissociation of sensations, emotions and bodily states B. 4. Impaired capacity to describe emotions or bodily states C. Attentional and Behavioral Dysregulation: The child exhibits impaired normative developmental competencies related to sustained attention, learning, or coping with stress, including at least three of the following: C. 1. Preoccupation with threat, or impaired capacity to perceive threat, including misreading of safety and danger cues C. 2. Impaired capacity for self-protection, including extreme risk-taking or thrill-seeking C. 3. Maladaptive attempts at self-soothing (e.g., rocking and other rhythmical movements, compulsive masturbation) C. 4. Habitual (intentional or automatic) or reactive self-harm C. 5. Inability to initiate or sustain goal-directed behavior D. Self and Relational Dysregulation. The child exhibits impaired normative developmental competencies in their sense of personal identity and involvement in relationships, including at least three of the following: D. 1. Intense preoccupation with safety of the caregiver or other loved ones (including precocious caregiving) or difficulty tolerating reunion with them after separation D. 2. Persistent negative sense of self, including self-loathing, helplessness, worthlessness, ineffectiveness, or defectiveness D. 3. Extreme and persistent distrust, defiance or lack of reciprocal behavior in close relationships with adults or peers D. 4. Reactive physical or verbal aggression toward peers, caregivers, or other adults D. 5. Inappropriate (excessive or promiscuous) attempts to get intimate contact (including but not limited to sexual or physical intimacy) or excessive reliance on peers or adults for safety and reassurance D. 6. Impaired capacity to regulate empathic arousal as evidenced by lack of empathy for, or intolerance of, expressions of distress of others, or excessive responsiveness to the distress of others E. Posttraumatic Spectrum Symptoms. The child exhibits at least one symptom in at least two of the three PTSD symptom clusters B, C, & D. F. Duration of disturbance (symptoms in DTD Criteria B, C, D, and E) at least 6 months. G. Functional Impairment. The disturbance causes clinically significant distress or impairment in at least two of the following areas of functioning: Scholastic Familial Peer Group Legal Health Vocational (for youth involved in, seeking or referred for employment, volunteer work or job training)

It was the ultimate sacrilege that Jesus Christ, the very Son of God, was rejected and even put to death. And it continues. In many parts of the world today we see a growing rejection of the Son of God. His divinity is questioned. His gospel is deemed irrelevant. In day-to-day life, His teachings are ignored. Those who legitimately speak in His name find little respect in secular society. If we ignore the Lord and His servants, we may just as well be atheists—the end result is practically the same. It is what Mormon described as typical after extended periods of peace and prosperity: “Then is the time that they do harden their hearts, and do forget the Lord their God, and do trample under their feet the Holy One” (Helaman 12:2). And so we should ask ourselves, do we reverence the Holy One and those He has sent? Some years before he was called as an Apostle himself, Elder Robert D. Hales recounted an experience that demonstrated his father’s sense of that holy calling. Elder Hales said: "Some years ago Father, then over eighty years of age, was expecting a visit from a member of the Quorum of the Twelve Apostles on a snowy winter day. Father, an artist, had painted a picture of the home of the Apostle. Rather than have the painting delivered to him, this sweet Apostle wanted to go personally to pick the painting up and thank my father for it. Knowing that Father would be concerned that everything was in readiness for the forthcoming visit, I dropped by his home. Because of the depth of the snow, snowplows had caused a snowbank in front of the walkway to the front door. Father had shoveled the walks and then labored to remove the snowbank. He returned to the house exhausted and in pain. When I arrived, he was experiencing heart pain from overexertion and stressful anxiety. My first concern was to warn him of his unwise physical efforts. Didn’t he know what the result of his labor would be? "'Robert,' he said through interrupted short breaths, 'do you realize an Apostle of the Lord Jesus Christ is coming to my home? The walks must be clean. He should not have to come through a snowdrift.' He raised his hand, saying, 'Oh, Robert, don’t ever forget or take for granted the privilege it is to know and to serve with Apostles of the Lord.'" [In CR, April 1992, 89; or “Gratitude for the Goodness of God,” Ensign, May 1992, 64] I think it is more than coincidence that such a father would be blessed to have a son serve as an Apostle. You might ask yourself, “Do I see the calling of the prophets and apostles as sacred? Do I treat their counsel seriously, or is it a light thing with me?” President Gordon B. Hinckley, for instance, has counseled us to pursue education and vocational training; to avoid pornography as a plague; to respect women; to eliminate consumer debt; to be grateful, smart, clean, true, humble, and prayerful; and to do our best, our very best. Do your actions show that you want to know and do what he teaches? Do you actively study his words and the statements of the Brethren? Is this something you hunger and thirst for? If so, you have a sense of the sacredness of the calling of prophets as the witnesses and messengers of the Son of God.

