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Are you a teacher looking for a convenient and efficient way to create worksheets for your students? Look no further than a worksheet generator free tool. These online resources allow educators to easily generate custom worksheets tailored to their specific curriculum and student needs. With just a few clicks, you can create worksheets for math, language arts, science, and more, saving you time and effort in the lesson planning process. Worksheet generator free tools are user-friendly and intuitive, making it simple for teachers to input their desired content and formatting preferences. Whether you need a basic worksheet with simple math problems or a more complex assignment with multiple choice questions and diagrams, these generators can accommodate a variety of needs. Plus, many of these tools offer customizable options such as font styles, colors, and borders, allowing you to personalize your worksheets to match your classroom aesthetic. One of the key benefits of using a worksheet generator free tool is the ability to easily differentiate instruction for your students. By creating individualized worksheets based on student skill levels and learning styles, you can better support their academic growth and development. Whether you need remedial worksheets for struggling students or enrichment activities for advanced learners, these generators can help you meet the diverse needs of your classroom. In addition to creating traditional worksheets, many of these free tools also offer interactive features such as puzzles, games, and quizzes. These engaging activities can make learning more fun and interactive for students, helping to keep them motivated and focused. By incorporating these interactive elements into your worksheets, you can enhance student engagement and retention of key concepts, making learning more meaningful and memorable. Overall, a worksheet generator free tool is a valuable resource for teachers looking to streamline their lesson planning process and create engaging, customized materials for their students. Whether you teach elementary school or high school, these generators can help you create high-quality worksheets that align with your curriculum and instructional goals. So why spend hours creating worksheets from scratch when you can use a free online tool to do the work for you? Try a worksheet generator today and see how it can enhance your teaching experience.
Making social rights work for children On the occasion of the International day for the Eradication of Poverty (17 October), Eurochild urges EU leaders to prioritise efforts to tackle poverty in childhood. More than one in four children are at risk of poverty or social exclusion in the European Union. “Poverty in childhood creates a cycle of disadvantage that carries into future generations. No country, including the richest nations in the EU, can claim to be free from child poverty. The EU must use all its tools, be it the European Pillar of Social Rights, the European Semester or the Post 2020 EU budget to accelerate investment in children.” – Jana Hainsworth, Secretary General, Eurochild. Eurochild’s latest report “Making social rights work for children” analyses the impact of the European Semester on children in 17 EU countries and offers three key recommendations: 1. Put social goals on a par with the economy and employment The Social Scoreboard and common indicators measured by Eurostat monitor important social trends over time and between countries, for example child poverty, early school leaving, or childcare enrolment. These indicators should be given more weight when it comes to guiding Member States policies. Furthermore the EU can make better use of existing data by developing new indicators which give a more complete picture of children’s situation. 2. Make children an explicit and priority focus of the Semester Ireland, for instance, has been recommended by the European Commission to offer affordable and quality childcare. It is helpful recognition that children’s learning and developmental needs are also dependent on adequate investment, good economic policy and budget planning. 3. Make the Semester process more transparent and inclusive Eurochild’s Dutch members are particularly encouraged by language in the European Pillar of Social Rights which requires Member States to have national strategies on child participation that can help bring children’s voices into policymaking. The report ‘Making social rights work for children’ also offers its own alternatives to the country specific recommendations in light of assessments by 22 Eurochild members. For more information: Head of Communications, Eurochild +32 (0) 2 211 0553 Eurochild advocates for children’s rights and well-being to be at the heart of policymaking. We are a network of organisations working with and for children throughout Europe, striving for a society that respects the rights of children. We influence policies, build internal capacities, facilitate mutual learning and exchange practice and research. The United Nations Convention on the Rights of the Child is the foundation of all our work.
Wake Tech is approved to issue I-20 forms for associate degree programs, including Associate in Science or Associate in Arts programs that prepare students to enter most four-year colleges and universities at the junior level to complete a bachelor's degree. Wake Tech also issues I-20 forms to study English as a Foreign Language (EFL), which prepares students who want English skills for future academic studies at Wake Tech or another college or university. A full-time academic preparation EFL program is offered on the Southern Wake Campus, with beginning to advanced levels of instruction in speaking/listening, reading, composition and grammar. Students may supplement the EFL classes in the EFL language lab, where there are materials for independent study and directed study under a trained EFL instructor. The multi-level materials focus on listening comprehension, reading, vocabulary development, pronunciation, writing and TOEFL preparation. The academic year at Wake Tech is divided into Fall and Spring semesters of 16 weeks each and a Summer term of 10 weeks. Please refer to the academic calendar for specific academic dates. The Wake Tech Campus Police Department is a fully sanctioned law enforcement agency dedicated to protecting the life and property of students, faculty, staff and visitors on all Wake Tech campuses. Wake Tech also employs security guards who monitor fire alarms and intrusion detection, provide escorts, identify safety hazards and offer motor vehicle assistance and other services to enhance campus safety. Campus Police and security guards work with emergency responders that have local jurisdiction – law enforcement, fire services and emergency medical services – to respond to campus emergencies. Wake Tech does not offer financial aid or scholarships to international students. In general, only permanent residents and citizens of the U.S. are eligible for financial aid. But scholarships may be available. Check with International Scholarships, International Student and MPOWER Financing for more information. All international students who hold F-1 visas are encouraged to purchase health insurance for the duration of their studies. The estimated cost is $500 per academic year for a single student. Brochures are available at the International Student Office. Wake Tech does not offer health insurance to students. Wake Tech has no dormitories, residence halls or on-campus housing. All students must arrange for housing in the Raleigh area. Wake Tech provides multiple transportation options. Wake Tech Green Trek has information on bus routes and other ways to get to and from the college's campuses.
