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Jobs in teesside

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• Organisation / Location - School House Recruitment Ltd - Teesside
• Reference - TA Teesside
• Salary - £75 - £87 per day
• Duration - Temporary
• Hours - Supply Teacher
• Closing - Wednesday, 12 June 2024
• Reference - EY TA
• Salary - £90 - £95 per day
• Hours - Supply Teacher | Supply Cover
• Reference - ECT24
• Salary - £125 per day
• Closing - Tuesday, 11 June 2024

• Organisation / Location - Changing Futures Fostering - Teesside (Middlesbrough, Stockton, Darlington, Redcar, Hartlepool) East Durham, Gateshead, Sunderland, Newcastle
• Reference -
• Salary - £396 - £463 per week for per child dependent on age
• Duration - Permanent
• Hours - Full time
• Closing - Ongoing

• Organisation / Location - Team Fostering - Northumberland, Tyneside, Wearside, Teesside, County Durham, Yorkshire, East Midlands
• Salary - £359 - £484 per week for each child placed
• Hours - Various

• Salary - £110 - £140 per day
• Hours - Supply Teacher | Part time
• Reference - Sec Tees

• Organisation / Location - Teesside Hospice - Teesside
• Salary - Unpaid
• Hours - Flexible

• Organisation / Location - Teesside Hospice - Various across Teesside – Acklam, Coulby Newham, Eston, Guisborough, Marske, Redcar, Skelton, Stokesley, Linthorpe Road, Saltburn, Great Ayton, Thornaby and Yarm

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A Guide to Special Education Terms

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The number of students in special education has increased steadily in the last four decades , with parents more readily seeking additional support and more students being diagnosed with conditions, like attention deficit hyperactivity disorder and autism spectrum disorder.

In the wake of the pandemic, though, districts struggle to hire and—more importantly—keep their special education teachers, who are often beleaguered by stressful working conditions and a lack of resources.

Even as the field shifts to address workforce shortages, with some states considering extra pay for special education and others eyeing how artificial intelligence could lessen the burden of increased workloads, students with disabilities make up roughly 13 percent of the school population, said Natasha Strassfeld, an assistant professor in the department of special education at the University of Texas at Austin.

These are key terms educators should know.

The Individuals with Disabilities Education Act , or IDEA , is a federal law that establishes the rights of students with disabilities and their families.

First passed in 1975 and most recently reauthorized in 2004, the act provides grant funding to states that agree to the federal government’s vision for educating students with disabilities, said Strassfeld.

Students must be identified, evaluated, and deemed as IDEA eligible for the state to use federal money to educate that child. There are 13 categories under which a student could be eligible, including physical and intellectual disabilities.

There are about seven million students served under IDEA, said Strassfeld.

An Individualized Education Program , or IEP , is a legally binding contract between a school district and a family with a child with a disability. Under IDEA, students are afforded an IEP, said Dia Jackson, senior researcher for special education, equity, and tiered systems of support at the American Institutes of Research.

IEPs spell out what area a student has a disability in, how it impacts learning, and what the school will do to address those needs, such as providing speech or occupational therapy, more intensive instructional supports, and accommodations, including for standardized tests and other learning goals.

The number of IEPs is increasing in schools as conditions, like autism spectrum disorder, or ADHD, are being diagnosed more readily.

All students with disabilities are protected under Section 504 of the Rehabilitation Act of 1973, which requires schools to make “reasonable accommodation” for students with disabilities.

Educators don’t have to make specially designed instruction plans under a 504, but students can get certain accommodations, like elevator passes if a student is in a wheelchair, Jackson said.

“It’s a slightly different focus, but both play out in schools,” Jackson said.

Individualized family services plans , or IFSPs, are developed for children up to age 3 who need help with communication, social-emotional skills, and physical needs, Strassfeld said.

Like an IEP, the plan is made in collaboration with a parent or guardian, along with professionals such as a child care provider, religious leaders, or doctors. The document outlines a plan for families to help seek services—such as speech and language therapy, occupational therapy, medical services, and more—but is focused more on the family’s goals rather than strictly educational goals, Strassfeld said.

“While they’re focusing on pre-education goals, primarily at that age, we’re thinking about that child as being a part of a component of a family,” she said.

The right to a Free Appropriate Public Education , or FAPE , means that for every IDEA-eligible student, services must be provided at no cost to the student or their family, must be appropriate for the needs of the child, and have to be education oriented, Strassfeld said.

With FAPE, there is also the concept of least restrictive environment, or LRE, Jackson said. Students should be included to the fullest extent possible in mainstream classrooms and be challenged but appropriately supported, alongside their general education peers.

That’s not without its challenges, however, Strassfeld said.