Fifteen years ago, a business manager from the United States came to Plum Village to visit me. His conscience was troubled because he was the head of a firm that designed atomic bombs. I listened as he expressed his concerns. I knew if I advised him to quit his job, another person would only replace him. If he were to quit, he might help himself, but he would not help his company, society, or country. I urged him to remain the director of his firm, to bring mindfulness into his daily work, and to use his position to communicate his concerns and doubts about the production of atomic bombs. In the Sutra on Happiness, the Buddha says it is great fortune to have an occupation that allows us to be happy, to help others, and to generate compassion and understanding in this world. Those in the helping professions have occupations that give them this wonderful opportunity. Yet many social workers, physicians, and therapists work in a way that does not cultivate their compassion, instead doing their job only to earn money. If the bomb designer practises and does his work with mindfulness, his job can still nourish his compassion and in some way allow him to help others. He can still influence his government and fellow citizens by bringing greater awareness to the situation. He can give the whole nation an opportunity to question the necessity of bomb production. Many people who are wealthy, powerful, and important in business, politics, and entertainment are not happy. They are seeking empty things - wealth, fame, power, sex - and in the process they are destroying themselves and those around them. In Plum Village, we have organised retreats for businesspeople. We see that they have many problems and suffer just as others do, sometimes even more. We see that their wealth allows them to live in comfortable conditions, yet they still suffer a great deal. Some businesspeople, even those who have persuaded themselves that their work is very important, feel empty in their occupation. They provide employment to many people in their factories, newspapers, insurance firms, and supermarket chains, yet their financial success is an empty happiness because it is not motivated by understanding or compassion. Caught up in their small world of profit and loss, they are unaware of the suffering and poverty in the world. When we are not int ouch with this larger reality, we will lack the compassion we need to nourish and guide us to happiness. Once you begin to realise your interconnectedness with others, your interbeing, you begin to see how your actions affect you and all other life. You begin to question your way of living, to look with new eyes at the quality of your relationships and the way you work. You begin to see, 'I have to earn a living, yes, but I want to earn a living mindfully. I want to try to select a vocation not harmful to others and to the natural world, one that does not misuse resources.' Entire companies can also adopt this way of thinking. Companies have the right to pursue economic growth, but not at the expense of other life. They should respect the life and integrity of people, animals, plants and minerals. Do not invest your time or money in companies that deprive others of their lives, that operate in a way that exploits people or animals, and destroys nature. Businesspeople who visit Plum Village often find that getting in touch with the suffering of others and cultivating understanding brings them happiness. They practise like Anathapindika, a successful businessman who lived at the time of the Buddha, who with the practise of mindfulness throughout his life did everything he could to help the poor and sick people in his homeland.

I am told there are readers of Genesis who argue the following: If evolution is true, there was no Adam and Eve. If there was no Adam and Eve, there was no fall. If there was no fall, we didn’t need Jesus to save us. But this argument has reversed things. In reality, we know we needed Jesus to save us, and we recognize the way Genesis describes our predicament as human beings. We know we have not realized our vocation to take the world to its destiny and serve the earth; we know there is something wrong with the world in its violence; we know there is something wrong with our relationships with one another, especially relationships between men and women and between parents and children; and we know there is something wrong with our relationship with God. We also know we die, so we know we need Jesus to save us. The question Genesis handles is, Was all that a series of problems built into humanity when it came intoexistence? The answer is no. God did not create us that way. There was a point when humanity had to choose whether it wanted to go God’s way, and it chose not to. The Adam-and-Eve story gives us a parabolic account of that. They ignored the red light and crashed the train. God brought the first human beings into existence with their vocation, and they turned away from it. That is true whether or not you believe that the theory of evolution helps us understand how God brought them into existence.

Given the country’s low birth rate, more Germans will have to follow Mr Gerloff’s example if companies are to avoid crippling shortages of skilled labour in the coming years. At 21 per cent, Germany already has a higher share of its population over the age of 65 than any other country, bar Japan. Despite a large increase in immigration last year, there are already skills shortages in some sectors, particularly in machine building and healthcare and at small and medium-sized companies in rural areas. But this is only a harbinger of the difficulties to come when German baby boomers begin retiring over the next 15 to 20 years. Between 2010 and 2030 the stock of economically active people is set to decline by almost 10 per cent to 39.1m, according to a 2012 report by the Federal Institute for Vocational Education and Training.

The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.

You were taught that even when the charism of celibacy and chastity is present and embraced, the attractions, the impulses, the desires will still be present. So the first thing you need to do is be aware that you are a human being, and no matter how saintly or holy you are, you will never remove yourself from those passions. But the idea was making prudent choices. You just walk away. Celibacy is a radical call, and you’ve made a decision not to act on your desire.” Today, seminaries say they screen applicants rigorously. In Boston, for example, a young man must begin conversations with the vocations director a year before applying for admissions, and then the application process takes at least four months. Most seminaries require that applicants be celibate for as long as five years before starting the program, just to test out the practice, and students are expected to remain celibate throughout seminary as they continue to discern whether they are cut out to lead the sexless life of an ordained priest. Some seminaries screen out applicants who say they are sexually attracted to other men, but most do not, arguing that there is no evidence linking sexual orientation to one’s ability to lead a celibate life. The seminaries attempt to weed out potential child abusers, running federal and local criminal background checks, but there is currently no psychological test that can accurately predict whether a man who has never sexually abused a child is likely to do so in the future. So seminary officials say that in the screening process, and throughout seminary training, they are alert to any sign that a man is not forming normal relationships with adults, or seems abnormally interested in children. Many potential applicants are turned away from seminaries, and every year some students are forced out. “Just because there’s a shortage doesn’t mean we should lessen our standards,” said Rev. Edward J. Burns,

Grants to universities doubled, and a federal technical and vocational training program expanded schools and kept hundreds of thousands of students from an overcrowded labour market.

