The Transformation of a Diva: A Tribute to Entry-Level Food Service Positions and a Call to Secondary Hospitality Educators

2004 ◽  
Vol 16 (2) ◽  
pp. 4-5
Author(s):  
Chris Roberts ◽  
Linda Shea ◽  
Jennifer Condon
Keyword(s):  
Food Service ◽  
Entry Level ◽  
Hospitality Educators

CHRIE Goes International 1990-1992

2021 ◽  
pp. 109634802110008
Author(s):  
Edward Sherwin
Keyword(s):  
Food Service ◽  
Education Programs ◽  
Hospitality Education ◽  
Entry Level ◽  
The Future ◽  
The Creation ◽  
Skills Standards

Three key initiatives during 1990 to 1992: (1) Develop skills standards for over 100 entry-level and operations-level positions in food service and lodging, (2) boost the recruitment of students into hospitality education programs through a marketing initiative called “Welcome in the Future,” and (3) provide Council on Hotel Restaurant and Institutional Education members in other countries greater access to the council’s services and activities through the creation of federations.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Predicting Entry-Level Performance Using Facet-Level, Personality-Based Employability Scales

2012 ◽  
Author(s):  
Ashley E. J. Palmer ◽  
Lauren N. Robertson ◽  
Courtney A. Nelson ◽  
Dara R. Pickering
Keyword(s):  
Entry Level ◽  
Level Performance

95. Expectations of Employers Hiring Entry-Level, Masters-Trained Industrial Hygienists

2003 ◽  
Author(s):  
L. Brosseau ◽  
C. Lungu ◽  
G. Ramachandran ◽  
P. Raynor
Keyword(s):  
Entry Level

The Effects of Olanzapine and Risperidone on Learning and Retaining Entry-Level Work Skills

2009 ◽  
Vol 3 (3) ◽  
pp. 133-141 ◽  
Author(s):  
Alex Kopelowicz ◽  
Robert Liberman ◽  
Charles Wallace ◽  
Fabian Aguirre ◽  
Jim Mintz
Keyword(s):  
Work Skills ◽  
Entry Level
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