ALA administrators and staff are comprised of dedicated professionals who come from a variety of diverse, international, and educational backgrounds. Our team of administrators and staff have experience in English language instruction, Program Development, Business Management, Recruiting, Administrative, and Student Services fields which enable them to serve students, our partners, and the greater ALA community. Our Leadership Team focuses on business and program development and ensures that ALA courses provide the highest quality content using the most up-to-date innovations in language teaching methodology on campus and online. Our committed staff strive to deliver quality assistance and support to all prospective, new, and current students. ALA staff members care about the success of each individual student at ALA inside and outside the classroom and are dedicated to providing the best support and experience for all students throughout their stay at ALA.
APABA is a co-sponsor of this program which pairs law students and mentors for five-to-six minute conversations. The law students and mentors then move on to additional pairings. The goal is to introduce students to a number of potential contacts in the legal community over the course of an hour. After the one-on-one conversations, participants socialize with food and drinks. To participate in this mentoring opportunity, please email [email protected] by March 13, 2023.
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One can never underestimate the benefits of reading, especially among children. A 2017 study by the University of Washington revealed that young people who read and write more are more likely to become good employees. These activities help them develop leadership or executive function skills. Reading is a complex activity, however, and it’s not a sole responsibility of one. In fact, it takes a village. At home, the duty lies on the parents. At school, it becomes the job of a teacher. For teachers handling little ones, there are many ways to encourage them to love and appreciate reading. These ideas can be a good start: 1. Let Them Share Stories Children as young as preschoolers can create not only imaginary worlds but also immerse themselves into the characters. This is the finding of the 2007 research by the University of Waterloo. Teachers can, therefore, begin a storytelling activity, where they set up the narrative, and the kids can fill in the gaps. Even better, teachers can publish a children’s book for free with these tales. Children at these ages might struggle with writing, but facilitators and even parents can step in as they can provide the narrative. The little ones can make the illustrations. Then, once the books are out, they can share their stories with their friends and family, as well as other kids, boosting their social skills in the process. 2. Play Some Music A 2009 research by Camilo Ortiz and Joseph Piro from Long Island University showed a strong connection between reading skills and music education—that is, those who developed proficiency in the latter tends to excel in the former as well. One of the possible explanations is the way people process both language and music: they tend to be similar. During reading class, it may benefit children if they listen to music or perhaps expose them to instruments such as the keyboards. Teachers can also encourage the kids to participate in a music-related program, whether at school or in the community. 3. Understand the Reading Levels of the Children Many children struggle with reading for a variety of reasons. For example, about 80% of the population with poor reading skills may have dyslexia. It is a learning disability characterized by the difficulty of interpreting graphic symbols including letters. Vision problems can also have an impact. A 2018 study by the University of Waterloo revealed children whose reading abilities are below their grade levels might have binocular vision issues. This is even if their standard eye tests said they have 20/20 vision. Since teachers spend a lot of time with the kids, they are the ones capable of spotting these types of problems, so early intervention becomes possible. 4. Intend to Read Give the children time to practice independent reading. It can be as short as 15 minutes a day. While they’re doing it, you can also read the same material with them. This way, you can talk about what you learn later. You can use this opportunity to assess their vocabulary, comprehension, and speaking skills. As teachers, you’re one of the best support systems for kids, especially when it comes to learning how to read. You can help them develop the skills that can boost not only their creativity but also their chances of building a good life for themselves and their future family.
Yuganesh Gunalan is a motivated international graduate student in the Master of Business Administration program at Missouri State University. He traveled from Malaysia to pursue his dreams, complete his academic studies, and get the best experience out of this journey. His ultimate dream is to become a successful Chief Executive Officer for a successful international … [Read more...] about Graduate student from Malaysia builds on success at Missouri State Watthanakorn Kanthakeaw is an ambitious international student improving his language in the English Language Institute. He is from Chiangrai, on the northern side of Thailand. He came to the United States to pursue his dream of teaching children in his home country. Pursuing an English education major and American Sign Language in Missouri State is the first step to achieve his … [Read more...] about Where There is a Will, There is a Way! Fatima Zohra Khamissi is a successful international tennis athlete at Missouri State University. Her journey started four years ago when she left her hometown Rabat, Morocco to pursue her dream and become a physician. Currently, she is a senior majoring in Cell and Molecular Biology and minoring in Chemistry. Fatima not only became a Teaching Assistant, but she is also working … [Read more...] about Even the word “impossible” says, “I’m possible!” Over 200 international students attended New International Student Orientation on August 8 and 9. Arrival Students from around the world began arriving in Springfield in early August. Missouri State staff provided complimentary airport pick-up. Student volunteers involved in Global Leaders and Mentors and the Chinese Student Leadership Program reached out to new students … [Read more...] about Orientation sets the stage for success at Missouri State Guest post from graduating senior, Laura Velandia, a Construction Management major from Bogota, Colombia. Difficult decisions Choosing a university to attend was a difficult decision. The previous university I attended did not have the major I wanted to pursue. After researching various universities in the area, I discovered Missouri State University and the … [Read more...] about Building a Future in Construction Management at Missouri State
Let me begin by saying that I am not anti-college. Polly and I have college educations, as do four of our children. We encouraged our children to attend the local community college. Four of them graduated from the Northwest State; one is working on his bachelor’s degree and another is finishing up her master’s degree. One of our sons is a certified auto mechanic. He currently is the shop manager for a local auto repair shop. That said, high school counselors, parents, and well-intentioned adults are selling young adults a false bill of goods when they tell them that success in life requires a college education. It doesn’t, and young adults need to know this. Far too often, high school seniors feel pressured into attending college; vicariously fulfilling their parents’ dreams. Teens are often encouraged to go into deep debt to fulfill their “dream.” And that’s fine if they know what they want to do in life. Many eighteen-year-old teens, however, don’t. It took me two years post-high school to decide on going to college. Were those years wasted? Of course not. I spent them working full-time, learning real-world skills, including having my own car, apartment, and bank accounts. I suspect many parents fear their children will never go to college if they let them work for a year or two first. Why is that? I live in the industrial Midwest, so what I say