I’m excited to announce that Book 2 of our series, My Job: More People at Work Around the World, is in production. Having met hundreds of people in fascinating jobs, I faced an enormous challenge in selecting the stories to include in Book 2 . . . but I believe this collection will surprise and delight you. It covers a range of jobs in the following sections: Health and Recovery Education and Finance Agribusiness and Food Processing Arts and Culture Activism and Diplomacy The book allows you to experience what it’s like to be an addiction-recovery counselor trained as a clown in London, an art teacher working with gang members in Chicago, a midwife working in rural villages in Guatemala, or a mobile-banking agent making her first million in Zambia. Book 2 will take you places you’ve never been, from the Appalachian Mountains of West Virginia to a serene beach in Tel Aviv, Israel, and take you deep into the true stories of what it’s like to work at jobs as disparate as teaching a grieving widow to dance, to negotiating with a terrorist. The book will publish in March and is available for preorder at Amazon.

Reconstructing family life amid the chaos of the cotton revolution was no easy matter. Under the best of circumstances, the slave family on the frontier was extraordinarily unstable because the frontier plantation was extraordinarily unstable. For every aspiring master who climbed into the planter class, dozens failed because of undercapitalization, unproductive land, insect infestation, bad weather, or sheer incompetence. Others, discouraged by low prices and disdainful of the primitive conditions, simply gave up and returned home. Those who succeeded often did so only after they had failed numerous times. Each failure or near-failure caused slaves to be sold, shattering families and scattering husbands and wives, parents and children. Success, moreover, was no guarantee of security for slaves. Disease and violence struck down some of the most successful planters. Not even longevity assured stability, as many successful planters looked west for still greater challenges. Whatever the source, the chronic volatility of the plantation took its toll on the domestic life of slaves. Despite these difficulties, the family became the center of slave life in the interior, as it was on the seaboard. From the slaves' perspective, the most important role they played was not that of field hand or mechanic but husband or wife, son or daughter - the precise opposite of their owners' calculation. As in Virginia and the Carolinas, the family became the locus of socialization, education, governance, and vocational training. Slave families guided courting patterns, marriage rituals, child-rearing practices, and the division of domestic labor in Alabama, Mississippi, and beyond. Sally Anne Chambers, who grew up in Louisiana, recalled how slaves turned to the business of family on Saturdays and Sundays. 'De women do dey own washing den. De menfolks tend to de gardens round dey own house. Dey raise some cotton and sell it to massa and git li'l money dat way.' As Sally Anne Chambers's memories reveal, the reconstructed slave family was more than a source of affection. It was a demanding institution that defined responsibilities and enforced obligations, even as it provided a source of succor. Parents taught their children that a careless word in the presence of the master or mistress could spell disaster. Children and the elderly, not yet or no longer laboring in the masters' fields, often worked in the slaves' gardens and grounds, as did new arrivals who might be placed in the household of an established family. Charles Ball, sold south from Maryland, was accepted into his new family but only when he agreed to contribute all of his overwork 'earnings into the family stock.' The 'family stock' reveals how the slaves' economy undergirded the slave family in the southern interior, just as it had on the seaboard. As slaves gained access to gardens and grounds, overwork, or the sale of handicraft, they began trading independently and accumulating property. The material linkages of sellers and buyers - the bartering of goods and labor among themselves - began to knit slaves together into working groups that were often based on familial connections. Before long, systems of ownership and inheritance emerged, joining men and women together on a foundation of need as well as affection.

Yes, it is,” Mrs. Gossett agrees. “I don’t know who you think you are. You have lived here for…what…two months? Three? If the students at this school are ever to rise above their upbringing, become productive members of society, they must do it by leaving the past behind. By being practical. By gaining vocational training in some sort of work they are capable of. Most of them are lucky if they can achieve the functional literacy skills needed to fill out a job application. And how dare you insinuate that our family is uncaring in this regard! We pay more taxes to this school district than anyone. We are the ones who employ these people, who make life in this town possible. Who work with the prisons to give them jobs

Everyone needs a skilled mechanic or plumber or electrician they can count on. Over in Germany, they respect blue-collar jobs and sixty percent of their high school graduates choose vocational training. But here in America, our public high schools continue to cut vocational training from curriculums. We look down on blue collar work and push every high school student toward college. One third of all college students drop out entirely without a degree and burdened with student loan debt. Yet there is a growing shortage of skilled labor and millions of jobs going unfilled. Who are you going to call if a pipe bursts in your house or your daughter’s car breaks down on the side of the road? That’s why I believe vocational training is important.

Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able, despite limitations which donors have sought to lay upon them, to insist that education be not entirely a means of breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind; they have afforded a last stand for “antisocial” studies like Latin and Greek. In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute. Not

Most of what people do well at is what comes easily to them to do. By training, learning, and practice, they improve, excel, and become experts. If what you are doing comes without ease but with pain, tears, struggle, and labour, you may have to reconsider if it is really your calling or vocation.

Why do national reform priorities keep getting misinterpreted on the ground? The federal Department of Education has no power over state legislatures or education departments. There are no federal inspectors of local schools to make sure principals, superintendents, and school boards understand how to use complex new tools like value-added measurement of teachers. Unique among Western nations, our national government does not produce or select high-quality tests, textbooks, or reading lists for teachers to use. Lastly—and perhaps most importantly—we consistently expect teachers and schools to close achievement gaps and panic when they fail to do so. But we do not provide families with the full range of social supports children need to thrive academically, including living-wage employment and stable and affordable child care, housing, higher education, and vocational training, in addition to decent nutrition and health care.

All five of these Exorcists trained several other men and included in their instruction the wisdom and the selflessness needed for anyone who would voluntarily give himself as hostage in order to liberate another from the bondage of Possession. The epitaph on the tombstone of the gentle Father Gerald is testimony to the vocation of all these men, and it is witness to the source of their strength. For that epitaph is from the mouth of the loving Lord in whose glory Gerald now rests: “Greater love than this no man hath, than that a man lay down his life for his friend.” Malachi Martin New York April 1992

The most powerful tool for breaking extreme poverty is a holistic community-based development strategy that combines vocational training and job placement, early childhood development, educational upgrading, and local infrastructure. Each part of the antipoverty effort supports all of the others. This kind of ground-up development effort must in practice be led by the communities themselves but backed with financing from the federal and state governments. Options

If they are looking for a rewarding long term business with a plumber to perform tasks There are many companies who are working to decide what kind of vocational schools, replacement or installation of higher education institutions. For your education initiative must be the only option that is able to provide intensive plumber work relevant by the classic Nationwide Plumbing Code. After completing the program, each providing accreditation to another relevant effort and hard work as a plumber. The program includes training in the relevant programs to install and configure resources. It also includes mechanical design, troubleshooting, piping plans and key ingredients. Bacteriology and sanitation is also part of an important program for plumbers exercise. Although few plumbing works carried out in the classroom, the most important part of the class exercise is comfortable on the stage. The most important bands in principle were supposed to be a plumber in the direction of the company to do the exercises. It is organized in such a way that the student really easy, because you need a plumber's apprentice as an assistant purchasing palms running plumbing parts training. The student gets serious compensated despite the hour discovery replacement rate. He always takes four-year students to get the name of the certificate. In this position, the plumber will be held against the craftsman marketing consultant. When the full study plumbing, plumber charges may choose the next action plan for the office or a plumber, or may be may decide to acquire its own plumber in person in the office. System officeholder has more tasks and also includes all However, more flexibility. He came to power to decide employment opportunities for leadership simply do not want to take, and it can also maintain services in other management plumbers enough to have a lot less work if you need a cute hat.

A church that truly understands the implications of the biblical gospel, letting the “word of Christ dwell in [it] richly” (Col 3:16), will look like an unusual hybrid of various church forms and stereotypes. Because of the inside-out, substitutionary atonement aspect, the church will place great emphasis on personal conversion, experiential grace renewal, evangelism, outreach, and church planting. This makes it look like an evangelical-charismatic church. Because of the upside-down, kingdom/incarnation aspect, the church will place great emphasis on deep community, cell groups or house churches, radical giving and sharing of resources, spiritual disciplines, racial reconciliation, and living with the poor. This makes it look like an Anabaptist “peace” church. Because of the forward-back, kingdom/restoration aspect, the church will place great emphasis on seeking the welfare of the city, neighborhood and civic involvement, cultural engagement, and training people to work in “secular” vocations out of a Christian worldview. This makes it look like a mainline church or, perhaps, a Kuyperian Reformed church. Very few churches, denominations, or movements integrate all of these ministries and emphases. Yet I believe that a comprehensive view of the biblical gospel — one that grasps the gospel’s inside-out, upside-down, and forward-back aspects — will champion and cultivate them all. This is what we mean by a Center Church.

That means that at least 42 per cent of the population hardly masters the basic skills required for further learning including vocational training

What was going on? The only way to make sense of this exchange is through the prism of cognitive dissonance. Many prosecutors see their work as more than a job; it is more like a vocation. They have spent years training to reach high standards of performance. It is a tough initiation. Their self-esteem is bound up with their competence. They are highly motivated to believe in the probity of the system they have joined. In the course of their investigations, they get to know the bereaved families well and quite naturally come to empathize with their trauma. And they want to believe that in all those long hours spent away from their own families pursuing justice, they have helped to make the world a safer place. Imagine what it must be like to be confronted with evidence that they have assisted in putting the wrong person in jail; that they have ruined the life of an innocent person; that the wounds of the victim’s family are going to be reopened. It must be stomach churning. In terms of cognitive dissonance, it is difficult to think of anything more threatening.