“IDEA essentially is premised on the philosophical notion that it is that easy. It’s a real challenge for school districts,” she said, adding that as parents and advocates examine special education through disability justice and disability studies lenses, there are more critiques of the model.

Jackson said that she’s heard criticism along these lines: When students with disabilities aren’t prepared for a general education environment, or when general education teachers don’t have training on special education.

Response to intervention , or RTI , came as an amendment to IDEA in 2004 to help earlier identify students who are struggling before they begin failing, Jackson said, and begin giving them additional support through a tiered process. Generally, all students receive “tier I” instruction on grade-level standards. Then, students who need additional help get more intensive supports. That could look like a teacher working one-on-one, or in small groups, helping target specific areas to improve learning.

Intervention is an evidence-based program meant to address a specific learning or social-emotional need. It can be done in a general education classroom, and looks like regular teaching, Jackson said, but it uses particular materials and involves collecting data on progress.

The term RTI has evolved into multitiered system of supports , or MTSS , which is also a preventative framework, but goes beyond academics to consider the infrastructure districts need to implement MTSS, Jackson said.

“The shift to MTSS is meant to be more inclusive of the infrastructure as well as inclusive of social-emotional learning as well as academics,” she said.

A functional behavior assessment , or FBA , is a way for educators to collect data on student behavior, and what is triggering certain unwanted behavior, Jackson said.

For instance, she said, if a teacher has a student who has autism and, when they get upset, they throw a chair, an FBA could be conducted.

Once that analysis is collected, a behavior intervention plan , or BIP , is developed, describing what the behavior is, how often it happens, and what will be done to address it.

FBAs and BIPs are not without concerns, however, as students with disabilities—especially students of color—are more likely to face exclusionary discipline, such as suspension and expulsion.

“A lot of times, it is a subjective judgment call if a student is exhibiting ‘appropriate behavior’ or not,” Jackson said. “There’s a lot of potential bias that goes into discipline of students and behavior management.”

It’s one example of disproportionality , where an ethnic or racial group is over- or under-represented in certain areas. For instance, Jackson said, students of color with disabilities are over-represented in discipline, on being identified as having a disability, and being placed in more restrictive environments.

Restraint and seclusion are practices used in public schools as a response to student behavior that limits their movement and aims to deescalate them, by either physically limiting their movement (restraint) or isolating them from others (seclusion), according to previous EdWeek reporting .

The practice of physically restraining students with disabilities or placing them in isolation has been heavily scrutinized, but is still used in some states.

It should only be used in extreme cases when a student is at risk to harm themselves or others, Jackson said, but never as a behavior management technique, or as punishment. Students have been harmed, or even killed, as a result of restraints , Jackson said. Students of color are over-represented in the population who are restrained and isolated, Jackson added.

Even still, there are educators who don’t want to see the practices completely banned, Jackson said.

“Teachers have been hurt by students or they’ve been hurt in the midst of a restraint so they still want to have the option available,” she said. “It’s an issue of not having training in another alternative, so they feel like: ‘This is the only way I can handle this particular student, or type of student, because I don’t know anything else.’”

Strassfeld said that there’s been more focus on the practice alongside excessive force in law enforcement.

“There’s been discussion that disability advocates have had about criminalization of behaviors that a person has no control over, and this type of force seems to deny the humanity of people who perhaps are exhibiting behaviors they are not able to control,” she said.

Education Issues, Explained

Vanessa Solis, Associate Design Director contributed to this article.

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How leaders can navigate ai challenges and cultivate public trust.

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FILE - Alphabet CEO Sundar Pichai speaks at a Google I/O event in Mountain View, Calif., May 14, ... [+] 2024. Bloopers — some funny, others disturbing — have been shared on social media since Google unleashed a makeover of its search page that frequently puts AI-generated summaries on top of search results. (AP Photo/Jeff Chiu, File)

Artificial intelligence (AI) is not just a technological advancement but a pivotal force reshaping how companies operate and compete. However, the rapid adoption of AI brings substantial challenges, particularly concerning public trust. The 2023 Bentley-Gallup Business in Society Report highlights a significant skepticism towards the role of AI in society, with 79% of respondents expressing little to no trust in businesses to use AI responsibly. This data underscores a critical challenge for leaders: ensuring AI is used in ways that not only enhance efficiency but also uphold ethical standards. By demonstrating the potential of AI to be a responsible tool, leaders can inspire confidence in its use.

AI's Impact on Employment

One of the public's primary concerns is AI's effect on employment. The report notes that three-quarters of Americans believe AI will lead to job reductions within the next decade. This apprehension is particularly acute among individuals without a bachelor's degree and older adults, with 80% of those aged 60 or older fearing job losses due to AI advancements. In contrast, younger Americans, although still concerned, are slightly more optimistic about AI's impact on the job market.

