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eBooks "leningrad"
Es wurden 6 eBooks für den Suchbegriff "leningrad" gefunden.
Angela Ewert Reise nach Leningrad
88. Dear Diary Wettbewerb
****************************************kleine Geschichte über meine erste "Bildungsreise"**************************************************
Stichwörter: Reise, Leningrad
S. Rappoport History Of Egypt From 330 B.C. To The Present Time, Volume 12
Boris Savelyevich Rappoport (Russian: Борис Савельевич Раппопорт; born May 1, 1946 in Leningrad, now St. Petersburg) is a Russian professional football coach and a former player. Currently, he works as a vice-president for FC Zhemchuzhina-Sochi. [mehr][weniger]
Aerospace Engineer ZAR Two Shocking Stories of World War II
Learn about Pearl Harbour and Leningrad in this book.I added both of my hobbies together in this book, as you can see that I am talking about travelling around during a World War. [mehr][weniger]
Stichwörter: Pearl Harbour, Lelingrad, World War II
Howard A. Sherman A Pinch in Saint Petersburg
While on a much-needed vacation to exotic Saint Petersburg, the formidable and former Leningrad - a capital city of Russia - the unthinkable happens; your spouse and your daughter are snatched in broad daylight right in front of you moments before your scheduled private tour of the world's largest art museum. In a capital city of a country you do not know with millions of people speaking a language you do not speak you must find your loved ones and take them back. [mehr][weniger]
Stichwörter: suspense fiction, suspense novel
Alexandra Kuprin Yama (The Pit)
124333 Wörter
Aleksandr Ivanovich Kuprin (Russian: Алекса́ндр Ива́нович Купри́н), (7 September [O.S. 26 August] 1870 in the village of Narovchat in the Penza Oblast[1] – August 25, 1938 in Leningrad) was a Russian writer, pilot, explorer and adventurer who is perhaps best known for his story The Duel (1905).[2] Other well-known works include Moloch (1896), Olesya (1898), "Junior Captain Rybnikov" (1906), "Emerald" (1907), and The Garnet Bracelet (1911) (which was made into a 1965 movie).[1] [mehr][weniger]
Alexandra Kuprin Yama (The Pit) (fiscle part-VI)