In the history of American fatherhood, there have been roughly three stages, each a response to economic change. In the first, agrarian stage, a father trained and disciplined his son for employment, and often offered him work on the farm, while his wife brought up the girls. (For blacks, this stage began after slavery ended.) As economic life and vocational training moved out of the family in the early nineteenth century, fathers left more of the child-rearing to their wives. According to the historian John Nash, in both these stages, fathers were often distant and stern. Not until the early twentieth century, when increasing numbers of women developed identities, beyond brief jobs before marriage, in the schoolhouse, factory, and office, did the culture discover the idea that "father was friendly". In the early 1950s, popular magazines began to offer articles with titles such as "Fathers Are Parents Too" and "It's Time Father Got Back into the Family". Today, we are in the third stage of economic development but the second stage of fatherhood.

If you were born to teach, learn; born to lead, serve; born to coach, train; born to write, read; born to perform, practice; and born to fight, exercise.

Apparently my real mission was to be concealed. Ostensibly my job was to train extraterrestrials vocationally and put them to work in self-respecting employment –if we ever did discover any. My real mission, of course, was to drive them away before anybody found out they'd been here;

Traditional immigration countries such as Australia, Canada, and the United States have always emphasized the importance of economic self-sufficiency. Therefore, providing refugees and immigrants with equitable access to the labor market even before they learned English had always been a number one goal of integration efforts. Ideally, newcomers would also receive a thorough orientation to the social mores, laws, and legal systems of their new country but understanding these traditions is not a substitute for decent employment, vocational training, and opportunities for upward mobility.

. . . Much was made of the fact that Yuri Gagarin was an ordinary citizen of the Soviet Union. He was born in the Gzhatsk District of Smolensk and entered secondary school in 1941. But his studies were interrupted by the German invasion. After World War Two Gagarin's family moved back to Gzhatsk, where Yuri resumed his studies. In 1951 he graduated with honours from a vocational school in the town of Lyubersy, near Moscow. He received a foundryman's certificate. He then studied at an industrial technical school in Saratov, on the Volga, from which he graduated with honours in 1955. It was while attending the industrial school that the man who would be the first to fly in space took his first steps in aviation, when he commenced a course of training at the Saratov Aero Club in 1955 . . .

The record of the saints shows that, until we have been shaped, trained, and appointed to our respective ministries, our inward sense of calling can be either true or false when we are left to our own devices. In many of today's ordination processes, far too much emphasis is placed on the candidate's inward sense of vocation, which reflects an unhealthy kind of subjectivism. In the selection process and throughout a lifetime of ministry, the perceptions and faith-experience of the community should be the greatest indicator of leadership potential and success. In the individual candidate, the surest sign of a pastoral vocation is a recognizable desire to build up the church, with some awareness of its joy and satisfaction as well as its labor and difficulty. Any other form of personal self-fulfillment is misleading in the selection process, and it will cause even greater problems down the road, when pride and vainglory become enormous impediments to the exercise of a faithful ministry.

The interesting dynamic about human happiness in the marriage to work is that we can glide down the road in the metaphorical Jaguar XK 150, having a completely miserable, blazing argument with our partner while the wind is blowing unheeded through our hair. I can also find myself in the aptly name Ford Focus, laughing my way into a marvelous excursion. But neither Ford Focus nor Jaguar can guarantee us a place in the kingdom of happiness. It is the one in the driver's set, setting the destination and the attitude for the journey of work and vocation, who seems to make up our real possibilities for satisfaction over time. The difficult truth is that our kingdom does not have to be very big at all in order for us to do good work: what is difficult is simply starting the work and carrying on with it day after day. My work space can be a small corner of a table on a train or if we are really, really focused, a knee on which to balance a writing pad.

The pie includes the value an enterprise gives to its colleagues. This comprises their pay, but also training, advancement opportunities, work-life balance, and the ability to pursue a vocation and make a profound impact on the world. We’ll call this value livelihoods,

Cares for Something/Someone Outside the Self “It is the capacity to care — to care intensely about something beyond the limited self — that we seem to find our best clue to what mature individuality is.” —The Mind Alive The Overstreets convincingly argue that, for several reasons, the capacity to deeply care for someone or something forms the very core of the mature mind. First, it slays adolescent ego-absorption by shifting an individual’s focus outside the self, and training that focus on something bigger than the self. Second, it requires the “emotional overflow” of well-developed inner resources, particularly the development of courage, as sincerely caring is underrated as a truly frightening endeavor: “Caring — whether for another person, a line of work, a field of knowledge, or a conviction — is, in a sense, the most hazardous of human experiences. The emotionally impoverished person cannot afford it; for it means choosing to be vulnerable. . . . There is, in psychological truth, a certain terror that is part of the experience of deep caring: the terror of letting one’s self go; putting one’s whole capacity to feel and suffer at the disposal of something beyond the self. No one, it seems safe to assume, who has ever deeply and genuinely loved another human being or a chosen vocation or a social cause or a religious faith has ever wholly escaped this terror.” Third, it is the only way to catalyze one’s full potential: “If the risks of caring are great, so are the rewards; for it is one of the basic facts of human life that the ungiven self is the unfulfilled self. Only the individual who builds a strong, sound relationship with his world can himself become strong, sound, and resourceful: ready for what happens; able to be affirmative and creative in his dealings with experience.” Caring is such a key element of human fulfillment, in part because it provides a non-duplicable source of motivation:   “If a person never greatly cares about anything beyond himself, he has little spontaneous reason to get over the hump of inertia and submit himself to the discipline of a working material or a body of knowledge. . . . an individual’s area of caring and the strength of his caring determine the inconveniences he will willingly suffer and the risks he will run.” Finally, the practice of caring for things outside the self — a process in which the arrows of influence and need work both ways — disabuses you of delusional notions of complete autonomy and control (ideals maturity approaches, but can never completely attain, nor would find desirable to attain); it serves as a visceral, humbling reminder of where you remain (wonderfully) dependent. In caring for some person or idea, you come to an understanding of humanity’s interconnectedness, a “sense of how things hang together; not just the thing itself, but the meaning of it.” As the Overstreets conclude, “the capacity to care — to enjoy richly, love deeply, feel strongly, and if need be, suffer intensely — is, in short, the best guarantee any one of us can have against” the complete stagnation of the self.