Perceived Benefits vs. Risks of AI

While there are concerns, the public does recognize AI's advantages. For example, 68% of Americans appreciate AI's ability to customize online content, and 65% value its recommendations for products and services. However, there's notable caution around AI performing tasks that require nuanced judgment, such as medical advice or employment recommendations, with a majority feeling AI performs worse than humans in these areas.

The Generational Divide

The report also underscores a generational divide in attitudes toward AI. Younger Americans, particularly those aged 18 to 29, are more likely to view AI favorably compared to their older counterparts. This group is notably more confident in AI's ability to enhance their online experiences, with 82% affirming that AI equals or surpasses human performance in customizing content seen online. This generational divide could be attributed to differences in exposure and familiarity with AI technologies.

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Leaders should ensure clear communication about AI applications' purpose, mechanics, and safety . Transparency in AI operations not only builds trust but also helps demystify the technology for the public and employees alike, providing a sense of reassurance.

Promote Ethical AI Usage:

Developing and enforcing ethical guidelines for AI use within organizations is crucial. Leaders must address potential biases in AI algorithms and ensure these technologies are used in a way that respects privacy and promotes security.

Invest in Employee Education:

As AI reshapes job roles, investing in continuous learning and development is essential. Leaders should provide resources and training to help employees adapt to new technologies, mitigating fears around job displacement.

Engage with Stakeholders:

Regular dialogue with employees, customers, and the broader community is vital . Engagement helps align AI strategies with societal values and expectations, fostering a more inclusive approach to technology deployment. This active engagement makes stakeholders feel included and valued in the AI adoption process.

Monitor Impact and Adapt:

Continuously assessing the impact of AI on business and society allows leaders to adjust strategies in response to public sentiment and new insights. Being adaptive ensures that AI initiatives are productive and well-received.

The ongoing dialogue between innovation and public sentiment will significantly shape AI's societal role. As revealed by the 2023 Bentley-Gallup Business in Society Report, there is a crucial need for businesses to balance innovation with responsible stewardship. By addressing ethical, employment, and trust issues, leaders can pave the way for a future where AI is seen not just as a tool for efficiency but as a positive force for societal advancement.

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Teesside University Students From Nigeria Ordered To Leave UK

The screaming headline of a BBC story on May 22, 2024 was to the effect that students from Nigeria at Teesside University have been ordered to leave the UK. Placard carrying students accompany the story. If one is not careful, only nine students are visible. But a closer look shows a hand clenched around what could be a placard. In addition, two students – a male and a female – are hiding behind another student, whose placard reads: “INTERNATIONAL STUDENTS ALSO HAVE RIGHT[S] RESPECT IT”. It means some of the students are being intimidated and are afraid.

These students were demonstrating against just one of the many universities in the UK that are forcing Nigerian students to return home. However, this developing and worsening situation of throwing students off their respective course, and reported to the British Home Office for deportation, is not unique to Teesside University. Many UK universities that had benefitted enormously at the height of the “japa” syndrome are now causing the Home Office to deport Nigerian students after they defaulted in the payment of fees.

Historically, Nigerian students have not been habitual tuition debt defaulters. However, Nigerian students fell on bad times after the unparalleled devaluation of the Nigerian currency by about 300% as the President Bola Ahmed Tinubu administration began in Nigeria about a year ago. The naira values respective students had stashed up from sales of personal or family properties or parental earnings could no longer meet the needs of external obligations for the payment of tuition fees.

The problem of failure to meet debt obligations is not unique to students. As a result of tripled replacement costs or huge naira debts on goods already sold at pre-devaluation prices, businesses are finding it difficult to continue being in existence. Some businesses are negotiating debt reductions or forgiveness from suppliers around the world. Nigeria being largely an importing country has been unable to take advantage of devaluation through huge export quantities resulting from a cheaper naira.

However, the Teesside University situation provides an opportunity to look broadly at the larger picture—the problem of external/foreign education as a material and human drain on Nigeria. The problem of foreign education especially in terms of both material and human resource drain on Nigeria is multifaceted. From significant financial costs, exacerbated by the sustained crippling of the Naira, a disastrous level of brain drain/talent flight, and broader socio-economic impacts. Included in the problems have been the false expectation that foreign education opened up job opportunities and pathway to residency in the countries of study.