next will be colored by experiences living in rural Ohio. Working for a year or two after high school exposes young adults to the fact that a college education doesn’t guarantee higher income. Currently, an eighteen-year-old young person can get a job at a local manufacturing concern, making $40,000 a year with health insurance and benefits. Do your job and paths to management-level positions await, as three of our sons found out. While our oldest son is working on his bachelor’s degree, he started working at a large manufacturing concern at age eighteen –twenty-six years ago. He has made a good life for himself. Our oldest son works for the same business, as does Polly. In fact, five of our six children worked for this company at one time or another. Polly plans to retire in October, having spent twenty-seven years cleaning offices and buildings. She started as an entry-level employee and will leave as a manager. Factory work has been good to the Gerencser family, so I will never disparage the honorable (essential) work manufacturing workers perform. Personally, I HATED factory work. I worked for a number of factories in college and when Polly and I were first married. The monotony of the work drove me nuts, so two years into our marriage, I took a low-paying management position with Arthur Treacher’s. Six months later, I was promoted and became the general manager of their Brice Road store in Columbus. I found my “calling,” so to speak. From that time forward, I worked a plethora of jobs to make ends meet as a poorly paid pastor, but most of them were management positions. Young adults should be encouraged to follow their bliss; to experience the fullness of this country of ours (and countries beyond our borders). If college is what they want to do, then fine. We need college-educated citizens to work jobs where advanced training is essential. That said, many jobs that management says require college educations don’t. As a sixty-six-year-old man, if I have learned anything, I have learned that “learning by doing” is often a good way to gain real-world skills. That’s why we need to encourage the establishment of apprentice programs — paths to well-paying careers. Our son is an auto mechanic. Everything he knows about cars and trucks comes from doing. He got his first taste of turning a wrench with his dad, mainly running for tools and holding flashlights. From there, he worked on his own vehicles, and that turned into a job at a local automobile dealership. Young adults shouldn’t be pigeonholed, forced into post-high school paths parents and counselors want them to take. Certainly, parents play an instrumental part in their children’s post-high school futures. Local factory floors are littered with employees with college degrees. After college, they found themselves in debt, and upon learning that their chosen field either doesn’t pay well or there are no openings, they decided that factory work was a means to an end. And that’s okay too. I told all of my children that you can view factory work in one of several ways. First, it is a means to an end; the place where I earn money so I can do what I really want to do. Second, it is a good career path, one that could lead to management-level jobs if you apply yourself and do your time. Third, use your job as a way to further your education. Many companies pay for college. Several of our children followed this path. One of our sons worked in a factory for several years, and earned an associate’s degree in network administration. He parlayed his degree into an entry-level position with a local wireless internet provider. Today? He is their senior network administrator. Different strokes for different folks, right? As a father and grandfather, I want my children and grandchildren to be happy and prosperous. The path each of them takes will vary, and I will support them in whatever they do. I am excited that two of our granddaughters are headed off to college next fall. It will be interesting to see what comes next. If one or more of my grandchildren decide to follow their parents into the factory or choose industrial trades, I will be just as excited for them too. My goal is to be their supporter and cheerleader, and not a demanding grandfather who is disappointed that they didn’t follow the path I wanted them to follow. Bruce Gerencser, 68, lives in rural Northwest Ohio with his wife of 47 years. He and his wife have six grown children and sixteen grandchildren. Bruce pastored Evangelical churches for twenty-five years in Ohio, Texas, and Michigan. Bruce left the ministry in 2005, and in 2008 he left Christianity. Bruce is now a humanist and an atheist. Your comments are welcome and appreciated. All first-time comments are moderated. Please read the commenting rules before commenting. You can email Bruce via the Contact Form.
Please join us on May 30th at 9am for our inaugural Texas Center for Arts + Academics (TCA+A) State of the School address. The TCA+A State of the School address is an opportunity to reflect on the last year and share our vision for where we are going next. This event will showcase some of our incredibly talented students from our two charter schools, Fort Worth Academy of Fine Arts (FWAFA), and Texas School of the Arts (TeSA). There will be a robust community discussion on our school’s progress, priorities, and collective efforts to move forward. This will also be a time to learn more about TCA+A’s story, who we are, who we serve, and the benefits of an arts + academics-based education. We thank you for your partnership and commitment to our school communities, and we hope you will join us for this important conversation about the future of TCA+A, FWAFA, and TeSA in the Fort Worth community. Light breakfast will be provided, please RSVP by May 17th! Date and Time Thursday May 30, 2024 9:00 AM - 11:00 AM CDT Thursday May 30th, 9:00am-11:00am Hyatt Place Fort Worth/TCU 3029 Sandage Ave Fort Worth, TX 76109
The Nature Explore Classroom at The Children’s Learning Center at St. Paul’s School The Children’s Learning Center is located on the campus of St. Paul’s School, a private, boarding preparatory high school. St. Paul’s School students participated in and worked to complete volunteer projects in support of the playground renovation. They have played a meaningful and active role throughout the three year project. Parents have also been taken an active role, volunteering to create and install the many features in the natural playscape, while spearheading development effort to raise capital. The Sand Area is enclosed with a roof. Pine needles from the natural forest floor, pavement and grass help to define areas. Wooden signs, purchased from Nature Explore, identify each of the areas and blend beautifully with and compliment the playground. A variety of natural materials were used to clearly delineate and separate activity areas in the classroom. Over a third of the playground is an open, wooded forest area of both evergreen and deciduous trees. Gardens are located throughout the playground. Raised planting beds and tight arrangements of tall perennials provide a natural barrier to surround areas. The first and immediate comments made by all visitors to the Nature Explore Classroom, have to do with its natural beauty. This classroom is fortunate to have a large outdoor area with a climbing and sledding hill as a crowning center piece. The classroom was personalized with ideas from students and teachers. Large boulders and lengths of pine tree trunks have been incorporated. A riverbed made of field stones and granite rocks, with a small wooden bridge spanning it, was installed and is now one of the favorite activity areas. Children are able to build and create with an endless supply of natural items. Teachers wanted a way for children to “get wet” and stay cool during warmer weather and also wanted easier and more creative, open ended play. This was the genesis for the Misting Area. A beautiful, warm weather water feature surrounded by raised perennial gardens with an arbor entrance. Professionally installed irrigation systems with eight pop-up sprinkler heads provide a variety of moving water sprays into the area. A large, flat topped, bench-like boulder provides the center piece for the area. The Nature Explore Classroom is helping to engage Children’s Learning Center educators and children in nature rich learning at all levels.