Rhythm is evident everywhere in the world. In the Way of Noh dance, minstrels with their wind and string instruments all have their own harmonious, regular rhythms. In the Way of martial arts, releasing an arrow, firing a gun and even riding a horse have distinctive cadences. Rhythm must never be contravened in any of the arts. Rhythm is also present in things that are invisible. For the samurai, there is rhythm in how he succeeds in service or falls from grace. There is rhythm for harmony and rhythm for discord. In the Way of commerce, there is cadence in the accumulation of great wealth and a rhythm for losing it. Each Way has its own rhythm. Judge carefully the rhythms signifying prosperity and those that spell regression. There are myriad rhythms in strategy. First, the warrior must know the cadence of harmony and then learn that of discord. He must know the striking, interval and counter cadences that manifest among big and small, fast and slow rhythms [between attacks]. In combat, it is critical for success to know how to adopt the “counter rhythm.” You must calculate the cadences of various enemies and employ a rhythm that is unexpected to them. Use your wisdom to detect and strike concealed cadences to seize victory. I devote much explanation to the question of cadence in all the scrolls. Consider what I record and train assiduously. As written above, your spirit will naturally expand through training diligently from morning to night in the Way of my school’s combat strategy. I hereby convey to the world for the first time in writing my strategy for collective and individual combat in the five scrolls of Ground, Water, Fire, Wind and Ether. For those who care to learn my principles of combat strategy, follow these rules in observing the Way: 1. Think never to veer from the Way 2. Train unremittingly in the Way 3. Acquaint yourself with all arts 4. Know the Ways of all vocations 5. Discern the truth in all things 6. See the intrinsic worth in all things 7. Perceive and know what cannot be seen with the eyes 8. Pay attention even to trifles 9. Do not engage in superfluous activities Train in the Way of combat strategy keeping these basic principles in mind.

Rhythm is evident everywhere in the world. In the Way of Noh dance, minstrels with their wind and string instruments all have their own harmonious, regular rhythms. In the Way of martial arts, releasing an arrow, firing a gun and even riding a horse have distinctive cadences. Rhythm must never be contravened in any of the arts. Rhythm is also present in things that are invisible. For the samurai, there is rhythm in how he succeeds in service or falls from grace. There is rhythm for harmony and rhythm for discord. In the Way of commerce, there is cadence in the accumulation of great wealth and a rhythm for losing it. Each Way has its own rhythm. Judge carefully the rhythms signifying prosperity and those that spell regression. There are myriad rhythms in strategy. First, the warrior must know the cadence of harmony and then learn that of discord. He must know the striking, interval and counter cadences that manifest among big and small, fast and slow rhythms [between attacks]. In combat, it is critical for success to know how to adopt the “counter rhythm.” You must calculate the cadences of various enemies and employ a rhythm that is unexpected to them. Use your wisdom to detect and strike concealed cadences to seize victory. I devote much explanation to the question of cadence in all the scrolls. Consider what I record and train assiduously. As written above, your spirit will naturally expand through training diligently from morning to night in the Way of my school’s combat strategy. I hereby convey to the world for the first time in writing my strategy for collective and individual combat in the five scrolls of Ground, Water, Fire, Wind and Ether. For those who care to learn my principles of combat strategy, follow these rules in observing the Way: 1. Think never to veer from the Way 2. Train unremittingly in the Way 3. Acquaint yourself with all arts 4. Know the Ways of all vocations 5. Discern the truth in all things 6. See the intrinsic worth in all things 7. Perceive and know what cannot be seen with the eyes 8. Pay attention even to trifles 9. Do not engage in superfluous activities Train in the Way of combat strategy keeping these basic principles in mind. Particularly in this Way, inability to comprehensively see the most fundamental matters will make it difficult to excel. If you learn these principles successfully, however, you will not lose to twenty or even thirty foes. First, by dedicating your energies wholeheartedly to learning swordsmanship and practicing the “Direct Way,” you will defeat men through superior technique, and even beat them just by looking with your eyes. Your body will learn to move freely through the rigors of arduous training and you will also overcome your opponent physically. Furthermore, with your spirit attuned to the Way you will triumph over the enemy with your mind.

