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CA HISPANIC COMMISS ALCOHOL 1 -2002
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CA HISPANIC COMMISS ALCOHOL 1 -2002
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Last modified
1/3/2012 3:06:14 PM
Creation date
9/18/2003 3:44:15 PM
Metadata
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Template:
Contracts
Company Name
California Hispanic Commission on Alcohol and Drug Abuse, Inc.
Contract #
A-2002-100
Agency
Community Development
Council Approval Date
6/3/2002
Expiration Date
9/30/2003
Insurance Exp Date
11/18/2003
Destruction Year
2008
Notes
Amended by A-2002-228 and A-2003-152
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Core Course #1: The Fuerzas Unidas Program: An Overview <br /> <br />IV. Course Activities <br /> During the first half-hour, the youth will introduce themselves and describe key <br />circumstances to their lives. The second two hours will be dedicated to Intake and Assessment. <br />The last hour of the session will consist of a review of all printed materials about the program <br />and its components. The session will culminate with a signed contract between the youth and <br />CHCADA's Fuerzas Unidas staff. <br /> <br /> Core Course #2: That Thing Called Education - Education Readiness and Vocational Needs <br /> <br /> I. COURSE DESCRIPTION <br /> The youth in the program should have spent 30 to 35 of their waking hours each we~k in <br /> an educational institution. This course will be designed to inform the participants regarding the <br />i specific role that education plays or can play in their lives. These units will be designed to <br /> encourage the youth to examine their interpersonal relationships with their education and to <br /> identify factors in the educational environment that may contribute to their problems. These <br /> sessions will also allow the youth to identify barriers within their environment that serve as <br /> impediments to their efforts to be productive. <br /> <br /> II. Course Objectives <br /> After completing this session, each participant will be able to: <br /> 4' Compare and contrast the differences in income and earnings of persons by educational <br /> level; <br /> Compare and contrast differences in marriage and divorce rates by educational level; <br /> 4' Compare and contrast differences in mortality and morbidity rates by educational level; <br /> Compare and contrast differences in rates of reported happiness and life satisfaction by <br /> educational level; <br /> List other differences in life outcomes by educational level; <br /> Extract from within themselves their "true" feelings about education; <br /> Identify and describe the experience within the educational environment that helped to <br /> shape these feelings; <br /> Describe what the youth feel about their future; <br /> Write a Personal Education Plan that outlines what their educational objectives are and <br /> how these will be achieved. <br /> 4' Collect applications and catalogs so that they can begin learning about the application <br /> process; and <br /> 4' Begun to disassociate education from their particular experiences at their school. <br /> <br /> III. Course Activities <br /> CHCADA will invite a Professor of Labor Economics or a Human Resources Manager to <br /> give a presentation to the participants on the benefits of investing in human capital. The <br /> objective of this activity is that of convincing the youth that independently of what they may <br /> think of school, education is an instrument of change, growth, and improvement. The activities <br /> in this segment must also emphasize that education is even more important to minorities than it is <br /> <br />CHCADA's Response to RFP# PY2002 Page 21 <br /> <br /> <br />
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