Supporting children's transition to secondary school This resource provides tips for parents and carers whose children are transitioning from primary school to secondary school. Moving from Year 6 to Year 7: tips to help parents and carers support young people Here are some tips for parents and carers whose children are starting secondary school. They were provided by parents and carers with lived experience of supporting young people struggling with their mental health. Remind them they are not alone Although your child may feel overwhelmed about starting secondary school, every other student in their year is in absolutely the same situation, and there’s a lot of comfort to be taken from that. Remind them they are not alone in this new experience, and whatever they’re feeling will be shared by many others. Provide some familiarity So many changes occur at once: a new building, new teachers, new uniform…try and keep some things the same, even just for a few weeks through the initial settling in period. For instance, could your child use an old lunch box, pencil case, coat, skirt or trousers? “We held on to my daughter’s old, tired shoes from primary school for the first few weeks, and she said they felt like a comfy pair of slippers as she got used to her new uniform, and she didn’t have to contend with the risk of blisters or discomfort on top of everything else.” “One thing that was suggested by our daughter's psychologist which really helped was spraying my wife's perfume on the cuff of her jumper. Smell is such a primary sense that it helped cut through her anxiety and panic and took her to place of calm, safety and connection with home.” “My child called on day one and has called at the same time almost every day throughout year 7. We generally have the exact same, very brief conversation lasting no more than a minute or so, but it works for them, and I can gauge how their day has really gone by their tone of voice.” Remind them to be patient Remind your child to be patient through the transition stage. Everything is new to them, and that can feel overwhelming, but the staff have a whole new intake of students to familiarise themselves with, and that takes time. If your child has a SEND diagnosis or other physical or mental health needs, the school will know, but it will still take time for everything to fall into place. The most important thing is that your child feels safe. It may take a number of weeks or months for a child to trust new adults, especially if they have experienced trauma. If this is the case, make staff aware of it; help them understand that it is not personal to them. "What we did for our daughter was to contact the SENDCO and ask how we could work together to support staff to best understand and support our daughter. For instance, we provided a one-page profile of her for all staff, with examples of self-soothing techniques, ‘how to help me feel safe’, and ‘how to communicate with me". Give them a packed lunch If you are able to, consider providing a packed lunch for the first few days or weeks. School canteens can be loud and overstimulating and daunting to navigate initially. A packed lunch with a favourite sandwich can eliminate a lot of stress until your child feels ready to explore what hot food the school has to offer and how the lunch system works. Help with organisation Starting secondary school brings with it a whole lot of new information, so look for ways to support your child as they get to grips with admin. Make a note of their new school email address and password and ensure you have downloaded any relevant apps the school may use for setting homework and so on. Choose appropriate devices with log-in and password details kept safe (maybe a password management system). Some find it helpful to have the school app that tells them about their homework on their phone; others might find that unhelpful and hard to navigate on a small device. Your child might appreciate you helping them to manage their time and tasks while they settle in. “I still help my daughter check on her school emails after I realised she had lost all control of her inbox, and I keep an eye on her homework tasks to ensure she hasn’t missed anything.” “I watched a TED talk by a researcher who has some helpful advice on this. Their suggestion was to reach out to a few other parents and carers you know – say, three to five – and suggest you all make the same agreement so your child isn't socially isolated as the only one without social media. They also suggested the group could arrange positive activities for their children to do so they didn't feel they were being 'punished' or missing out.” The first few weeks or months of secondary school can be tough, but the positive moments will be there, even if you have to dig deep looking for them to begin with. It may be helpful to get into a routine of validating the hard parts of your child’s day and then find one or two good things about it – perhaps something that made them smile or laugh. You could do this at dinner, before bedtime, before going to sleep – whatever works best for your child. “The first three weeks of Year 7 were incredibly difficult and stressful for my daughter (and me!) but slowly the good things started outweighing the challenges. Before she went to sleep at night, I would ask her to tell me good things about her day. Initially these would be based on the lunch I provided and the fact it didn’t rain, but slowly that changed, and she’d comment on a teacher remembering her name, or getting a question right in maths, or a funny story from break time.”