Rhythm must never be contravened in any of the arts. Rhythm is also present in things that are invisible. For the samurai, there is rhythm in how he succeeds in service or falls from grace. There is rhythm for harmony and rhythm for discord. In the Way of commerce, there is cadence in the accumulation of great wealth and a rhythm for losing it. Each Way has its own rhythm. Judge carefully the rhythms signifying prosperity and those that spell regression. There are myriad rhythms in strategy. First, the warrior must know the cadence of harmony and then learn that of discord. He must know the striking, interval and counter cadences that manifest among big and small, fast and slow rhythms [between attacks]. In combat, it is critical for success to know how to adopt the “counter rhythm.” You must calculate the cadences of various enemies and employ a rhythm that is unexpected to them. Use your wisdom to detect and strike concealed cadences to seize victory. I devote much explanation to the question of cadence in all the scrolls. Consider what I record and train assiduously. As written above, your spirit will naturally expand through training diligently from morning to night in the Way of my school’s combat strategy. I hereby convey to the world for the first time in writing my strategy for collective and individual combat in the five scrolls of Ground, Water, Fire, Wind and Ether. For those who care to learn my principles of combat strategy, follow these rules in observing the Way: 1. Think never to veer from the Way 2. Train unremittingly in the Way 3. Acquaint yourself with all arts 4. Know the Ways of all vocations 5. Discern the truth in all things 6. See the intrinsic worth in all things 7. Perceive and know what cannot be seen with the eyes 8. Pay attention even to trifles 9. Do not engage in superfluous activities Train in the Way of combat strategy keeping these basic principles in mind. Particularly in this Way, inability to comprehensively see the most fundamental matters will make it difficult to excel. If you learn these principles successfully, however, you will not lose to twenty or even thirty foes. First, by dedicating your energies wholeheartedly to learning swordsmanship and practicing the “Direct Way,” you will defeat men through superior technique, and even beat them just by looking with your eyes. Your body will learn to move freely through the rigors of arduous training and you will also overcome your opponent physically. Furthermore, with your spirit attuned to the Way you will triumph over the enemy with your mind. Having come so far, how can you be beaten by anyone? In the case of large-scale strategy [implemented by generals, victory is had in many forms]: win at having men of excellence, win at maneuvering large numbers of men [effectively], win at conducting oneself properly, win at governance, win at nourishing the people, and win at conducting the laws of the world the way they are meant to be.

Now, rather than proclaiming his jobless status the career jobseeker hides it, like something obscene, behind a screen of training courses and voluntary work and expressions of rictus positivity, and he becomes ever more complicit with this concealment in proportion to his desperation. The jobseeker must have an alibi ready to explain away every gap in his employment history, while the most mundane experience becomes the occasion of a personal epiphany: "working in a busy café really taught me something about the importance of customer service." Skills are valued over knowledge. Non-vocational qualifications are almost a liability, unless they are emptied of content; a degree in literature is valued not for its evidence of critical thought but because it shows that the applicant has word processing experience.

Give me a dozen healthy infants, well-formed and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select — doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.163 Here we have the same type of dogma used to justify the mass terror of the Jacobin state and then the Bolshevik state, and the ‘soft dictatorship’ of contemporary Western societies, where states are guided by the principles of Behviourism in assuming that all social problems can be eliminated by social engineering.

For the sake of clarity, vocational education and training (VET) encompasses the cohort of students who do not pursue an academic tertiary education following completion of compulsory schooling but instead pursue trades and technical training.

He favored vocational training for blacks, not intellectual equality with whites.

Within liberal market economies like the United States, characterized by limited employment protections, this political struggle was particularly pronounced between craft unions and employers. This struggle impeded the development of vocational training for industrial work, and was an important reason that firms increasingly shifted their labor force away from craftworkers and took advantage of an abundance of school-educated women to fill new clerical positions.

It is curious that the #MeToo movement is concerned only with gender representation in particular occupational categories. For instance, most HVAC and refrigeration installers and mechanics are men, yet there is little outcry about getting more girls into vocational training for these jobs. Similarly, virtually all workers in the carting, moving, trucking, and mining industries are males, but female underrepresentation in these high-injury and high-fatality occupations has not sparked celebrity outrage.

Prior to the Philippines' colonization, tribal tutors taught children informally and in an unstructured manner. Children were provided with vocational training by their parents... Interestingly, even without institutionalized schooling, literacy was very high!

