This resource contains handouts and presentations from the 2013 Center for Advanced Automotive Technology (CAAT) Conference: Preparing the Workforce for the Automotive Technology of 2025. This conference took place on May 30, 2013 at Macomb Community College's South Campus in Warren, MI and was attended by more than 80 individuals representing various high schools, community colleges, and universities as well as multiple government agencies, professional organizations, and industry workforce representatives. The purpose of the conference was to explore how the technologies of 2025 will affect required job skills.
This resource contains the agenda and presentations from the 2014 Center for Advanced Automotive Technology (CAAT) Conference: You Can't See the Future in the Rearview Mirror. This conference took place on May 2, 2014 at Macomb Community College's South Campus in Warren, MI and was attended by more than 120 individuals representing various high schools, community colleges, and universities as well as multiple government agencies, professional organizations, and industry workforce representatives.
Unlike Herbert Hoover, who refused to offer direct assistance to individuals, Franklin Roosevelt knew that the nation's unemployed could last only so long. Like his banking legislation, aid would be immediate. Roosevelt adopted a strategy known as "priming the pump." To start a dry pump, a farmer often has to pour a little into the pump to generate a heavy flow. Likewise, Roosevelt believed the national government could jump start a dry economy by pouring in a little federal money.
Simple analysis of cost per job saved from stimulus. [Economics playlist: Lesson 9 of 20]
When something is destroyed, does that actually help the economy by creating construction jobs? Do disasters like fires, floods, earthquakes, tornados, or tsunamis actually stimulate job growth? Only if people were planning to light their money on fire before having to spend it on reconstruction! This is what economists call the Broken Window Fallacy.
When machines or computers are used to automate a task, does that mean that human workers will lose their jobs? As with most questions in economics, it depends. See how computers and toilet paper illustrate two different effects of technology on jobs. Overall, EconGuy shows that even when workers in one industry lose out, the economy as a whole benefits from automation and technology.
Many people assume that importing goods from other countries destroys jobs here in the U.S. Economists believe that trade doesn't destroy jobs, it just moves them around within the economy. This video explains how.
Many people think that immigrants take jobs from Americans. But is that true? Turns out there isn't a fixed number of jobs to be fought over by Americans and immigrants. Immigrants actually end up creating more jobs for Americans - find out how.
ObamaCare is the capstone of the New Deal - or it's a socialist plot to destroy America. It's hard to figure out the truth about Obamacare. EconGuy is here to explain how and why Obamacare reforms health insurance markets, helps individuals buy private health insurance for themselves, how it's similar to reforms enacted in some states, and the possible impact on jobs, employers, and insurance premiums.
Students will discuss their future career preferences. They will practice how to be persuasive with their speech to achieve something or to be convincing. Students will decide appropriate ways to talk about themselves and their talents in a formal setting.
This resource contains two reports that analyze several of Michigan's labor market measures in the energy and manufacturing industries. These measures include employment concentration, trends, forecasts, key occupations, education program completers, and workforce demographics. These reports are designed to be an additional tool to assist in the implementation of the Michigan Industry Cluster Approach (MICA). MICA focuses on aligning efforts " initiatives, programs, and funding " around priority clusters for a demand-driven workforce system. A key activity of MICA is the convening of groups of employers to identify and develop solutions to address workforce needs. The findings within these reports are intended to provide a road map that leads to stronger partnerships and a more effective workforce development system.
Video units of six different jobs (housekeeper, packager, food prep worker, dishwasher, custodian, and laundry worker) that were filmed in actual workplaces in Minnesota. Each unit has four video files: vocabulary, video, video with sound, and video with sound and text as well as a MSW document of the text. Created to assist learners in acquiring basic vocabulary for select entry-level jobs and to provide instructors with authentic job-related media.
This computer-based project was developed for my ESL Computer Lab. Students who attend this lab learn the basics of using a computer and complete mini-projects in English to build English Proficiency. This Job Research lesson may be used as a introductory lesson to preface a deeper career exploration. Additional lessons may include writing a cover letter, identifying personal jobs skills, goal-setting, writing a resume, and practicing for a job interview. However, this lesson is limited to using websites to obtain information about a job of interest to the student. At the end of the lesson, students present their slide show to the class.
Lesson plan on labor rights across the world. Brings up questions of whether increasing labor rights, especially in developing countries is necessarily a positive. Also discusses the effects of FTAs on labor rights in developing countries.
In this activity students will discuss the phenomena of having a “side hustle.” Students will begin by playing a game where they try to guess different jobs based on their description, then will watch a video about “side hustles” in China/Taiwan and then discuss their opinions about “side hustles.”
The goal of this exercise is to learn how state legislators do their job and the constraints they face in doing their job effectively while focusing on reelection. Frequency tables and crosstabulations are used.
After reading a story about a supermarket, students examine the change in supermarket jobs due to the advances in technology. Students observe two demonstrations. One simulates the checkout process at a grocery store using a cash register, and the other uses scanners that are in stores today. Students conclude which method is faster and more accurate and why.
This interactive lesson helps students understand how companies use algorithms to sort job applicants. It also encourages students to reflect on how digital data mining also can contribute to the hiring process. Students examine resumes and digital data to consider the ways in which our data may open or close opportunities in an increasingly digitized hiring market.