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DOEA > News > Uncategorized > AARP Florida Recognizes Secretary Prudom's Service to Older Floridians by: DOEA | Posted: Dec 6, 2021 | Updated: Dec 6, 2021
AARP Florida Recognizes Secretary Prudom's Service to Older Floridians
TALLAHASSEE, FLA. – AARP today released the following statement from Florida State Director Jeff Johnson regarding the upcoming retirement of the state's Elder Affairs Secretary Richard Prudom.
AARP Florida State Director Jeff Johnson said, "AARP applauds Secretary Prudom's service to the people of Florida. Richard's commonsense approach to issues impacting older Floridians and his passion for public service have made him a key partner to our organization and the members we serve.
"Through his leadership, Florida expanded access to homebound vaccination, championed AARP Age-Friendly projects, and created lasting partnerships that will benefit older adults for years to come. We wish him a happy and healthy retirement and look forward to continuing our meaningful work with the Department of Elder Affairs."
Making Florida Age-Friendly: Through Secretary Prudom and Governor DeSantis' leadership, Florida was designated as the 4th state in the nation to be recognized as an Age-Friendly State in April 2019. Through this Age-Friendly Initiative, called Livable Florida, the Florida Department of Elder Affairs is working with AARP, statewide partners, and communities to create more livable communities as outlined in their Florida Action Plan on Aging.
Supporting Aging, Alzheimer's Disease & Caregivers: Secretary Prudom and AARP connected with statewide partners, such as the Florida Department of Health (FLDOH), to further align aging at the state level. The FLDOH now has a priority area designated in their State Health Improvement Plan (SHIP) that is focused on providing resources and support for persons with Alzheimer's disease and their caregivers.
Improving Health Systems for Older Floridians: Secretary Prudom and AARP worked with Trust for America's Health (TFAH) on a pilot project in Florida, which was funded by the John A. Hartford Foundation. The Age-Friendly Public Health Systems pilot worked with two-thirds of Florida's county health departments to pilot a public health framework to improve the health and well-being of older adults. Sarasota County was recently recognized as the first local health department in the nation to receive recognition as an Age-Friendly Public Health System.
Champion for Dementia Care: Secretary Prudom grew the Dementia Care and Cure Initiative (DCCI), which engages communities across Florida to promote better care for Floridians affected by dementia. Established in 2015, the statewide program now has 16 communities with DCCI taskforces.
AARP is the nation's largest nonprofit, nonpartisan organization dedicated to empowering people 50 and older to choose how they live as they age. With a nationwide presence and nearly 38 million members, AARP strengthens communities and advocates for what matters most to families: health security, financial stability, and personal fulfillment. AARP also produces the nation's largest circulation publications: AARP The Magazine and AARP Bulletin. To learn more, visit www.aarp.org or follow @AARP and @AARPadvocates on social media.
ElderSource's "A Night With the Stars"
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News / Media Hits / Boston Business Journal | How is Massachusetts leading the U.S. in cannabis, and where is it falling short?
Boston Business Journal | How is Massachusetts leading the U.S. in cannabis, and where is it falling short?
When Massachusetts joined seven other states in legalizing recreational cannabis in 2016, it took its time developing the regulatory structure. Most notably, the Bay State became the first in the nation to mandate equity in its legal cannabis industry.
Through the Social Equity Program, Massachusetts prioritizes pathways into the cannabis industry for people most impacted by the War on Drugs, marijuana prohibition, disproportionate arrest and incarceration.
Those pathways consist of a priority on applications, a guidance on diversity plan and by creating a years-long exclusivity periods on the delivery and upcoming social consumption market for social equity applicants.
Former commissioner Shaleen Title, who was on the Cannabis Control Commission when it first launched back in 2017, is glad the group took its time to develop the industry.
"I'm really proud of the commission for standing our ground that we were going to take our time and do it right and not being pressured into taking shortcuts that would have only benefited large corporations," Title said. "I think setting an exclusivity period shows that you can make bold transformative change."
Read more here: https://www.bizjournals.com/boston/news/2022/10/14/how-is-massachusetts-leading-the-us-in-cannabis.html
Subscribe for updates from the Cannabis Control Commission.
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Boston Business Journal | Cannabis leaders cheer Mass. tax code change to allow... Final Order and Stipulated Agreement – 4bros, Inc. d/b/a East Coast Pharms...
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Don Surber makes the case for impeaching Trump, as part of a much longer blog. His case is one we've discussed here previously, and he presents it well:
I want President Trump impeached because it would give him a very public stage -- unfiltered by the media -- to lay out who the swamp is, what it has gotten away with, and why it is trying to kill his presidency.
An impeachment would allow President Trump to defend himself. He can subpoena Hunter Biden as a hostile witness and ask him about his Burisma job. I would ask him to answer in Ukrainian.
President Trump also can force Daddy Biden to testify. Just what did he mean by "I said, nah, I'm not going to — or, we're not going to give you the billion dollars. They said, you have no authority. You're not the president. The president said — I said, call him."
Put Obama on the stand. Ask him about Biden's boast. Was it true? Then ask him why he kept sending Biden to Ukraine.
Put on the stand the "whistle blower," which is the code name for the CIA spy Democrats embedded in the Trump administration.
To be sure there would be plenty of Fifth Amendment refusals to reply. The public sees that as an admission of guilt.
Democrats do not have to prove anything to impeach the president.
But once they do, they turn the Senate into a courtroom in which President Trump is unlimited in defending himself. I want him to put on the stand Biden, Hunter, Kerry, his stepson, Whitey Bulger's nephew, and 100 other Democrats -- and grill them like the cheap steaks and little weenies they are.
And then I want President Trump to take the stand. He will blow them away.
Calling out the accusers just may be part of the Republican strategy.
The media thinks Americans are idiots who will shun President Trump upon impeachment. The media thinks it can ignore basic facts such as Biden's corruption with impunity. The media also thinks the public is not on to their irrational paraphrases and ... cherry picking ... of quotes ... out of context.
Finally, the media thinks impeachment is the last act of this farce. It should be only the beginning.
Democrats are banking on President Trump wanting to get this impeachment over with quickly.
Zerohedge makes a similar case, quoting a Washington Times article that cites the views of at least two leading legal authorities on impeachment:
Former Vice President Joe Biden and his son Hunter could be forced to testify if the Senate moves to hold an impeachment trial of President Trump, according to the Washington Times, citing congressional aides "who questioned whether Democrats have thought through the full implications of their impeachment drive."
For that matter, if the House chooses to impeach Mr. Trump on charges stemming from the special counsel's Russia investigation, aides said it could open the door to witnesses such as fired FBI Agent Peter Strzok or even major figures from the Obama administration.
If the House votes to impeach - a step which Speaker Nancy Pelosi hasn't committed to yet, then it would move to the Senate for a formal trial in which a 2/3 majority would be required to convict and formally remove President Trump.
They would also get to force the whistleblowers accusing Trump of improper behavior to testify publicly, according to Sen. Lindsey Graham (R-SC), chairman of the Senate Judiciary Committee.
Graham also suggested that House Intelligence Committee Chair Adam Schiff (D-CA) could become a witness in any impeachment trial for hiding his office's interactions with one of the whistleblowers.
"I don't think the Dems have thought this through at all," one staffer told the Times - which notes that the GOP-dominated Senate would have "full control over what an impeachment trial would look like."
According to George Washington University law professor Jonathan Turley, a Senate trial would largely be defined by what articles the House passes.
"If Trump is impeached on the Ukrainian call, the Bidens would be fair game, particularly Hunter," said Turley.
According to Sen. Majority Leader Mitch McConnell (R-KY), if the House does impeach Trump, the Senate will be forced to take the matter up, saying "The way that impeachment stops is a Senate majority with me as majority leader."
That said, the Examiner suggests that Senate GOP might "allow a spectacle to embarrass Democrats" with how things go.
"Democrats could object, but they're in the minority and there's not a lot they can do about that," said impeachment expert Michael Gerhardt, a constitutional law professor at the University of North Carolina and author of "Impeachment: What Everyone Needs to Know."
Of course there's one very big reason why both parties might want to step back from this cliff: Donald J. Trump--the most innocent man in Washington. He's already been investigated "six ways from Sunday" by the media industrial Deep State complex, so we now he's totally clean. But his interests are not the same as the interests of the Legislative Branch. If the Dems insist on going down this road, no doubt the GOP will reciprocate. However ...
Earlier this morning I quoted a Fox story re Adam Schiff's connections to Ukrainian arms dealer Igor Pasternak. Their relationship is very obviously corrupt by reasonable--which is to say, non-DC--standards. But the story contained a very telling sentence:
An online search of donor records shows that Pasternak has donated money to politicians and organizations of both parties.
Turning an impeachment trial into a showcase for Congressional corruption would be very much in Trump's interests--not so much in Congressional interests.
Posted by mark wauck at 1:45 PM
Labels: impeachment, impeachment theater
Hey Mark did you actually look at the "....donor records shows that Pasternak....". You will find that the vast majority have a (D) after their name. Also what does it mean on Open Secrets when you have a contribution to say Congressperson Crook for lets say $1000 and then just below that is listed another to Crook for the same amount but with a minus sign in front (i.e. -$1000).
HughW
mark wauck October 8, 2019 at 4:11 PM
Hugh, I pretty much assumed that would be the case, re party affiliation. But Pasternak was only one of the Ukrainian money men funneling money to US politicians. A prominent name who has been connected to Burisma (through an ex-CIA adviser who was close to Brennan) is Willard Romney.
Re the accounting entry, I'm just guessing but it probably means something like, the whole amount was paid out to a campaign account. Something of the sort. There would be multiple accounts.
Anyone else know?
Gray October 8, 2019 at 4:09 PM
So everything in the post except for Trump on the stand. That is too large a gamble and completely unnecessary — just my humble non-lawyer opinion.
narciso October 8, 2019 at 4:17 PM
cofer black, ex head of counter terror, at large ambassador for terrorism, vp at black water
But I found links of the energy conference burisma has sponsored in Monaco, with prince albert, where the former german foreign minister the Italian prime minister, and the former governor of Louisiana have attended
Spread the wealth!
Brad Crawford October 8, 2019 at 4:54 PM
Whatever the formal Articles of Impeachment might say, it's a political trial, not a legal one, & the actual (unspoken) impeachment argument is:
1) Trump says we've been setting him up for 3 years and he's innocent of selling out his country.
2) We say we haven't been setting him up ever and he's guilty of selling out his country.
IOW, was Trump set up or he is really some sort of traitor?
Seems to me it's pretty hard to argue this isn't where the fundamental dividing line in the country is right now, no matter what the impeachment is formally presented as, and an impeachment trial should be in very large part about helping the American people resolve this core dispute. Showing Trump is right and the impeachers are wrong requires he show it's all been one elaborate setup after another, with literally hundreds of conspirators participating in and out of government.
I'm with Surber on this one, in spades.
PS1: if what Horowitz/Barr/Durham come up with renders all the above moot, fine. I'm just going on what's known right now.
PS2: I also think an expansive witness list does not at all have to be in tension with DOJ prosecutions, though others may differ.
I totally agree. The bottom line is that the American people need the truth. Whether through an impeachment trial or through Barr/Durham--or both!--that's the bottom line.
Mike Sylwester October 8, 2019 at 5:58 PM
I agree that the Senate should turn the trial into an education of the public.
Congress isn't doing anything productive anyway. The Senate might as well spend six months on its "trial".
We don't have circuses any more in our country. Let this be a fun, televised circus for the 21st Century.
+1, Mr. Sylwester.
there's another site, that has more detail but it gives the gist of the matter
https://112.international/ukraine-top-news/burisma-group-and-prince-of-monaco-held-4th-energy-security-forum-in-monte-carlo-40289.html
aNanyMouse October 8, 2019 at 10:23 PM
On sundance's site, respected reader "Dutchman" argues that McConnell and Schumer tell their caucuses how to vote, and that Trump knows that McConnell is his most dangerous foe, via e.g. his control of Congressional reelection funds, and whether or not ethics complaints are filed.
Pelosi "is going to all this trouble, precisely BECAUSE she knows McConnell is 'on board' with impeaching our President."
I can't see how McConnell expects to pull this off, without an enraged Trump base pushing for a civil war, or a colonels' coup.
mark wauck October 8, 2019 at 10:39 PM
McConnell is a party loyalist. He will back the party's leader, and that's Trump. McConnell also knows that Trump is the one bringing in the money--busting all records.
If "Dutchman" is right, it would be the most stunning betrayal since Judas, if not Brutus.
mark wauck October 9, 2019 at 7:16 AM
That's why it's a good thing that he's wrong.
Here's an article from a very liberal outfit that explains why people like Dutchman should not be taken seriously.
https://www.politico.com/news/2019/10/09/republicans-house-impeachment-campaigns-041729
Joe October 9, 2019 at 2:37 PM
I think that the President is in a position of strength. He himself knows it, McConnell knows it, the Rep party knows it, the Dems know it, the Deep State knows it and the media know it.
Ignore the polls that show doom for the President. The one that I care about is the one where the people actually cast a ballot on Tuesday, November 3 of 2020.
Take my word for it, patriots, the Establishment fears traditional voters.