The momentum for early learning and care, and child well-being in Oregon is growing, and Children’s Institute’s work is at the center of these conversations. From advocating for more health supports for parents during and after pregnancy, to expanding investments in family support services, our work is making headlines! Don’t miss the latest media coverage, featuring Children’s Institute and our partners, below. In this op-ed, Dana Hepper (Children’s Institute) and Alejandro Queral (Oregon Center for Public Policy) urge Oregon lawmakers to expand Employment Related Day Care (ERDC) and increase the Earned Income Tax Credit (EITC). These investments would make child care more affordable, ease financial stress for families, and improve outcomes for young children across Oregon. Read more. A six-part report finds Oregon needs to modernize its decade-sold funding formula to meet statewide goals for student success, especially in schools that serve a concentration of students from low-income families. In this article, Dana Hepper, director of policy and advocacy at Children’s Institute emphasizes the need for both increased funding and accountability, so resources lead to better educational outcomes. Read more. Former Oregon governors John Kitzhaber and Ted Kulongoski joined early childhood advocates from across sectors at the Choose Children Day of Action to push for increased state funding for young children and families. Organized by Children’s Institute, the effort supports investments in child care, early education, and health care, including the Momnibus package. Read more. Former Oregon governors and early childhood advocates convened on February 17 to push legislation that will support early childhood education, child care, and family supports that will help set a strong foundation for young children in Oregon. Read more. Children’s Institute CEO, Kali Thorne Ladd, and Senator Lisa Reynolds joined KOIN 6 AM Extra co-hosts to talk about Oregon’s Momnibus Act and the impact that these policies will have on infants, young children, and families. Watch here.
As a parent, our child is always special to us. No matter if nature has discriminated against them, a parent never does. From their education, and lifestyle to their daily activities, we want them to be raised exactly how a normal child is supposed to be. However, in some special cases, parents are expected to raise their child with some extra care and attention. One such scenario is with children suffering from Hearing Loss. According to SpringerOpen, “India is home to the highest number of children with hearing impairment in the world. 1.57 million children are hearing disabled in the educable age group 0–19 years”. If you are a parent to a child with hearing loss, here are some additional tips you can incorporate in your parenting to make them feel more valued. Communicate Like a Normal Person: Don’t hesitate to make a conversation with your child just because you feel they won’t understand. Children with hearing disability need to feel involved just like a regular child. Your family members can try different tips to create a communicative environment such as speaking to them while being in the same room, speaking one person at a time to avoid any confusion, taking out time for face-to-face activities, etc. Encourage them to Wear Hearing Aids: Every child wants to feel normal amongst a group of friends. They fear the difficulties of acceptance they might face after wearing a hearing aid. However, as a parent, we need to make them understand and accept the responsibility of wearing a hearing aid and how it can make their daily life communication better. Help Them Understand Their Hearing Aids: The more you hide, the more rigid your child will be towards not wearing an aid. Once your child understands the care, uses and benefits of a hearing aid, they will surely start wearing it more responsibly. Hearing aids are different based on the age, hearing condition and needs of your child. ClearSound Hearing & Speech Clinic offers a wide range of hearing aids that can make your child’s life a normal one. Add Activities to their Routine: Adding activities to challenge their abilities will help your child push their limits and learn something new. You can add games like charades storytelling, Pictionary, etc to help your child understand and enact words better. In the end, the best you can do to your child is to be patient with them and show them some extra empathy and attention. Being restless or annoyed with their lack of catching up on conversations will make the situation even worse. Being kind to them will encourage them to learn things quickly. When it Comes To Your Child, Only Trust is the Best! Hearing aids come in a variety of options based on the level of hearing loss and specific needs of a child. Assisting a professional is always advised in such scenarios, therefore, at Clear Sound, we ensure to deliver advanced hearing aids tailored right according to your fit. So, don’t wait anymore, help your child to live their life to the fullest. Book an appointment with us right away!!
How Much Does Being a "First-Gen" Applicant Help Admission Odds? Question: How much does being, "first generation" help in getting into various schools? Does it help more in the selective schools than in the mid range school? And is it a "tipping" factor or is it more significant? I think you hit the nail on the head when you said that being first-gen means more in a selective college than in a "mid-range" institution. That's because the snazzier places have drawn students from well-heeled families for generations and are seeking diversity, while the less-celebrated schools are more apt to attract those from more modest means, which can often include the first-gen applicants. Typically being first-gen carries the most clout when the admission folks feel that the student will bring the aforementioned diversity to campus. In other words, the child of a middle-class real estate agent and an insurance salesman who never earned four-year degrees may not offer as much admissions "currency" as the offspring of factory workers, hotel maids, or coal miners. Most colleges, however (highly selective or not) will evaluate their candidates in the context of both where they go to high school and their home environment. So if a first-gen applicant has test scores that are slightly below the norm or perhaps didn't select the most demanding classes or take part in exotic extracurricular activities, admission officials will allow some wiggle room. They understand that these students may not have had the same exposure--or push--at home that the children of college grads have had. Colleges' efforts to recruit and admit first-gen students can vary from school to school and even from year to year, as enrollment statistics wax and wane. Thus, the pluses of being first-gen may be greater at some of your child's target schools than at others. But these pluses rarely compare with those that come from being a strong athlete or an underrepresented minority student (although being first-gen AND a minority student or athlete can be a biggie) Overall, in response to your question, I'd have to go with "tipping factor" rather than "significant" hook, but --as in most things admissions-related--you shouldn't expect consistency across the board.