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Tuition Fees and Living Expenses

Nigerian students studying abroad often pay significantly higher tuition fees compared to local institutions. For instance, in countries like the UK, US, and Canada, international student fees can range from $15,000 to over $50,000 per year, depending on the program and institution. Living expenses, including accommodation, food, and transportation, add to the financial burden. These costs can range from $10,000 to $20,000 annually. These costs, according to the Central Bank of Nigeria (CBN), have resulted into a major financial drain on Nigeria over the years. The CBN’s Governor, Mr. Olayemi Cardoso, in a speech to the House of Representatives on February 6, 2024 stated:

Looking at the demand side of the exchange rate, it’s important to note the growing number of Nigerian students studying abroad. In the 1980s and 1990s, the need for US Dollars for their living expenses was minimal. However, recent data shows a significant change. According to UNESCO’s Institute of Statistics, the number of Nigerian students abroad increased from less than 15,000 in 1998 to over 71,000 in 2015. By 2018, this figure had reached 96,702 students, as per the World Bank. Another report projects the number of Nigerian students studying abroad to exceed 100,000 by 2022. Additionally, the UK’s Higher Education Statistics Agency noted a 64% increase in Nigerian students studying in the country, rising from 13,020 in the 2019/2020 academic session to 21,305 by the 2020/2021 session. Given this data, it’s crucial to highlight that between 2010 and 2020, foreign education expenses amounted to a substantial US$28.65 billion, as per the CBN’s publicly available Balance of Payments Statistics.

On the flip side, the African giant did not attract any form of inflow from foreign students. This is not surprising given the current state of the Nigerian educational system, with university students counting over seven months at home as a result of strike actions.

The Nigerian young populace has tapped into study visas as a perfect formula to “japa” from Nigeria, an expression that is used to represent escaping from the country. Similarly, many Nigerian companies are currently faced with an exodus of resignations, as foreign schools resumed academic activities and both young and old citizens jumped on the leaving train abroad.

Brain Drain and Loss of Talent

Many Nigerian students who study abroad do not return home after their studies. They often seek mean jobs reserved for them and not jobs measuring up to the skills they had acquired. The salaries and improved living conditions are necessary allure, in spite of the fact that most of the earnings go into meeting survival bills, leaving no extras. At times, Nigerian youths embark on homelessness, and eating donated foods at soup kitchens.

This sad situation has resulted into a significant loss of skilled professionals in various fields such as medicine, engineering, IT, banking and finance and even more recently, the academia.

The absence of highly educated and skilled individuals hampers local development. Sectors like healthcare and education face shortages of qualified personnel, affecting service delivery and overall progress.

Socio-Economic Impacts

The allure of foreign education often undermines confidence in local institutions. There is a perceived, gap in the quality of education provided locally compared to international standards. Efforts to improve the local education system has continued to be deprioritized, as the wealthier segment of society opts for foreign education solutions.

Impact on the Nigerian economy

The massive brain drain currently ravaging the Nigerian corporate world is leaving a huge skills gap in most organisations, as it seems the best hands are the ones jumping on the “Japa” trend, making an imperative case for firms to train and retrain their staff to fill the space. This has also meant more competition in terms of hiring as firms now develop strategies to outwit themselves in getting the remaining best hands in the industry.

Foreign education spending requires the availability of foreign exchange, something which the Nigerian economy is in shortage of at the moment. The increased demand for the dollar to pay for foreign services, speculative needs, including thefts by Nigerian authorities especially when federal allocations are shared, and importation amongst others have caused a significant depreciation in the local currency against the US dollar.

Potential Solutions

Expecting Nigerians already outside under the japa syndrome to return home is the appropriate thing to do. A lot can be done in meeting the needs of Nigerians from within through a focus on infrastructure developments, that will boost productivity on several fronts. However, this is wishful thinking. There is the assumed “shame factor”, over returning to Nigeria when all acquisitions prior to the japa plan had been liquidated and there is nothing to return to.

The Nigerian diplomatic and consular efforts need be more activist in protecting the rights of Nigerians outside our shores. Some of the Teesside University students could use such assistance to secure their respective certificates that were almost earned when they defaulted. The ease with which Nigerians are being subjected to deportation pressures and actual removal should be a basis for negotiations by our diplomats. To claim that nothing can be done once a report had been made to the Home Office impugns the involvement of Nigerian in protecting its citizens. We should not only remember that we have a diaspora only when calculating annual remittances.

Significant investment in Nigeria’s education sector is crucial. This includes upgrading infrastructure, enhancing teacher training, and developing a robust curriculum that meets global standards as well as boosting the emoluments being paid to academics, in order to retain more of the available capacities. In this regard, policies that create attractive job opportunities for graduates within Nigeria to reduce the incentive to emigrate is yearning for adoption.

Forming partnerships with foreign institutions to facilitate knowledge transfer and collaborative programs that allow students to gain international exposure without leaving the country permanently would be a welcomed development, after all, Nigeria in my student days attracted brains from around the world as students and teachers.

The big assumption is that Nigeria would be blessed with the leadership at all the arms of government, the federal, state and local government levels as well as public, private and social sectors, that could eschew corruption and divert stolen and hidden wealth and continued stealing into education, research and development as well as improved health delivery, boost rule of law and capable to successfully handle our currently inclement external dynamics, build sustainable institutions as well as improve the flow of human and material resources aimed at reducing inequalities. Is such leadership possible at this time in Nigeria’s history? I would modify Ayi Kwei Armah to say that: The Beautiful Ones Are Yet To Be Conceived.