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Q: Xamarin.Forms.Labs Is Missing Getting "System.IO.FileNotFoundException: Could not load file or assembly 'Xamarin.Forms.Labs' or one of its dependencies. The system cannot find the file specified." at runtime though I have the nuget packages for Lab installed. Running VS 13 -- anyone know a fix?
This is a Xamarin.Forms project on VC 2013, I have installed the packages via nuget, which appear on disk.
Any pointers?

A: Ok so you have to make sure that all the references have the true flag for "copy to.." Something funky must have happened in VS, as I believe true is the default.

redpajama_set_name: RedPajamaStackExchange


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Educational Studies General Information Bachelor of Early Childhood Education (Honours) (BECE) Masters Preparation Certificate in Education Admission Requirements Program Notes Bachelor of Early Childhood Education (Honours only) Certificate and Micro-certificate Programs Masters Preparation Certificate in Education Micro-certificate in Literacy Development and Education Micro-certificate in Special Needs in ECE Minor in Educational Studies Description of Courses Prerequisites and Restrictions
Chair David Hutchison Professors Emeriti Sharon Abbey, Terrance Boak, Ralph D. Connelly, Anne Elliott, James Heap, Michael Manley-Casimir, Coral Mitchell, Anthony S. Mollica, John Novak, Patrick O'Neill, Merle Richards, Alan R. Wheeler, Sybil E. Wilson Professors Denise Armstrong, Sheila M. Bennett, Fiona Blaikie, Sandra Bosacki, Lorenzo Cherubini, Darlene Ciuffetelli Parker, Susan Drake, Xavier Fazio, Candace Figg, Tiffany Gallagher, Debra Harwood, David Hutchison, Kamini Jaipal-Jamani, Julian Kitchen, Chunlei Lu, Michelle McGinn, Ruth McQuirter, Dolana Mogadime, Michael Owen, Lissa Paul, Nancy Taber, Susan Tilley, Mary-Louise Vanderlee, Louis Volante, Kari-Lynn Winters, Vera Woloshyn Associate Professors Joe Barrett, Hilary Brown, Ann-Marie DiBiase, Tony DiPetta, Diane Collier, Shelley Griffin, Catherine Hands, Stanley Henry, Doug Karrow, Xiaobin Li, Robert McGray, Joyce Mgombelo, Trevor Norris, Michael O'Sullivan, Camille Rutherford, Michael Savage, Leanne Taylor, Peter Vietgen Assistant Professors Mira Bajovic, Sandra Della Porta, Dane Di Cesare, Sally Hooper, Steven Khan, Anjali Khirwadkar, Rahul Kumar, Catherine Longboat, Michael Mindzak, Nicola Simmons Lecturers Joshua Markle, Sherri Vansickle, Shannon Welbourne Adjunct Faculty Bob Rigas Program Directors Adult Education, Nancy Taber Continuing Teacher Education, Tony DiPetta Early Childhood Education, Debra Harwood Masters Preparation Certificate in Education, Vera Woloshyn Teacher Education, Kamini Jaipal-Jamani Undergraduate, Michael Savage Manager, Academic Advising, Professional and Undergraduate Programs Ethna Bernat
Administrative Co-ordinator Betty Chambers 905-688-5550 extension 3082 Welch Hall 113 brocku.ca/education Manager-International Programs Susan Virtue 905-688-5550 extension 6084 Welch Hall 9E Administrative Assistant Danielle Larmon The teaching and research expertise within the Department of Educational Studies covers a wide range of educational topic areas, including early childhood education, elementary education, secondary education, adult education, higher education and non-formal education. The following programs are housed in the department: Bachelor of Early Childhood Education Concurrent BA (Honours)/BEd (Intermediate/Senior) Concurrent BA CHYS (Honours)/BEd (Primary/Junior) Concurrent BA Integrated Studies (Honours)/BEd (Junior/Intermediate) Concurrent BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate) Concurrent BPhEd (Honours)/BEd (Intermediate/Senior) Concurrent BPhEd (Honours)/BEd (Junior/Intermediate) Concurrent BSc (Honours)/BEd (Intermediate/Senior) Concurrent BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) Teacher Education Continuing Teacher Education Adult Education Masters Preparation Certificate in Education Masters of Education Joint PhD in Educational Studies
Bachelor of Early Childhood Education (Honours) (BECE)
Program offered online. Building on the foundation of a two year Early Childhood Education Diploma program or equivalent, graduates of the Bachelor of Early Childhood Education (honours) program will have a comprehensive understanding of the issues and trends in early care and education for children from birth to 8 years old and be well prepared for further studies or work in the field of care and education for young children. This program on its own will not provide graduates with an Ontario Teacher Certificate. Rather, graduates of the Bachelor of Early Childhood Education (Honours) program are expected to take on positions that require a strong foundation in early care and education or apply to graduate studies or to teacher education programs that lead to an Ontario Teaching Certificate. Admission Requirements: Graduates of a two-year Early Childhood Education Diploma program or equivalent, containing a foundation in: child development, developmentally appropriate practice, curriculum planning, practical experiences with children birth to 8 (a minimum of 500 hours of field placement or equivalent), reflective practice, abnormal/exceptional development, psychology, play-based learning, observation and assessment, code of ethics and standards of practice, with a cumulative 75 percent average are eligible to apply for entry into the limited enrolment Bachelor of Early Childhood Education (Honours) degree program and will be granted up to seven transfer credits if admitted to the program. Students deciding to transfer to another program will have their transfer credits reassessed by the Office of the Registrar to align with their major program requirements. Students are strongly encouraged to consult with the Office of the Registrar prior to any program changes. Upon acceptance into the program and during each subsequent year, applicants are encouraged to have a satisfactory police record check with a vulnerable sector screening. This background screening is required by school boards and community partner organizations prior to having direct contact with students or young children. International students are expected to have equivalent documentation from their home country or an international police clearance certificate upon admission. Applicants who have successfully completed an Early Child Education diploma or equivalent as part of a degree-completion pathway, will be considered with a minimum of 7.0 university level courses at the time of application for the Primary/Junior BEd Division. In these cases, the overall diploma average will be calculated and used in place of the missing credits toward the weighted average calculation.
Masters Preparation Certificate in Education
The Masters Preparation Certificate in Education (MPCE) is a postgraduate program designed to provide skills and content to international students who wish to pursue graduate studies in Education in Canada. The program provides a background in educational theory, the Canadian educational context (higher and adult education), and Canadian culture. Crucial skills required to be successful in Canadian graduate programs in Education, such as research skills, critical thinking skills, academic communication skills and problem-solving skills, are provided through an educational studies context. Opportunities for international students to improve their English language proficiency, increase their familiarity with Canadian cultural practices, and engage in Canadian communities are also integrated into the program. Assistance with applying to graduate programs in education in Canada is also provided. After completing the program international students will be well-prepared to be accepted into, and succeed in, a graduate program in the field of Education in a Canadian university.
Students wishing to apply to the MPCE must meet the following minimum qualifications: A four-year bachelor's degree, or its equivalent from an accredited University Minimum 75 percent average (Brock University equivalent) over the last two years of full-time undergraduate study. In addition, applicants whose first language is not English must provide evidence of proficiency in English, as demonstrated through one of the following: Minimum proof of English language proficiency: IELTS Academic of 6.0 with no sections below 5.5; TOEFL iBT of 70 with no scores below 50. brocku.ca/education/programs/certificate-programs/mpce/ for additional tests and scores that can be used for admission purposes.
1. Students are encouraged to book an academic advising appointment once per term.
2. Students given transfer credit for the Social Sciences context credit take 1.0 elective credit.
3. The Bachelor of Early Childhood Education program does not lead to an Ontario Teacher Certificate.
In some circumstances, in order to meet university degree and program requirements, more than 20 credits may be taken
Bachelor of Early Childhood Education (Honours only)
This program does not lead to an Ontario Teacher Certificate. Years 1 and 2 taken at College
Completion of Early Childhood Education diploma or equivalent
EDUC 2F95
EDUC 3P50, 3P51, 3P53, 3P54, 3P55 and 3P85
one credit from EDUC 2P65, 3F01, 3P00, 3P40, 3P45, 3P70, 3P91, 3P97, 4P03, 4P46, 4P62, 4P70, ADED 2F90, 2F91, 3P12, 3P41, 3F90
one Humanities context credit
one Sciences context credit