By Annette Kirk/campus editor Effective communication requires verbal and non-verbal connections between professors and students, a SE instructor said. SE speech instructor Stephen Brown said he believes it is important for students and professors to connect so the professor can prepare form to teach students in the class. “One of the key components of effective communication is setting the tone of the class on the first day,” he said. After that, Brown said he believes each student should visit the professor during office hours to address concerns and get acquainted within the first two weeks of the class. This helps the student and professor to speak with each other over important school matters like grades or understanding assignments. Brown said each TCC professor and instructor undergoes training a week before school to ensure they are equipped with all the necessities to understand their students, what is affecting them and how to communicate best with them. However, there can still be cracks. SE student Blake Ingram said he feels that some professors focus more on getting all the information out rather than teaching and do not give students enough time to write down all the information. “Sometimes, the professor gets distracted during the lesson as well,” Ingram said. “They’ll be talking about what they did over the weekend and then time runs in class and it is still up to us to know what should be on the test.” Ingram stressed how a professor’s actions and distractions can impact students’ grades. When the professor does not care how the students learn and simply repeats what is on a slide, it does not work for interactive learners. To ensure students do not feel like this, Brown keeps in touch with his nonverbal communication skills. “Eye contact is very important when teaching with students,” Brown said. “I also try to know their vibe and how they are feeling and adjust to that.” Brown makes sure his students get individual projects as well as group projects and has students present finished work. He also tries to make office hours available at all times. NE student Austin Peake said professors have been on par with meeting his learning needs. However, he said when attempting to connect with professors, some shy away or do not adjust their teaching approach. “I make sure I make eye contact with my professors and be involved in the classroom, but sometimes it doesn’t work,” Peake said. “I am not shy. I like making the connection. But I can only do so much.” Some professors have strict rules. For instance, students have to call them doctor and write and speak formally to them which can be intimidating and makes it harder to approach that type of professor or to want to learn from them, Ingram said. Non-verbal communication makes up the majority of effective communication and professors, students and others tend to forget that. It is important to make verbal and non-verbal connections. This means setting the tone, acknowledging facial expressions and reading body language, Brown said.
Initial emotional reactions to any unexpected display of creativity may bring feelings of surprise, amazement, delight, or perhaps even our favorite British expression – gobsmacked! Imagine turning a corner in the grocery story and being presented with a “smiling” wall of peppers. Stopping you in your tracks. Making you smile. Causing you to exclaim “Cool!” “Awesome!” All these reactions, quickly followed by a laugh, create a happy moment squeezed into a mission of grocery shopping. Creativity is all around us! Perhaps you feel challenged or unsure of its place and purpose in your classroom. Wouldn’t it be interesting to bring those accompanying feelings of surprise to learning environments? The first step is to help students be more open to new encounters and perspectives. Making them aware of things that may have previously gone unnoticed. For instance, you could have walked up to the “smiling” vegetable display and thought, “Oh, I see the one I want – the yellow one. It’s on the middle ‘shelf’.” Having a conversation about this photo of “smiling” vegetables might be a fun place to start. “Discovery consists of looking at the same thing as everyone else and thinking something different.” ~ Albert Szent-Gyorgyi Learning and honing the skill of being more observant is the second step. Encourage students to go on Wonder Walks on their way to school, at the mall, around their neighborhood, in the science museum, or in the heart of a big city. A fun one to do is a Wonder Walk of their favorite color. Here’s one we did of everything yellow on our way to and through Denver Botanic Gardens. Challenge your students to continue to seek and find example after example of creativity everywhere – using their open, unboxed imaginations. Start building a Wonder Wall (sketches, photos, and ideas) to capture their observations and insights. A great place for students to visit for future inspirations as they design and create their own products After the initial burst of emotions (following creative encounters), students’ curiosity and wonderment immediately take over. Spurring questions. “Why did they do that?” “How did they come up with that idea?” And as in the case of the “smiling” peppers, “I wonder who actually stacked the peppers that way?” “Are there any other creative displays in the store?” I wonder conversations are great places to jump start students’ imaginations and to create a buzz of engagement. Dendrites in High Gear Creativity throws our dendrites into high gear! You see, the brain craves novelty! Just the stimulus to inspire students to want to know (and do) more. They might begin to think of other ways they could display merchandise. Cans could be stacked to create a flag around the 4th of July. Cereal boxes could be arranged to form a Christmas tree. All these experiences prepare their minds for the type of thinking needed to creatively solve problems and design projects. Making them future-ready thinkers! It continues to get more exciting as students mind-jump from one idea to another in response to a simple photo or display. They quite naturally make connections to past creative encounters, such as a halftime college football show of bands making elaborate kaleidoscopic human formations (like the pepper display). And the best part . . . at this juncture . . . students begin to ponder, “Hmmmmmm, I could do something like this in my work.” Now that students have had a bit of practice recognizing creativity, ask them to share the most fascinating creative encounter they’ve had so far. Celebrate! Congratulations are in order! They observed it. Discovered it. Spun off new thoughts and ideas! Grab on to their emotions and celebrate the moments together. Have them focus on the creative wealth brought into their lives! Reminding them creativity once discovered will be there again tomorrow, And forever. They just have to seek it out! And don’t we all feel a bit of excitement and appreciation caught up in the sharing of creative endeavors? Hope it was an AWESOME feeling! “Creativity is contagious – pass it on.” ~ Albert Einstein FOR YOUR CLASSROOM It may be useful to examine photos of classic works (art, music, architecture) to encourage and inspire students to 1) observe more closely, 2) think more critically, and 