*Babafemi A. Badejo, author of a best-seller on politics in Kenya, was a former Deputy Special Representative of the UN Secretary-General for Somalia, and currently a Legal Practitioner and Professor of Political Science & International Relations, Chrisland University, Abeokuta. Nigeria.

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What Do Students at Elite Colleges Really Want?

Many of Harvard’s Generation Z say “sellout” is not an insult.

Credit... Jeff Hinchee

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By Francesca Mari

• Published May 22, 2024 Updated May 24, 2024

The meme was an image of a head with “I need to get rich” slapped across it. “Freshmen after spending 0.02 seconds on campus,” read the caption, posted in 2023 to the anonymous messaging app Sidechat.

The campus in question was Harvard, where, at a wood-paneled dining hall last year, two juniors explained how to assess a fellow undergraduate’s earning potential. It’s easy, they said, as we ate mussels, beets and sautéed chard: You can tell by who’s getting a bulge bracket internship.

“What?” Benny Goldman, a then-28-year-old economics P.h.D. student and their residential tutor, was confused.

One of the students paused, surprised that he was unfamiliar with the term: A bulge bracket bank, like Goldman Sachs , JPMorgan Chase or Citi. The biggest, most prestigious global investment banks. A B.B., her friend explained. Not to be confused with M.B.B. , which stands for three of the most prestigious management consulting firms: McKinsey, Bain and Boston Consulting Group.

While the main image of elite campuses during this commencement season might be activists in kaffiyehs pitching tents on electric green lawns, most students on campus are focused not on protesting the war in Gaza, but on what will come after graduation.

Despite the popular image of this generation — that of Greta Thunberg and the Parkland activists — as one driven by idealism, GenZ students at these schools appear to be strikingly corporate-minded. Even when they arrive at college wanting something very different, an increasing number of students at elite universities seek the imprimatur of employment by a powerful firm and “making a bag” (slang for a sack of money) as quickly as possible.

Elite universities have always been major feeders into finance and consulting, and students have always wanted to make money. According to the annual American Freshman Survey , the biggest increase in students wanting to become “very well off financially” happened between the 1970s and 1980s, and it’s been creeping up since then.

But in the last five years, faculty and administrators say, the pull of these industries has become supercharged. In an age of astronomical housing costs, high tuition and inequality, students and their parents increasingly see college as a means to a lucrative job, more than a place to explore.

A ‘Herd Mentality’

At Harvard, a graduating senior, who passed on a full scholarship to another school, told me that he felt immense pressure to show his parents that their $400,000 investment in his Harvard education would allow him to get the sort of job where he could make a million dollars a year. Upon graduation, he will join the private equity firm Blackstone, where, he believes, he will learn and achieve more in six years than 30 years in a public-service-oriented organization.

Another student, from Uruguay, who spent his second summer in a row practicing case studies in preparation for management consulting internship interviews, told me that everyone arrived on campus hoping to change the world. But what they learn at Harvard, he said, is that actually doing anything meaningful is too hard. People give up on their dreams, he told me, and decide they might as well make money. Someone else told me it was common at parties to hear their peers say they just want to sell out.

“There’s definitely a herd mentality,” Joshua Parker, a 21-year-old Harvard junior from Oahu, said. “If you’re not doing finance or tech, it can feel like you’re doing something wrong.”

As a freshman, he planned to major in environmental engineering. As a sophomore, he switched to economics, joining five of his six roommates. One of those roommates told me that he hoped to run a hedge fund by the time he was in his 30s. Before that, he wanted to earn a good salary, which he defined as $500,000 a year.

According to a Harvard Crimson survey of Harvard Seniors, the share of 2024 graduates going into finance and consulting is 34 percent. (In 2022 and 2023 it exceeded 40 percent. The official Harvard Institutional Research survey yields lower percentages for those fields than the Crimson survey, because it includes students who aren’t entering the work force.)

These statistics approach the previous highs in 2007, after which the global financial crisis drove the share down to a recent low of 20 percent in 2009, from which it’s been regaining ground since.

Fifteen years ago, fewer students went into tech. Adding in that sector, the share of graduates starting what some students non-disparagingly refer to as “sellout jobs” is more than half. (It was a record-shattering 60 percent in 2022 and nearly 54 percent in 2023.)

“When people say ‘selling out,’ I mean, obviously, there’s some implicit judgment there,” said Aden Barton, a 23-year-old Harvard senior who wrote an opinion column for the student newspaper headlined, “How Harvard Careerism Killed the Classroom.”