EDUC 4D50, 4P14, 4P24, 4P35, 4P52, 4P81 and 4P85
Under exceptional circumstances, the Department may require the substitution of other relevant courses for those usually required
Certificate and Micro-certificate Programs
The Masters Preparation Certificate in Education will be awarded upon completion of the following courses with a minimum 70 percent overall average:
MPCE 6F02, 6F05, 6P00, 6P01, 6P03, 6P07, 6P08 and 6P11
Micro-certificate in Literacy Development and Education
This Micro-certificate allows individuals who are interested in learning more about literacy and the role of education in its development to gain a microcredential in this area. The Micro-certficate Literacy Development and Education is awarded upon completion of the following courses with a minimum overall average of 60 percent:
EDUC 3P40 and 3P45
Micro-certificate in Special Needs in ECE
The Micro-certificate Special Needs in ECE is awarded upon completion of the following courses with a minimum overall average of 60 percent:
Students in other disciplines can obtain a Minor in Educational Studies within their degree program by completing the following courses with a minimum 60 percent overall average:
EDUC 1F90 or 1F95
EDUC 2P65
EDUC 3P95 or 3P96
one credit from EDUC 3P00, 3P40, 3P45, 3P60, 3P70, 3P91
EDUC 1F90 Introduction to Education Studies The broad field of educational studies from a variety of theoretical perspectives. Lectures/seminar, 3 hours per week. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 1F95 Introduction to Foundations of Education Historical, philosophical, sociological and psychological dimensions of formal schooling within a Canadian context. Lectures, seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior) and BPhEd (Honours)/BEd (Intermediate/Senior) majors with a minimum of 3.0 overall credits, and BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. *EDUC 2F95 Indigenous Culture and Early Childhood Education (also offered as INDG 2F95) Introduction of the culture of a selected Indigenous Society to early childhood educators. Lectures, seminar, 3 hours per week. Restriction: open to BECE majors. Note: offered online. Completion of this course will replace previous assigned grade and credit obtained in ABST 2F96. EDUC 2P65 Diversity Issues in Schooling Issues and directions in a diverse society and their impact in the classroom; includes classism, racism, multiculturalism, ablism and sexism; roles and strategies leading to the goal of equity. Lectures, seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) and BECE majors until date specified in Registration guide. Students must have a minimum of 3.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 8P02. *EDUC 2Q91 Indigenous Ways of Knowing (also offered as CANA 2Q91 and PHIL 2Q91) Exploration of philosophical and practical applications of Indigenous epistemologies and ontologies in the context of education and civilization. Lectures, seminar, 3 hours per week. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in PHIL 2Q90. EDUC 3F01 The Process of Teaching Introduction to the study of teacher behaviour through a systematic exploration of the assumptions, educational purposes, teaching strategies, curricular designs and materials and the social and psychological theory underlying selected models of teaching. The alternative patterns by which teachers may model their behaviour. Lectures, seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Note: offered online. Students will be required to familiarize themselves with current educational concepts and recent literature in the field. *EDUC 3F02 Cognition and Learning (also offered as CHYS 3F02) Psychological approaches to cognitive, behavioural and social development. Cognitive processes in learning and instruction (assisting students to use appropriate cognitive processes on specific academic tasks). Cognitive theories applied to school subject areas including reading, writing, mathematics and science. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Junior Intermediate) majors with a minimum of 8.0 overall credits until date specified in Registration guide. Prerequisite(s): CHYS 1F90 or permission of the Department. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3F90 Independent Study Topic, readings and methods of evaluation chosen in consultation with a faculty member willing to supervise the student. Restriction: permission of the Chair. Note: consultation is done prior to enrolment. A written agreement is signed by the Chair and filed with the department. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P00 Foundations of Curriculum Explores models of curriculum from historical, philosophical and pedagogical perspectives. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors with a minimum of 8.0 overall credits or to BECE majors until date specified in Registration guide. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P40 Family, Schools and Literacy Research and issues in family literacy and parental involvement in education. Strategies for intervention and home-school collaboration in literacy development. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 6.0 overall credits and to BECE students until date specified in Registration guide. Note: optional practicum may be available. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P45 Reading and Literacy Development Overview of the reading process, acquisition of reading and writing skills and evidence-based instruction. Focus on cognitive, linguistic and sociocultural influences. Lectures, seminar, 3 hours per week. Restriction: open to CHYS BA (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors with a minimum of 6.0 overall credits until date specified in Registration guide. Note: optional practicum may be available. Students require a current police record check, with a vulnerable sector screening. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. *EDUC 3P50 Early Childhood Education I (also offered as CHYS 3P50) Early childhood education programs for children from birth to age eight. Topics include the historical and societal influences on early childhood education, program models derived from theories of learning and child development and research on the effectiveness of these programs. Lectures, seminar, 3 hours per week. Restriction: open to BA CHYS majors with a minimum of 9.0 overall credits and to BECE students until date specified in Registration guide. Note: offered online. EDUC 3P51 Early Childhood Education for Sustainability Theoretical and foundational concepts and principles of sustainability. Early childhood education's importance in promoting transformative change in curriculum and pedagogy, and movement toward experiential, constructivist and participatory learning and teaching. Lectures/seminar, 3 hours per week. Restriction: open to BECE students and ENSU minors. Note: offered online. EDUC 3P52 Early Childhood Education II Methods in early childhood education programs for children from birth to age eight. Topics include curricula, instructional strategies and evaluative techniques. Lectures/seminar, 3 hours per week. Restriction: open to BECE students. Prerequisite(s): EDUC 3P50. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in CHYS 3P52. EDUC 3P53 Ethics, Policies and Care in Early Childhood Education Diverse perspectives on ethics, policy and care in early childhood education through local and global contexts. Policies that govern ECE practices from a socio-political-cultural perspective. Lectures/seminar, 3 hours per week. Restriction: open to BECE students. Note: offered online. EDUC 3P54 Evaluating the Science Behind the Developing Child Critiquing the science and theories of early human development and the role of experiences during the prenatal and early childhood periods as key influences on health, education, behaviour and the general well-being of children. Seminar, 3 hours per week. Restriction: open to BECE students. Note: offered online. Completion of this course will replace previously assigned grade and credit obtained in EDUC 3F02. EDUC 3P55 Young Children with Exceptionalities Learning and developmental aspects of young children with exceptional needs. Topics may include exceptionalities with social cognition, executive function, learning disabilities, behavioural, sensory, motor/physical challenges, and/or pervasive disabilities. Seminar, 3 hours per week. Restriction: open to BECE and micro-certificate Special Needs in ECE students. Note: offered online. Completion of this course will replace previously assigned grade and credit obtained in EDUC 3F02. #EDUC 3P60 Gender Issues in Teaching and Learning (also offered as WGST 3P60) Theoretical and practical aspects of feminist engagement with pedagogic processes within/against both traditional and alternative educational contexts; examination of levels and components of education from a variety of feminist theoretical perspectives; pedagogic and political consequences of ideology critique and alternative practices. Lectures, seminar, 3 hours per week. Restriction: students must have a minimum of 6.0 overall credits. Prerequisite(s): WGST 1F90, 2P00 or permission of the instructor. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P65 Education for Social Change Introduction to educational theories and best practices that support social justice. Topics include social activism, sustainability education and inclusive education. Lecture/seminar, 3 hours per week. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P66 Education for Personal Change Introduction to educational theories and best practices that support personal change. Topics include positive education, socio-emotional learning and growth mindset. Lecture/seminar, 3 hours per week. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P70 Schooling, Education and Society Experience the difference between "being schooled" and "being educated". Impact on society of schooling versus education. Lectures, seminar, 3 hours per week. Restriction: open to BECE majors and students with a minimum of 6.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P90 Directed Studies Guided reading on a topic chosen in consultation with a faculty member willing to supervise the student. Restriction: permission of the Chair. Note: consultation is done prior to enrolment. A written agreement is signed by the Chair and filed with the department. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P91 Pedagogy of Indigenous Arts Diverse representations and expressions of North American Indigenous knowledge systems and cultures through multidisciplinary arts in both local and global contexts. Lectures/seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior/Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior) BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours))/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors, BECE majors until date specified in Registration guide or to students with a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 3P97 Supporting Language Learners Preparation for future educators to understand, work with, and support language learners. Restriction: pen to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior/Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd(Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors and BECE students, until date specified in Registration guide. Students must have a minimum of 9.0 overall credits. Note: students require a current police record check, with a vulnerable sector screening. Students are expected to cover all expenses associated with acquiring the police check. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4D50 Early Childhood Education Honours Thesis Research project carried out under the supervision of a faculty adviser. Seminar, 3 hours per week. Restriction: open to BECE students or permission of the instructor. Note: offered online. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4F50. EDUC 4F50 Early Childhood Education Honours Thesis Research project carried out under the supervision of a faculty adviser. Seminar, 3 hours per week. Restriction: open to BECE students or permission of the instructor. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4D50. EDUC 4P01 Higher Level Thinking in the Sciences and Mathematics Perspectives on thinking that inform science and mathematics curriculum and teaching including cognitive science, socio-cultural perspectives, and complexity science. Topics include cognitive processes, developmental perspectives on children's thinking, the role of language, tools, and information technology in students' thinking and assessment. Seminar, 3 hours per week. Note: background in science and/or mathematics required. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P03 Reflection on Practice Classroom interactions in relation to beliefs, values and pedagogy. Students will plan classroom actions, act, observe their plans in action and reflect on the results before using the experience to replan. The reflective process will include both group interactions and individual responses. Seminar, 3 hours per week. Restriction: open to BECE majors and to students with a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P04 Observation and Evaluation for the Early Years Assessment of learning (summative), assessment for learning (formative and diagnostic) and assessment as learning (self-assessment). Assessment tasks and tools to enhance student learning and assessment situated in curriculum design. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P14 Mathematics in the Early Years Theories of early mathematical understanding and best practices in mathematics education for young children. Seminar, 3 hours per week. Restriction: open to BECE students. Note: offered online. EDUC 4P15 Research on Teaching How educational research has contributed to the development of teaching. Seminar, 3 hours per week. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P17 Integrating Curriculum and Assessment - Primary/Junior Explores current research and emerging issues related to assessment 'of', 'for' and 'as' learning and their seamless integration into curriculum. Seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P18 and 4P19. EDUC 4P18 Integrating Curriculum and Assessment - Junior/Intermediate Explores current research and emerging issues related to assessment 'of', 'for' and 'as' learning and their seamless integration into curriculum. Seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) and BPhEd (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P17 and 4P19. EDUC 4P19 Foundations of Curriculum and Assessment - Intermediate/Senior Explores the integration of curriculum and assessment 'of', 'for' and as' learning from philosophical, pedagogical, and historical foundations. Seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior) and BPhEd (Honours)/BEd (Intermediate/Senior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P17 and 4P18. EDUC 4P24 Literacy in the Early Years Theoretical foundations of early literacies. Focus on multiliteracies, digital literacies, and culturally relevant and responsive literacies. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. Note: offered online. EDUC 4P27 Twenty-First-Century Literacies Across the Primary/Junior Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA CHYS (Honours)/BEd (Primary/Junior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P17. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P28 and 4P29. EDUC 4P28 Twenty-First-Century Literacies Across the Junior-Intermediate Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), BPhEd (Honours)/BEd (Junior/Intermediate) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P18. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P27 and 4P29. EDUC 4P29 Twenty-First-Century Literacies Across the Intermediate/Senior Curriculum Explores multiliteracy across the curriculum including critical, technological, media and financial literacies. Seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Intermediate/Senior) and BSc (Honours)/BEd (Intermediate/Senior) majors with a minimum of 12.0 overall credits until date specified in Registration guide. Prerequisite(s): EDUC 4P19. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 4P27 and 4P28. EDUC 4P35 Global Education: A Cross-Curricular Approach Theory and practice of teaching from a global perspective within the framework of the Ontario curriculum. New challenges in requiring the values, skills and knowledge necessary to be world-minded citizens capable of linking the local and the global. Seminar, 3 hours per week. Restriction: open to BECE students until date specified in Registration guide. After that date open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Junior/Intermediate), BPhEd (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors, and BECE students until date specified in Registration guide. Students must have a minimum of 9.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P36 Global Education: Field Experience Global issues (i.e., development, culture, gender, ecology, human rights, social justice) from the perspective of individuals within a particular geographical context. Restriction: students must have a minimum of 12.0 overall credits and permission of the instructor. Note: consult the Department prior to registration. Students are expected to cover all their own expenses. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P46 Mental Health and Wellness Promotion of mental health and wellness health through a variety of theoretical perspectives. Seminar, 3 hours per week. Restriction: open to BECE majors and students with a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P47 Wellness and Resilience for Educators Current research related to theories, practices and emerging issues related to wellness and resilience in educators, focusing on what it means to be well. Seminar, 3 hours per week. Restriction: student must have a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P52 Inclusive Programming in Early Childhood Education Theories and best practices for the education of young children across the disabilities spectrum. Seminar, 3 hours per week. Restriction: open to BECE and micro-certificate Special Needs in ECE students. Note: offered online. *EDUC 4P62 Video Games in the Classroom (also offered as IASC 4P62) Research and current issues related to the integration of video games and other interactive new media technologies into the elementary and secondary school instructional program. Lectures/seminar, 3 hours per week. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior/Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd(Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors and BECE students, until date specified in Registration guide. Students must have a minimum of 9.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC (IASC) 3P62. EDUC 4P67 Issues and Trends in Canadian Post-Secondary Education Examination of the higher/post-secondary education sector in Canada from the colonial period to present day. Issues and trends, including access, financing, research and international competition, are examined from historical, sociological and policy perspectives. Lecture, seminar, 3 hours per week. Restriction: open to students with a minimum of 12.0 overall credits Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P70 Education as a Socio-Political System Concepts and controversies related to legal, ethical, professional, organizational, political and administrative aspects of education in Canada. Seminar, 3 hours per week. Restriction: open to BECE majors or to students with a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P80 Research Methods in Education Trends in research design, ethics and data analysis. Seminar, 3 hours per week. Restriction: students must have a minimum of 12.0 overall credits. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P81 Research Methods in Early Childhood Education Trends in methodologies and research design in early childhood education. Seminar, 3 hours per week. Restriction: open to BECE students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace assigned grade and credit in EDUC 4P80.