3) make new connections. During the activity, students freely share different observations, perspectives, and viewpoints. A second activity is to take students on a group Wonder Walk around your school building or outdoor areas. Give students a blank sheet of paper. Ask students to jot down or sketch their creative observations. What is something they never noticed before? What is something they now think of as creative? When finished, return as a group to reflect and discuss. Build an on-going Wonder Wall of sketches and ideas to use as springboards for future creative projects. LET’S REFLECT & REMEMBER . . . Future-ready educators look for creativity in all content areas and find ways for students to explore and express their creativity – maximizing student engagement. First recognizing and appreciating creativity helps students practice being open to new experiences. Honing the skill of observation is the next step. Creativity throws our dendrites into high gear! You see, the brain craves novelty! AWESOME CREATIVITY CONUNDRUM Awesome . . . comes in so many flavors . . . innervating our minds with wonder . . . dendrites crackling asunder . . . tingling, mingling, jumbling . . . pinnacles and feats like no other . . . jubilant creative plunder. Live, learn, and lead creatively! Rick & Patti
Mr. Milan Hans, Founder & CEO of Class ON and an esteemed Admission Booster Coach, has launched a groundbreaking video in Hindi. This video is aimed at helping school owners across India select the right School ERP Software, providing crucial guidance to empower them in making informed decisions. Choosing the right School ERP Software is crucial for improving how schools operate efficiently. Milan Hans’ video breaks down key considerations that school administrators should focus on when deciding on software designed specifically for Indian schools. “Selecting the right School Management Software can greatly impact your school’s effectiveness,” says Milan Hans. “Our goal is to give school owners the knowledge they need to choose wisely.” The video covers important steps to follow: 1. Identify Your School’s Needs: Start by listing exactly what your school needs from the software—like managing student data, communicating with parents, or handling administrative tasks. 2. Decide Between Offline or Online Software: Choose whether you prefer software that works online through the internet or offline on your school’s computers. 3. Easy to Use: Look for software that is easy for everyone—teachers, parents, and school staff—to use without needing a lot of training. 4. Check the Company’s Reputation: Research the company that makes the software. Make sure they have a good reputation and a history of working well with schools. 5. Keep Data Safe: Make sure the software keeps your school’s information safe and has a plan for what to do if something goes wrong. 6. Grow With Your School: Choose software that can grow as your school grows, so it can keep working for you even if your school gets bigger. 7. Get Regular Updates: Make sure the software gets updated regularly. Updates can add new features and fix problems to make the software work better for you. 8. Get Help When You Need It: Find out how easy it is to get help if something goes wrong or if you need to learn how to use the software better. 9. Affordable and Good Quality: Look for software that fits your budget but still does everything your school needs it to do. 10. Try Before You Buy: Take advantage of any chance to try the software for free before you decide to buy it. This way, you can see if it really works well for your school. Milan Hans’ video is a valuable resource for school owners navigating the complexities of choosing the best School ERP Software. It aims to empower administrators to make smart choices that enhance school operations and promote academic success. Milan Hans’ initiative demonstrates Class ON’s commitment to advancing education technology in India. By following these simple tips, school owners can confidently choose School Management Software that meets their school’s unique needs and helps them achieve their educational goals. For more information: https://www.classonapp.com/
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The concept of children learning by enjoying could appear outrageous to some dad and mom and educational establishments, which firmly believe that learning is all about getting good grades in school. masters in educational psychology online, education quotes for students with explanation, education quotes inspirational and motivational The previous few years have been probably the most economically trying that the world has witnessed. Property lessons put together college students for the state and national licensing examinations, so some of the real estate lessons will likely be particular to the state that they are given in. If a licensed realtor moves from one state to another they’re required to pass the state examination within the new state that they’re moving to so as to follow as a licensed professional.
A Change.org petition titled “Protect Immigrants and Undocumented Students at the University of Maryland” has garnered more than 600 signatures since it became public Thursday morning. The petition was sponsored by the group #UmdDreamers and inspired by recent comments from President-elect Donald Trump, where he “vowed to deport up to 3 million undocumented immigrants from the United States,” the petition read. The petition goes on to say, “The University of Maryland has an obligation to provide a supportive educational environment to the students it admits.” It later reads, “That obligation is even more important when students face serious policy-related threats and widespread social hostility. The election of Donald Trump has generated a campus climate of fear and vulnerability.” Yvette Lerma Jones, the coordinator for Latina/o/x Undocumented Student Involvement and Advocacy, said she signed the petition as form of support for undocumented students on campus. Although she is not a part of the group that created the petition, she said the petition and the Multicultural Involvement and Community Advocacy office have similar ideas on how to ensure these students stay safe on campus. “[MICA] and students have been asking for there to be a full-time coordinator to support and advise undocumented students; [it] has been a part of the larger conversation on how we serve them for over a year now,” said Lerma Jones. “It’s not like we haven’t been given the answer or the belief that it could happen, it’s always been a matter of being a long path that you have to wait in order for this to be a possibility.” The petition asked university President Wallace Loh and Provost Mary Ann Rankin to “support immigrant members of our community and undocumented students” through various actions. Among their requests was to ensure that students with Deferred Action for Childhood Arrivals status prior to Jan. 20 would be able to receive in-state tuition if DACA is eliminated, according to the petition. Another request was for university administration to “issue a strong, public statement reinforcing the university’s support for immigrant rights and the protection of immigrant students, including those who are undocumented.”