“But it really is just almost a descriptive term at this point for people pursuing certain career paths,” he continued. “I’m not trying to denigrate anybody’s career path nor my own.” (He interned at a hedge fund last summer.)

David Halek, director of employer relations at Yale’s Office of Career Strategy, thinks students may use the term “sell out” because of the perceived certainty: “It’s the easy path to follow. It is well defined,” he said.

“It’s hard to conceptualize other things,” said Andy Wang, a social studies concentrator at Harvard who recently graduated.

Some students talk about turning to a different career later on, after they’ve made enough money. “Nowadays, English concentrators often say they’re going into finance or management consulting for a couple of years before writing their novel,” said James Wood, a Harvard professor of the practice of literary criticism.

And a surprising number of students explain their desire for a corporate job by drawing on the ethos of effective altruism : Whether they are conscious of the movement or not, they believe they can have greater impact by maximizing earnings to donate to a cause than working for that cause.

But once students board the prestige escalator and become accustomed to a certain salary, walking away can feel funny. Like, well, walking off an escalator.

Financial Pressures

The change is striking to those who have been in academia for years, and not just at Harvard.

Roger Woolsey, executive director of the career center at Union College, a private liberal arts college in Schenectady, N.Y, said he first noticed a change around 2015, with students who had been in high school during the Great Recession and who therefore prioritized financial security.

“The students saw what their parents went through, and the parents saw what happened to themselves,” he said. “You couple that with college tuition continuing to rise,” he continued, and students started looking for monetary payoffs right after graduation.

Sara Lazenby, an institutional policy analyst for the University of Wisconsin-Madison, said that might be why students and their parents were much more focused on professional outcomes than they used to be. “In the past few years,” she said, “I’ve seen a higher level of interest in this first-destination data” — stats on what jobs graduates are getting out of college.

“Twenty years ago, an ‘introduction to investment banking’ event was held at the undergraduate library at Harvard,” said Howard Gardner, a professor at the Harvard Graduate School of Education. “Forty students showed up, all men, and when asked to define ‘investment banking,’ none raised their hands.”

Now, according to Goldman Sachs, the bank had six times as many applicants this year for summer internships as it did 10 years ago, and was 20 percent more selective for this summer’s class than it was last year. JPMorgan also saw a record number of undergraduate applications for internships and full-time positions this year.

The director of the Mignone Center for Career Success at Harvard, Manny Contomanolis, also chalked up the change, in part, to financial pressure. “Harvard is more diverse than ever before,” Mr. Contomanolis said, with nearly one in five students eligible for a low-income Pell Grant . Those students, he said, weigh whether to, for instance, “take a job back in my border town community in Texas and make a big impact in a kind of public service sense” or get a job with “a salary that would be life changing for my family.”

However, according to The Harvard Crimson’s senior survey, as Mr. Barton noted in his opinion column, “The aggregate rate of ‘selling out’ is about the same — around 60 percent — for all income brackets.” The main distinction is that students from low-income families are comparatively more likely to go into technology than finance.

In other words, there is something additional at play, which Mr. Barton argues has to do with the nature of prestige. “If you tell me you’re working at Goldman Sachs or McKinsey, that’s amazing , their eyes are going to light up,” Mr. Barton said. “If you tell somebody, ‘Oh, I took this random nonprofit job,’ or even a journalism job, even if you’re going to a huge name, it’s going to be a little bit of a question mark.”

Maibritt Henkel, a 21-year-old junior at Harvard, is an economics major with moral reservations about banking and consulting. Ms. Henkel sometimes worries that others might misread her decision not to go into those industries as evidence that she couldn’t hack it.

“Even if you don’t want to do it for the rest of your life, it’s seen kind of as the golden standard of a smart, hardworking person,” she said.

Some students have also become skeptical about traditional avenues of social change, like government and nonprofits, which have attracted fewer Harvard students since the pandemic, according to the Harvard Office of Institutional Research.

Matine Khalighi, 22, founded a nonprofit to award scholarships to homeless youth when he was in eighth grade. When he began studying economics at Harvard, his nonprofit, EEqual, was granting 50 scholarships a year. But some of the corporations that funded EEqual were contributing to inequality that created homelessness, he said. Philanthropy wasn’t the solution for systemic change, he decided. Instead, he turned to finance, with the idea that the sector could marshal capital quickly for social impact.

Employers encourage this way of thinking. “We often talk about the fact that we work with some of the biggest emitters on the planet because we believe that’s how we actually affect climate change,” said Blair Ciesil, the global leader of talent attraction at McKinsey.

The Recruitment Ratchet

Princeton’s senior survey results are nearly identical to The Crimson’s Senior Survey: about 38 percent of 2023 graduates who were employed took jobs in finance and consulting; adding tech and engineering, the rate is close to 60 percent, compared with 53 percent in 2016, the earliest year for which the data is available.