EDUCATION SCIENCE COURSE
ESCI 3P91 Science for Elementary School Teachers Focus on teaching the foundations of the science curriculum at the elementary level (grades 4-8). Selected issues in contemporary science education, as well as the application of computer software in the science classroom. Lectures, seminar, practicum, 3 hours per week. Restriction: open to BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors with a minimum of 9.0 overall credits. Note: students must have a Police Record Check deemed appropriate by the Faculty of Education. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term.
MASTERS PREPARATION IN EDUCATION COURSES
MPCE 6F02 Canadian Cultural Practices Acculturation process experienced by international students studying in Canada. Introduction to the academic and social expectations of study-life within Canadian post-secondary programs. Lectures, discussion, 3 hours per week. Restriction: open to Masters Preparation Certificate in Education students. Note: activities include field trips to local landmarks and participation in Canadian cultural celebrations. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in MPCE 6P02. MPCE 6F05 Introduction to Research Qualitative, quantitative and mixed research methods undertaken for research within Education and related disciplines. Deeper understanding of the nature and processes of research, and skills to critically read, conduct and evaluate research. Lectures, discussion, 3 hours per week. Restriction: open to Masters Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in MPCE 6P05, 6P09 and 6P10. MPCE 6P00 Introduction to Educational Studies Introduction to the broad field of education including the field's historical, philosophical, sociological and psychological foundations with a focus on the Canadian context. Lectures, discussion, 3 hours per week. Restriction: open to Masters Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6P01 Graduate Study Preparation Seminar Academic and social skills needed to successfully transition to graduate study in Canada. Topics include identifying appropriate graduate programs, securing referees, understanding application protocols, writing statements of intent, and succeeding in interviews. Lectures, discussion, 3 hours per week; offered in selected weeks over two terms. Restriction: open to Master Preparation Certificate in Education students. Note: activities may include attending university open-houses, peer-mentoring and graduate student shadowing. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6P03 Critical Pedagogy and Social Justice Exploration of Paulo Freire, Henry Giroux, bell hooks, and others writing within critical pedagogy as the basis for the connection between 'education' and social justice projects. Topics include oppressive regimes of power/knowledge, indigenous knowledges, and critical pedagogy as a social movement, as revolutionary and transformative. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6P07 In/Equity, Diversity and Change in Education Critical understanding of social in/equity through the intersecting discourses of gender, race, class, sexuality, age, ability, and language, and how this discursive matrix frames educational experiences. Institutional and individual strategies developed to re/situate, re/visit, and re/claim the politics of meaning and experience. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6P08 The Organization of Canadian Higher Education Post-secondary education work that supports students' development and learning. Topics include knowledge creation, distribution, and maintenance; academic freedom; dissenting opinion; academic integrity; student agency and accountability; the teacher-student dynamic and regulatory structures within higher education. Emphasis on interconnectedness of issues and acculturation for international students. Lectures, discussion, 3 hours per week. Restriction: open to Master Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6P11 Wellness in Canadian Higher Education Promotion of wellness and self-care through a variety of theoretical perspectives. Lectures, discussion, 3 hours per week. Restriction: open to Masters Preparation Certificate in Education students. Note: this course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. MPCE 6Q96 Experiential Learning in Education Learning, application, and reflection on educational work and learning in the Canadian educational context. Students connect theory to practice in a workplace setting. Lectures, discussion, 3 hours per week. Note: Students are expected to cover all expenses associated with the experiential learning course. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term.
INTERNSHIP COURSES
EDUC 3P85 Internship I Community or school-based placement. Examining the process and theory of teaching in relation to curriculum development, observation, documentation and evaluation. Restriction: open to BECE students. Note: students are responsible for their own transportation and require a current police record check, with a vulnerable sector screening. May be available on-site, online or blended. EDUC 3P95 Advanced School-Based Internship School-based field experiences enabling students to explore the Ontario College of Teachers Standards of Practice in relation to a beginning teacher's lived experiences. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior) BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: students require a current police record check with a vulnerable sector screening. Students are expected to cover all expenses associated with the internship and to have reliable transportation throughout the Greater Niagara region. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P96 and 4P95. EDUC 3P96 Advanced Community-Based Internship Field experiences enabling students to explore the work of educators employed in settings outside of traditional schools. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior), BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 9.0 overall credits. Note: students require a current police record check, with a vulnerable sector screening. Students are expected to cover all expenses associated with the internship and to have reliable transportation throughout the Greater Niagara region. Field experiences exploring the work of educators employed in settings outside the traditional school. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P95 or 4P95. EDUC 4P85 Internship II Students will be placed in a community or school based placed placement. Developing a foundation for and skills in developmental programming. Restriction: open to BECE students. Note: students are responsible for their own transportation and require a current police record check, with a vulnerable sector screening. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. EDUC 4P95 International Advanced Internship School or Community-based field experiences in international settings analysed in relation to transnational pedagogy which may include notions of concentric storying, social justice, human rights, and standards of practice. Restriction: open to BA (Honours)/BEd (Intermediate/Senior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BA Interactive Arts and Science (Honours)/BEd (Junior Intermediate), CHYS BA (Honours)/BEd (Primary/Junior), BPhEd (Honours)/BEd (Intermediate/Senior) BPhEd (Honours)/BEd (Junior/Intermediate), BSc (Honours)/BEd (Intermediate/Senior) and BSc Integrated Studies (Honours)/BEd (Junior/Intermediate) majors until date specified in Registration guide. Students must have a minimum of 12.0 overall credits. Note: complete online application prior to registration. Students are expected to cover all expenses associated with the internship. This course may be offered in multiple modes of delivery. The method of delivery will be listed on the academic timetable, in the applicable term. Completion of this course will replace previous assigned grade and credit obtained in EDUC 3P95 and 3P96.
Last updated: October 15, 2021 @ 02:42PM