What programs would a prison need to utilize in order to maximize the likelihood that the people sent to it would renounce violence as a behavioral strategy? To begin with, it would need to be an anti-prison. Beginning with its architecture, it would need to convey an entirely different message. Current prisons are modeled architecturally after zoos — or rather, after the kinds of zoos that used to exist, but that have been replaced with zoological parks because the animals' keepers began to realize that the old zoos, with concrete floors and walls and steel bars were too inhumane for animals to survive in. Yet we still keep our human animals in zoos that no humane society would permit for animals. And the architecture itself conveys that message to the prisoners: "You are an animal, for this is a zoo, and zoos are what animals are put in." And then we act surprised when the men and women we treat that way actually behave like animals, both when they are in this human zoo and after they return to the community. So we would need to build an anti-prison that would actually look as if it had been built for human beings rather than animals, i.e. that was as home-like and pleasant and civilized and human as possible. Once we had done that, we could offer those who had been sent there the opportunity to acquire as much education and/or vocational training as they had the ability and energy and interest to obtain. We would of course need to provide treatment for whatever medical, dental, psychiatric, or substance-abuse problems they had, and would want to incorporate many of the principles of a therapeutic community into the everyday routines of this residential school, with frequent group discussions with the other residents and staff members with training in psychotherapy. The goal would be to replace the "monster factories" that most prisons now are with therapeutic communities designed to enable people who are deeply damaged, and damaging, to recover their humanity or to gain a degree of humanity they had never been able to acquire; in short, to help them heal themselves and learn, in the process, how to heal others and even repair some of the damage they have done.

The G.I. Bill, formally known as the Servicemen's Readjustment Act of 1944, provided many benefits for the returning World War II veterans. These benefits included cash payments of tuition and living expenses to attend a university, high school or vocational education school, provided low-cost mortgages, and supplied low-interest loans to start a business, as well as one year of unemployment compensation. About 2.2 million returning, honorably discharged veterans used the G.I. Bill in order to attend colleges or universities, and another 5.6 million used the G.I. Bill for other kinds of training programs. This program helped make the United States the best educated country and the exceptional leader of the world, for years to come. It was an exciting time in America and I had a center aisle seat to witness it.” I and many other veterans used the G.I. Bill to help pay for my education. In my case it allowed me to attend Central Connecticut State College (now a State University) to do my graduate work in education. The fact that so many people could afford to go back to school made the United States the best educated country in the years following World War II. Unfortunately during the past five years the United States has dropped by 11 points in our educational standing worldwide and now scores 17th among the 34 OECD countries. To make matters worse is that we are below average in math and science when the world depends more than ever on technology. A good part of the reason is that young people cannot afford the cost of a college education! The defense used by many of the less educated is that college is for egg heads and being a deplorable is worn as a badge of honor. If something doesn’t happen soon we will become a third world country but that opens up another topic for another day!

Under this system—which amounted to institutionalized child labour—students were in class for half the day and in what was supposed to be vocational training for the other half. Often, as many students, teachers, and inspectors observed, the time allocated for vocational training was actually spent in highly repetitive labour that provided little in the way of training. Rather, it served to maintain the school operations.

President Lyndon Johnson's Economic Opportunity Act, which established the Office of Economic Opportunity (OEO) and launched the “War on Poverty.” In the Pacific Northwest, OEO community development grants helped establish a host of organizations to address employment, health, housing, education and various legal needs. Beginning in 1965, the Yakima Valley Council for Community Action YVCCA opened centers to meet the farmworkers' health and social service needs. A year later they expanded to educational and legal services, offering adult basic education, English as a second language, high school equivalency programs, vocational training, health clinics, and day care. Volunteer attorneys helped workers address conflicts with immigration authorities and social service agencies.

Camus and King were born, reared, and lived as a personal witness to the social and political ravages of their time and place. Neither man was willing to stand in the presence of the evils of oppression and do nothing. They entered the struggle as full participants, one an agnostic humanist and the other a seminary-trained Christian. Not surprisingly, it appears that there are parallels in their search for solutions to the most perplexing human problems of our times, such as tyranny, oppression, racism, exploitation, murder, and war. Both men were world leaders in their vocations and were Nobel Prize winners. What can we learn from them that will improve the civilization of our times as we move into the twenty-first century? What were they telling us to do?

there is no vocation more exciting than parenthood.

If we make Sanskrit as mandatory course until 12th, 5000 years old knowledge & wisdom will not deplete due to language barrier. From software to hardware to keyboard to vocational training should be available in Sanskrit & Hindi. We are gross neglecting oldest language & civilization.

Erik is the director of the Permaculture Skills Center, a vocational training school that offers advanced education in ecological design, landscaping, farming, and land stewardship. He is also the founder and principal at Permaculture Artisans, a fully licensed contracting firm that specializes in the design and installation of ecological landscapes and farms throughout California.

A government-backed dual labor market continued after the war’s end. In 1944, the G.I. Bill was adopted to support returning servicemen. The VA not only denied African Americans the mortgage subsidies to which they were entitled but frequently restricted education and training to lower-level jobs for African Americans who were qualified to acquire greater skills. In some cases, local benefit administrators refused to process applications to four-year colleges for African Americans, directing them to vocational schools instead.

We drove in Helen’s cruiser down a long two-lane road through flooded gum and willow and cypress trees, the sunlight spangling through the canopy on water that was black in the shade or filmed with a skim of algae that resembled green lace. The road dead-ended on a cusp of oil-streaked beach and a shallow saltwater bay that bled into the Gulf of Mexico. The St. Mary Parish sheriff, two deputies, a crime scene investigator, the coroner, and two paramedics were already at the scene. They were standing in a circle with the blank expressions of people who had just discovered that their vocational training and experience were perhaps of no value.