This isn’t solely an Ivy League phenomenon. Schools slice their data differently, but at many colleges, a large percentage of students pursue these fields. At Amherst , in 2022, 32 percent of employed undergrads went into finance and consulting, and 11 percent went into internet and software, for a total of about 43 percent. Between 2017 and 2019, the University of California, Los Angeles, sent about 21 percent of employed students into engineering and computer science, 9 percent into consulting and nearly 10 percent into finance, for a total of roughly 40 percent

Part of that has to do with recruitment; the most prestigious banks and consulting firms do so only at certain colleges, and they have intensified their presence on those campuses in recent years. Over the last five years or so, “the idea of thinking about your professional path has moved much earlier in the undergraduate experience,” Ms. Ciesil said. She said the banks first began talking to students earlier, and it was the entrance of Big Tech onto the scene, asking for junior summer applications by the end of sophomore year, that accelerated recruitment timelines.

“At first, we tried to fight back by saying, ‘No, no, no, no, no, sophomores aren’t ready, and what does a sophomore know about financial modeling?’” said Mr. Woolsey at Union College. But, he added, schools “don’t want to push back too much, because then you’re going to lose revenue,” since firms often pay to recruit on campus.

The Effective Altruist Influence

The marker that really distinguishes Gen Z is how pessimistic its members are, and how much they feel like life is beyond their control, according to Jean Twenge, a psychologist who analyzed data from national surveys of high school students and first-year college students in her book “Generations.”

Money, of course, helps give people a sense of control. And because of income inequality, “there’s this idea that you either make it or you don’t, so you better make it,” Ms. Twenge said.

Mihir Desai, a professor at Harvard’s business and law schools, wrote a 2017 essay in The Crimson titled “ The Trouble With Optionality ,” arguing that students who habitually pursue the security of prestigious employment foreclose the risk-taking and longer-range thinking necessary for more unusual or idealistic achievements. Mr. Desai believes that’s often because they are responding to the bigger picture, like threats to workers from artificial intelligence, and political and financial upheaval.

In recent years, he’s observed two trends among students pursuing wealth. There’s “the option-buyer,” the student who takes a job in finance or consulting to buy more time or to keep options open. Then there’s what he calls “the lottery ticket buyer,” the students who go all-in on a risky venture, like a start-up or new technology, hoping to make a windfall.

“They know people who bought Bitcoin at $2,000. They know people who bought Tesla at $20,” he said.

Some faculty see the influence of effective altruism among this generation: In the last five years, Roosevelt Montás, a senior lecturer at Columbia University and the former director of its Center for the Core Curriculum, has noticed a new trend when he asks students in his American Political Thought classes to consider their future.

“Almost every discussion, someone will come in and say, ‘Well, I can go and make a lot of money and do more good with that money than I could by doing some kind of charitable or service profession,’” Mr. Montás said. “It’s there constantly — a way of justifying a career that is organized around making money.”

Mr. Desai said all of this logic goes, “‘Make the bag so you can do good in the world, make the bag so you can go into retirement, make the bag so you can then go do what you really want to do.’”

But this “really underestimates how important work is to people’s lives,” he said. “What it gets wrong is, you spend 15 years at the hedge fund, you’re going to be a different person. You don’t just go work and make a lot of money, you go work and you become a different person.”

Inside the World of Gen Z

The generation of people born between 1997 and 2012 is changing fashion, culture, politics, the workplace and more..

Many of Harvard’s Generation Z say “sellout” is not an insult, instead it appears to mean something strikingly corporate-minded .

A younger generation of crossword constructors is using an old form to reflect their identities, language and world. Here’s how Gen Z made the puzzle their own .

For many Gen-Zers without much disposable income, Facebook isn’t a place to socialize online — it’s where they can get deals on items  they wouldn’t normally be able to afford.

Dating apps are struggling to live up to investors’ expectations . Blame the members of Generation Z, who are often not willing to shell out for paid subscriptions.

Young people tend to lean more liberal on issues pertaining to relationship norms. But when it comes to dating, the idea that men should pay in heterosexual courtships  still prevails among Gen Z-ers .

We asked Gen Z-ers to tell us about their living situations and the challenges of keeping a roof over their heads. Here’s what they said .

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The international children festival of theatre arts “Long Break”

What is the international child festival of theatre arts “Long Break”? It is a real holiday for young spectators and their parents. The international child festival of theatre arts “Long Break” will be hold from the 30th of April to the 5th of May. It will be in Perm and Lysva. It will be hold under the aegis of the Ministry of Culture of the Russian Federation and the Ministry of Culture, Youth Politics and Mass Communications of Perm Krai. The program of the festival is prepared by Russian and foreign experts of child theatre. There are the most interesting for children events of the world arts. The “Long Break” familiarizes children with actual artists. It is the platform where people communicate with people using the language of modern arts which is understandable for a new generation.