Is it true that you argued with 24's producers about the way they decided to kill off President Palmer?
Are you still in touch with many of the cast from 24?
Nothing is ever quite as it seems in 24. Even though President Palmer's dead, is there a chance he could return to the show?


This week Facebook is launching an advertisement campaign in the Netherlands aimed at teaching Dutch Facebook users how to recognize fake news. Ads with tips on how to do so will appear on the social media platform itself. Facebook aims to reach "as good as all Dutch people who have Facebook" this week, NOS reports.
The campaign is based on a series of tips that can also be found elsewhere on Facebook. It includes tips like be skeptical about headlines, take a good look at the web address, and check the source.
A Facebook spokesperson told NOS that there is no specific reason why the social media platform is launching this anti-fake news campaign now. These advertisements have already been shown in other countries.
Facebook has already taken a number of measures to counter the spreading of fake news on the site. One such is hiring fact checkers to check the authenticity of news articles spread on the platform. In the Netherlands this is done by Leiden University and NU.nl.


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Financial Reporting Standards IFRS and FASB Explained
Accounting Basics
Bookkeeping Essentials
Cost-Volume-Profit
Business Finance Accounting Basics
••• Roberto Westbrook / Getty Images
By Rosemary Peavler
The IASB, or International Accounting Standards Board, issues international financial reporting standards (IFRS) for public-interest entities. Most countries mandate IFRS standards for financial statements. The U.S. is one of the remaining capital markets without an IFRS mandate, and there are no current plans to change. Japan, India, and China plan to adopt these standards.
FASB, the Financial Accounting Standards Board, is the primary body in the United States that sets accounting standards and they have issued the GAAP, or Generally Accepted Accounting Principles. Given that we exist in a global marketplace, it is increasingly important for US multi-national companies and investors to be financially "bi-lingual" and versed in both the IFRS and GAAP.
Generally Accepted Accounting Principles, generally called GAAP, are a set of rules and practices having substantial authoritative support. GAAP is the standards that companies use to compile their financial statements such as the income statement, balance sheet, and statement of cash flows.
Financial statements are compiled using GAAP primarily for the benefit of the financial markets and investors in the financial markets. Investors need to know the information they are looking at in different companies' annual reports is in some sort of standardized form. That is what GAAP is for. It makes sure that companies present the same information in the same format while leaving room for managerial judgment.
GAAP is composed of many small rules, covering many types of accounting transactions, issued over a long period of time. FASB, the Financial Accounting Standards Board, issues new GAAP rules called Statements of the Financial Accounting Standards (SFAS). GAAP rules are quite powerful over business transactions and business firms. As such, FASB and the GAAP rules it issues are often a target of political pressure. A copy of the FASB Handbook with GAAP included is posted online.
There are several regulatory and standard-setting bodies that administer GAAP standards in consultation with the business community and professionals in accounting:
Securities and Exchange Commission: This is the body that regulates the U.S. financial markets and accounting standard-setting bodies.
Public Company Accounting Oversight Board: This body reviews auditing boards and determines auditing standards.
Financial Accounting Standards Board: This board sets the accounting standards for firms in the U.S.
International Accounting Standards Board: This board issues accounting standards for firms in many countries outside the U.S.
International Financial Reporting Standards
While Securities and Exchange Commission (SEC) considers and debates, the U.S. has not adopted IFRS, despite globalization of the world economy and the support of most world leaders to standardize accounting practices across industrialized nations. Some of the reasons cited are the position that GAAP is a superior standard and the cost and complexity of conversion. Many scholars, executives, and business leaders believe that convergence is inevitable. However, there appear to be four roadblocks:
Achieving a uniform set of international accounting standards, or "convergence," will mean synthesizing differing cultural, legal, regulatory, and economic priorities among nations, which is no small challenge.
Countries have not agreed on a common regulator to enforce IFRS worldwide.
The SEC has not prioritized authorizing IFRS.
Significant differences between certain IFRS and U.S. GAAP rules, such as the LIFO inventory accounting method which is not allowed under IFRS, may fail to be resolved by the IASB, the FASB, and national governments.
Financial Regulatory Bodies
One purpose of financial regulatory bodies is to provide transparency in the financial markets. Convergence of FASB and IASB will help provide transparency for companies in all countries that participate in the IASB accounting standards and, as a result, permit increasing economic growth. There should be more investment between countries which will foster economic prosperity.
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In addition, with its association with major suppliers worldwide, KGT OIL can arrange for bunker requirements at major bunkering ports ranging from Japan to Australia, US to Russia and Africa to ports all over India. Our professionals on call are able to cater to almost any bunkering needs around the world keeping your financial and specific requirements at the forefront.
KGT OIL, we are on call 24 x 7 to attend to customer requirements. As in shipping every minute counts and time is expensive, we anticipate needs and cut through red tape to respond to our clients' requirements.
With our wide knowledge and depth of experience in this field, we are uniquely equipped to find solutions to problems normally arising in the shipping industry.
We know our business and understand yours. That's why we become more than contractors – but an essential part of the client's team.
Our product portfolio includes two main product groups, MGO and IFO. Within each group, we supply several different grades. Our terminal gives us the opportunity to blend and produce not only according to standard specifications, but also aimed at specific needs and requirements. Should you have a special request, please contact us and we will do our utmost to comply with your needs.
MGO is made from distillate only. Distillate fuel is extracted from the crude oil in the refinery. Distillate fuel needs very little treatment before use, and is suitable for wide range of engines; ranging from small ships to auxiliary engines on board. MGO is often referred to according to the parameters sulphur and cetane. MGO has same texture as the gasoline used for cars; a low density liquid.
IFO is made from a residual fuel, which is the product left after gasoline, gasoil, propane, lubricating oils etc. have been extracted at the refinery. Residual fuel is not usable as is and is treated and blended at the refinery before being referred to as IFO. IFO is suitable for mainly larger engines and ocean-going vessels. IFO is often referred to according to the viscosity, measured in centistokes; cSt. In texture IFO is a thick, sticky liquid with high density.
OPS actively trades in MGO, IFO 180 and IFO 380 with both brokers and professional traders in the major trading centres of the bunkering industry worldwide. Please contact us for the latest opportunities.
All bunkering services provided by OPS are consistent with industry standards and best practices (such as SS600 Code of Practice and UAE equivalents) and include the full range of services, including catering, from pre- to actual to post-delivery and are priced very competitively. In some ports, the range of services is limited by the availability of local facilities.
Efficiency, safety and quality management are of prime importance to OPS and all our customers benefit from our strict adherence to industry benchmarks, best practices, and standards.


text:
Everest Networks Introduces Everest Cloud, a Zero-Touch Cloud Service
Subscribers to Enjoy Zero-Touch, Secure, Reliable, and Easily Accessible Network Management System
Mountain View, California -- Everest Networks today announced Everest Cloud, a new option for customers to host their Wi-Fi network controller software on-premise or on a public/private cloud while utilizing the FlexControl architecture. Available to all customers, Everest Cloud presents further flexibility for how to deploy and manage a system, while providing an option for cloud hosted service, 24-hours a day, 7-days a week.
Everest Cloud Service delivers even more expansive features on top of the high-quality network management system including detailed maps, analytics engine, event recordings, rapid configuration flows, as well as a new carrier off-load service which supports cloud-based load management of all Access Points (APs) and connectivity.
"We're committed to leading the way in the Wi-Fi industry and Everest Cloud is yet another opportunity for us to offer flexible solutions to simplify the deployment experience," said Simon Wright, chief executive officer of Everest Networks. "We think the breadth of features of our management system, cloud performance and flexibility, and the ease of installing and configuring will continue to redefine the expectations companies have about their networks."
Everest Cloud offers subscribers standard cloud pricing across all APs and provides a customizable captive portal, individual Cloud Controller instances for added security and virus protection, and rapid deployment of APs with zero customer IT support required. Additionally, enhanced visual maps, customized alerts, and advanced analytics highlight a flexible combination of performance and simplicity.
"We're constantly innovating. Everest Cloud was created to provide the perfect platform for our customers to get access to a world-class network management system with a robust set of features while being delivered in a format that they feel most comfortable," said Simon Wright, CEO of Everest Networks. "Everest Cloud represents an exciting opportunity for companies to simplify their network management so they can focus on running their business."
About Everest Networks: Venture-funded Everest Networks launched their industry-leading High-Density (HD) Wi-Fi solution in 2017 and achieved outstanding success in their first year by securing key reference sites such as Lincoln Financial Field, home of the Super Bowl champions, the Philadelphia Eagles. Everest Networks' solution addresses today's most pressing HD issues such as; high user engagement, high network capacity, and fast throughput, whilst delivering a lower total cost of ownership (TCO). This makes Everest Networks Wi-Fi the platform of choice for venues such as stadiums, arenas, convention centers, shopping malls, transport hubs, auditoriums, campuses, and smart cities. Everest is proven in the toughest of environments which is why it is now being installed by multiple Fortune 500 companies.
www.everestnetworks.com
Everest Networks
info@everestnetworks.com
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Clare Stephenson is opening her garden at Eland Green Farm, North Road, to raise money for the British Red Cross.
Members of the public can enjoy some entertainment, buy books and plants and win some great prizes as well as viewing the floral displays at a Ponteland venue on Sunday.
There will be music by The Cherry Pickers, afternoon teas served by members of Ponteland Lions, a few stalls and a raffle. The garden, which will be open between 11am and 4.30pm, covers approximately two acres and includes a mix of lawns, rockeries, herbaceous plants and fruit and veg.
The entrance fees are £4 for adults and £1 for children under 12 years.


