UAE Graduate Unemployment

With the UAE increase in number of students attending the UAE University over the past decade the problem of UAE job market has become more significant historically most UAE nationals were able to find work in the public sector but today there are many more graduators and too few jobs. One way in which the UAE government has tried to solve this situation is to increase the number of emirate nationals entering the private workforce through a programmed administered by government body (Tanmia) called Emirati is action. One of the main straggles of tanmia is to create quotas in different fields of private employment where by companies are required by law to employ a certain percentage of emirates in their workforce

The government of UAE did a lot of conference that talk about this problem and to solve the problem of high unemployment among national. At the moment there are to many students who spend four year of their hives’ studying something that is of little use in the market in order to overcome this the government should develop a strategy educational institution need to become confectioned with each industry to know what there need are and the number of employees they require this advise students and provide the job market with what it needs

 I thing the ministry of higher education and scientific research must to help UAE national students when it come to applying to university or colleges. Also they should guide the students when they apply for higher education to get them into institutions with programmers that meet the needs of the jobs market.

Today’s students can benefit greatly from the wide range of education opportunities available in the country. Take Dubai women’s college as an example. Many of their courses are specifically designed to focus on particular skill that will lead to employment DWC has most recent programmers include a paramedics  cause and cut side business as they meet specific need in the business community.

Many student leave school and apply for higher education believing that a tertiary qualification is a magical key to a well paying job and a bright future.  The belief may account for the increasing number of eager young minds enrolling at universities, colleges and technical institutions and the increasing number of graduates out into the jobs market

Firms, policymakers and government agree that skills shortages are probably the most important obstacle to accelerated growth it is therefore, crucial to understand what types of skills shortages exist and find both short and long term solutions to these problems, one role of  tanmia could be to identify urgent skills need and provide quick effective solutions. some way of responding to the problem of gradates some way of responding to the problem of graduates trying to enter the jobs market may include implementing specialized training plan improving graduates English and computer skills, and forging observe ties between the businesses and careers offices of the universities

Ather problem is that many mangers regarding graduate unemployment who may the lack of work place experience they feel that graduate may have the qualifications but not the practical skills and experiences they urgent the institutions of higher education to introduce more internship programmers into their undergraduate courses

An internship  is an experience based opportunity most often scheduled during breaks in the academic calendar, whereby a student resaves credit for a supervised work experience reeled to his or her major. In this way student could complete there studies and get workplace experience at the same time an internship can have many benefits including allowing students to see how their studies can be applied to real work learning how to operate in a working environment and practicing the social and work skills required to work within a team.  

Flash memory

A Flash memory is a vivid and long-lasting memory which is often triggered by emotional and social factors. Flash memories are saved in the context in which they were first heard of or experienced. “People are able to remember vividly for a long time the original event together with the reception context, like where they were and what they were doing when they first learnt about the event” (Luminet et al, 2000, p.662).

Recent studies on flash memories have focused on important public and historical events. Examples include the assassination of J.F. Kennedy and the September 11^th terrorist attacks. The two main elements which have been identified by psychologists in their studies on flash memories are surprise and the importance of the original event (Winningham, Hyman & Dinnel, 2000). If an event triggers a high level of surprise on the respondent and it is substantially perceived to be important, then it will become a flash memory and be remembered for a long time.

In a bid to illustrate the nature of flash memories, Brown & Kulik (1977) conducted a study on how the deaths of Martin Luther King and Malcolm X were remembered by African-American and Caucasian participants. “The levels of consequentiality were substantially different in the two groups considered” (Brown &Kulik, 2007, p.74). The African-American participants had significantly higher flash memories on the two events than the Caucasian participants. Brown & Kulik (1977) explained that flash memories occur when a special encoding mechanism within the brain is triggered by the original event and this makes the memory to be vivid and long-lasting.

 However, the encoding hypothesis has been disapproved by some psychologists and they argue that post-encoding factors are the ones which play a part in yielding flash memories (constructivist approach).  Proponents of the constructivist approach state that continued rehearsal of the original event contributes to the formation and maintenance of flash memories. Moreover, they argue that flash memories are not as long-lasting as they are perceived to be. They are sometimes inaccurate and prone to decay. The continued rehearsals actually modify the original event and like ordinary memories, this may lead to distortion and biasness over time.

The aspect of rehearsals in flash memories encompasses the emotional and social factors which act as triggers. Following debates related to the original event in the media, talking about the vent with others and even thinking about the original event are all examples of rehearsals (Luminet et al, 2000). “The constructivist approach relies considerably on societal factors to explain the formation and maintenance of flashbulb memories” (Winningham, Hyman & Dinnel, 2000, p.209). The role played by the media and the social sharing of information with friends are strongly emphasized in the constructivist approach.

However the impact of emotions, surprise and the perceived importance of the event is also acknowledged by the constructivists. Brown & Kulik (1977) also did acknowledge that there is link between emotion and memory in flash memories. This is explained by the fact that people retain different memories from the same emotional experience. “People are differently affected by an event, because of the different level of consequentiality ascribed to it” (Brown & Kulik, 2007, p.88).

From an evolutionary perspective, people will react differently to the potential harm or benefit of an event. In the context of flash memories, they arise when they are evaluated as being highly significant or consequential to the life of a person. If the event has a high degree of consequentiality, then there would be a better encoding which would lead to a vivid and long-lasting memory. The constructivist approach attributes the existence of flash memories to continued rehearsals of the original event. The rehearsals will again occur if the event is perceived to be important.

References

Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5, 73–99.

Luminet, O., et al. (2000). Social sharing of emotion following exposure to a negatively valenced

            situation. Cognition & Emotion, 14, 661–688.

Winningham, R.G., Hyman, I.E., Jr., & Dinnel, D.L. (2000). Flashbulb memories? The effects

            of when the initial memory report was obtained. Memory, 8, 209–216.