The festival “The White Nights in Perm”

• The participants of the festival of land art “Ural Myths” will create art objects using natural materials. The objects will have the same mythological idea.
• During the festival of bears “MedveDay” the masters Teddy-makers will tell gripping stories about a symbol of the city. They will organize some exhibitions of teddy bears and they will give master classes.

• The exhibition “Mammoth’s track” will gather mammoths from different corners of Russia on Perm’s territory. There will be even a famous mammoth Dima.
• And at last the international festival of street arts «Open sky» will represent the various program: carnival processions, a 5-day master class «Mask Art», street shows and performances, performances of Russian and foreign street theatres.

The IX International festival “Heavenly Fair of Ural”

From the 26th to the 3rd of July the IX International festival “Heavenly Fair of Ural” takes place in Kungur. There will be a fight for the I Privolzhski Federal Disctrict Cup for aerostatics and the VII Perm Krai Open Cup for aerostatics.This year Kungur won’t hold rating competitions which results are taking into general account of the pilots. They counted on creating entertainment activities “Air battles over Kungur”. There will be the representatives of sub-units of ultralight aviation, detachment of parachute troops and water means. All the battles will take place straight over the city. And natives will take part in the festival too.According to initial data 15 aeronauts and about 50 ultralight aviation pilots expressed willingness to take part at the festival. And a dirigible pilot confirmed his participation.Ultralight aviation pilots will take part in the “Air games” within the festival. As last year a campsite of ultralight aviation will base in an area near a village Milniki.

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Perm State Humanitarian Pedagogical University

Perm State Humanitarian-Pedagogical University is one of the oldest higher education establishments in the Ural region (founded in 1921). In the not-so-distant future, the University will be celebrating its 100th anniversary. Perm State Humanitarian Pedagogical University is one of the leading universities in international Education. The University is situated on the very borderline between Europe and Asia, and therefore has strong connections with European and Asian world-leading educators. Today the University is an educational, cultural, and scientific center of the Western Urals. Over 7,000 students study here annually. Students receive degrees in more than 30 professional spheres. The environment created in our University drastically differs from the other higher education establishments. Our priority is to create an environment in which students will be able to discover their potential. Perm State Humanitarian-Pedagogical University represents a full-featured campus in the city center. The campus comprises more than 20 structures, including academic and economic buildings, halls of residence, sports centers, and scientific stations. The foundation of the University is made up of 4 academic buildings with 13 faculties. Each faculty of PSHPU has its own educational and laboratory resources as well as economic infrastructures. The University's main buildings are situated in Perm's center, near the junction of Pushkin Street with Sibirskaya and 25th of October Streets. In total, there are 164 classrooms and 16 computer labs at the disposal of the University. The University provides a wide range of creative and sports activities. PHP possesses 12 gymnasiums. 2 gym halls for gymnastics and table tennis are situated in the second building. And there is an entire sports and recreation center in the fourth building. Also, student hostel number 4 (25th of October., 37) is home to 4 gyms, and two of them are meant for body-building. Our curriculum for international students emphasizes social sciences as they already have an excellent foundation for further development. For example, for several years, the Philological Faculty has been offering English-speaking students from the University of Edinburgh (Scotland). It is essential and prestigious because many students from Edinburgh, while choosing between Moscow, Saint-Petersburg and Perm, finally opt in favor of Perm State Humanitarian-Pedagogical University to learn the Russian language, thus testifying to the high quality of Education in our University. The language studies component is powerful at the University. This is precisely why we provide intensive Russian courses to foreign residents. The duration of the language course is one year. The program of the course is designed for the study of Russian from scratch. Such courses are in high demand as the language gap is becoming a severe obstacle for students abroad. The teaching staff of the University includes: 68 full professors, 294 associate professors, one member of the Russian Academy of Education, five members of the Russian Academy of Natural Sciences, four members of the Russian and International Public Academies, 20 honored workers of the Russian Federation 125 holders of state awards and prizes over 60% of teachers have a doctor's degree. Following the idea of furthering international Education worldwide, Perm State Humanitarian-Pedagogical University understands the necessity of training fully international educators capable of teaching worldwide. Our first and foremost priority is to create an environment with open opportunities and conditions in which every student, regardless of nationality and religion, will realize his or her potential in science, sports, political, or any other constructive activity. According to the Russian legislation, educational programs of higher professional Education are formed at the university in compliance with federal educational standards. The educational process at the university is carried out at 13 faculties. Moreover, the process of pre-university Education is organized, including preliminary courses in 8 major school subjects. It exists at the faculty of additional Education.

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