We are seeking a Senior Software Engineer to lead the design and implementation of our Cloud based offerings targeting the small and medium sized customer base. You will be collaborating across organizations working with architects, product managers, systems engineers, user interaction engineers, systems test, and other software developers to develop products that meet our customer needs. It is understood that you are capable of designing and developing component-based software. You will be expected to lead the design and implementation of these components and solutions. You are hands-on and you have had significant experience developing and deploying software. In fact, you can tell us in detail how you did it and what challenges you had to overcome. If this type of position motivates you, tell us why you are right for this challenging role!
Designing a Cloud based scalable, extensible, reliable, and maintainable platform that enables rapid deployment of new solutions for our small and mid size customer base.
Working with a cross-functional team to design and develop innovative solutions that meet our customer's needs at both the functional and non-functional levels.
Interacting with subject matter and domain experts.
Evaluating and incorporate new technologies into new and existing frameworks and platforms.
Following an Agile development process.
Proven ability to prioritize and manage work to critical project timelines in a fast-paced environment.


A bright and bold corporate theme that is perfect for any outdoor occasion! Make a fun and relaxed statement with our Tolix range featuring white cocktail tables and yellow bar stools. Use the produce crates to further create an outdoor picnic atmosphere!


Though St. Lucia has plenty of visitors (including those from cruise ships and a steady influx of honeymooners), parts of the island have largely remained unspoiled due to the locals' commitment to protecting the rainforests and other natural resources. A decent percentage of the island -- some 19,000 acres -- is protected as part of the St. Lucia National Rain Forest.
What development there is on St. Lucia is mostly in the area around Castries, the island's colorful, energetic capital city. It's not picturesque but it's still worth a look, especially if you're in search of duty-free goods or local handicrafts. But to appreciate St. Lucia's natural beauty, rent a car or take a cab out of town. The prettiest part of the island is in the south, and most visitors head there to see the former French colonial capital Soufriere, the lush Diamond Botanical Gardens and the world's only «drive-in» volcano. More options include hiking through the rainforest, snorkeling the sunken wreck off of Anse Cochon and horseback riding along the coast.
Settled first by the Arawaks and then the Caribs, St. Lucia became a hotly contested territory with the arrival of Europeans in the 17th century. The island passed back and forth 14 times between the British and the French until 1814, when the Brits finally took possession for good. Traces of both cultures still remain in the language; many St. Lucians speak both English and a French Creole patois, and it's visible in distinctive place names such as Soufriere, Gros Islet, Rodney Bay and Pigeon Island.


Inspired by the Disney animated feature, Festival of the Lion King is part stage show, part parade, part circus; it is located behind and to the left of the Tusker House restaurant. Guests sit in four sets of bleachers surrounding the stage and organized into cheering sections, which are called on to make elephant, warthog, giraffe, and lion noises. (You won't be alone if you don't know what a giraffe or warthog sounds like.) There's a great deal of strutting around, some acrobatics, and a lot of singing and dancing. By our count, every tune from The Lion King is belted out and reprised several times—if you didn't know the words to the songs before the show, you definitely will after.
Festival of the Lion King was the best thing we experienced at Animal Kingdom. The singers, dancers, fire twirlers, acrobats, and sets were spectacular.
Festival of the Lion King is a big draw, so try to see the first show in the morning or one of the last two shows at night. For midday performances, you'll need to queue up at least 35–45 minutes before showtime; to minimize waiting in the hot sun, don't hop in line until cast members give the word to do so. The bleachers can make viewing difficult for the height-deficient—If you have small children or short adults in your party, try to snag a seat higher up. Rarely a good use of FastPass+.


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Andrew Scott expands team with M&A accountant and top corporate lawyer
Friday, January 11, 2019 2:27:00 PM
Andrew Scott, founder of window industry marketing specialists Purplex and data providers Insight Data, has welcomed two heavyweight professionals to his board of directors.
Ernst Young (EY) trained chartered accountant Ashley Cartman joins as Group Finance Director, while Charles Cook, a specialist corporate and M&A lawyer, has become a non-executive director.
Ashley has enjoyed a career that spans Debenhams PLC and Momentum Financial Technology as well as running his own accountancy practice. He holds a Diploma in Strategy and Innovation from Said Business School (University of Oxford) and specialises in high-growth companies.
Charles Cook is a well-known London and Bristol corporate lawyer who specialises in mergers and acquisitions. He is on the Board of Bristol Private Equity Club where Andrew is a member and recently sold his legal practice, Cook & Co, which employed 25 staff.
Charles said; "I have worked with Andrew on several projects over the last ten years and witnessed his business grow from a small start up to a major group of companies employing 70 staff. I'm delighted to join the board and support the business as it grows."
Andrew has been involved in the window industry for 30 years and has built, acquired and sold several companies including fabricators, installers, glass processing and trade-counters. He launched Purplex in 2004 as a strategic marketing consultancy advising companies throughout the fenestration supply-chain and launched Insight Data in 2007.
He commented: "We have a very experienced team who are industry experts and work closely with our clients to achieve their business and marketing goals. Ashley and Charles will work more strategically with me to develop our own business and identify new opportunities and potential acquisitions both for clients and ourselves."
For more information, visit www.ascotgroup.co.uk


These trade cards were distributed by Liebig, a popular meat extract company. The fronts depicted a variety of colorful sports scenes. Of most interest to American sports collectors are cards featuring golf, tennis, and soccer.
The cards were made to advertise Liebig's products. In addition to the pictures on the front, a can of the product was prominently displayed. The fronts also included the name of the sport as well as instructions to turn the card over.
Like other trade cards, the backs included an advertisement for the product, calling it the finest meat-flavoring ingredient. They also included recipes for various meals using the extract. Most notably, these specific cards added a replica blue signature of J. Liebig, the maker of the product.
While the company was in German (cards also stated they were printed in Germany) the text on the backs was in English.
Liebig printed trade cards for decades. As was the case here, many of their sets included a total of six cards. The exact date of this set is not known but it is believed to be printed around 1895.