The purpose of this paper is to document when and how the use of clinical interviews may have impacted a prospective teacher enrolled in a mathematics methods course within an elementary education certification program. In particular, we present changes or shifts in the ways in which she: (1) reflected on the clinical interview videos she viewed (using VITAL software); and, (2) applied the ideas to her own clinical interviews with young children. Preliminary results point to an increased sophistication in the nature of observations made about the children in the VITAL videos. In addition, there is a progression in the ways in which this teacher was able to follow student thinking and ask follow-up/extension questions while conducting her own interviews. Providing prospective teachers with opportunities to gain insight into children’s 2 mathematical thinking should be an important component of teacher education programs. One way to do that is to expose them to situations in which they can observe and interact with children, thereby providing them with the opportunity to better understand and appreciate the ways in which the children interpret, internalize and represent various mathematical concepts (Schorr & Ginsburg, 2000). In particular, they can become better acquainted with children’s thinking through the use of the clinical interview method. Ginsburg (1997) notes that prospective teachers’ understanding of children’s mathematical thinking can be enhanced through clinical interviews—whether by actually interviewing the child themselves, or critically observing another do so. The clinical interview method was used extensively by Piaget (1952). His use of the flexible style of questioning allowed him to observe children’s problem-solving behaviors as they worked on tasks, and then ask questions that were tailored to the child’s observed behavior. This type of interview has the potential to provide prospective teachers with modes of observation and questioning we believe can be transferred to their actual instruction (Ginsburg, Jacobs, & Lopez, 1998). While this paper is limited to a case study of one teacher, the larger study involved 17 prospective teachers, all of whom were enrolled in an elementary/middle grade level Mathematics Methods Course at Rutgers University. Two of the main research questions guiding the overall study are: what (if any) types of changes occurred in prospective teachers’ reflections on the archived clinical interviews, and how, if at all, did they revise their ways of understanding young children’s thinking as reflected in their own interviews with children? The subjects for the study were enrolled in the mathematics methods course during the Fall 2008 semester (September through December). A mixed-methods design was used for the larger study, with quantitative data coming from a survey (White, Way, Perry & Southwell, 2006) measuring attitudes towards mathematics and mathematics teaching and perspectives on what that teaching entails. This 20-question survey was a composite of subscales from the Fennema-Sherman Mathematics Attitudes Scales (Fennema & Sherman, 1976) and parallel scales to measure Attitudes to Teaching Mathematics, as used by Nisbet (1991). The survey was given to the prospective teachers at the beginning and end of the course in order to document if indeed the teachers’ ideas about what it means to know and teach math might have changed, and if those changes reflected an increased or decreased willingness to teach math. The qualitative data for this study came primarily from the prospective teachers’ written work and audio-recorded classroom discussions. Their written work consisted of lesson plans, field observations, reflections on the archived videos (using VITAL), and their reflections on their own clinical interviews with children. The VITAL reflections were assigned weekly, totaling 11 throughout the semester. This paper looks closely at the VITAL assignments and clinical interviews of one particular teacher. For the mathematics methods course, the prospective teachers conducted their own clinical interviews at least twice, and often three times, throughout the semester. They were asked to include either audiocassettes or videotapes of the interviews, along with a written account of their experiences, observations, and insights gleaned from the interview(s). The first clinical interview assignment occurred approximately six weeks after the prospective teachers began to work with the VITAL software. This time frame allowed them to view others engaged in the practice of clinical interviewing, read about particular techniques used, and then prepare and conduct their own interviews. Our preliminary analysis has begun to reveal several findings based upon responses to the VITAL essays and clinical interviews. One major finding relates to the type of assumptions that the teachers made regarding the mathematical thinking of the children they observed. More specifically, early on, with almost no exceptions, most of the teachers felt that children either “knew” or “didn’t know” a whole range of mathematical ideas based upon very little actual evidence. So, for example, if a child could recite several number facts, the teachers often were willing to state that the child “knew 7 addition”. Over the course of the semester, these types of conjectures continued to occur, but with less frequency and the prospective teachers were more careful to support their ideas with evidence (based upon assigned readings/literature). Another major finding related to when and how the students analyzed the VITAL interviews. The teachers began noticing critical aspects of the interview as time went on (to be described in detail below). Further, they were able to apply some of this knowledge in their own interviews. As noted above, we focus this report on the work of one prospective teacher (Tania1 ) who was chosen because she exhibited a notable change in her own beliefs about what it means to know and teach mathematics (per the survey results) and she also showed marked change in her own understanding of the mathematical ideas of the children that she interviewed and viewed using VITAL. In looking at her VITAL essays over time, Tania’s observations became increasingly sophisticated, revealing a deeper level of analysis and explanation. As an example, we noticed a shift in the ways in which she described what she thought the young children were capable of doing. As time went on, she recognized that many of her initial thoughts were quite inaccurate. For example, in the third VITAL assignment of the course, the teachers were asked to respond to a writing prompt on Numerical Operations (using five associated VITAL videos, as noted in Table 1). We describe her analysis of Rufus, a young boy being interviewed in the VITAL video. Rufus, a 1st grade boy at the time, was responding to the interviewer’s probe: “Emily and Ginger have 12 cookies. And they want to split them all up… so both girls get the very same number… they want to split them between the two of them so that each girl gets the same number of cookies.” In the video, Rufus began by drawing twelve dots on a piece of paper. He then drew two boxes to represent the two girls. Next, he drew a line from each dot (cookie) to each box (girl) and counted as he was doing this, to show that each girl would end up with 6 cookies. The interviewer followed this with an extension question: “Now, let’s pretend that their friend Paul comes over, and he wants some cookies too. So how many would each child have, if these two girls each give some of their cookies to Paul.” Rufus responded by drawing twelve new dots to represent the twelve cookies along with three boxes to represent the three children. Then, using the same strategy he used in the initial question, he started to draw lines from each dot to each box. The lines started to get a bit messy, so Rufus redrew the dots as circles (so the cookies appear larger and can be distributed easier). His strategy to distribute the cookies was essentially the same as before (drawing lines to connect cookies to children), but he added in an additional piece—drawing a ring around each group of three cookies, and then drawing the lines from each cookie to a child. The instructions guiding this writing prompt were: Tying in connections to Van de Walle [the text for the course] & the other readings, talk about the numerical operations expressed in each video, the tasks that students worked on while exploring the operations, and what you can tell about the students’ understanding of these numerical operations through the clinical interviews & group lesson posed.
The purpose of the study is to determine socioeconomic factors affecting low income and high income families’ choice for a public school or a private school, to investigate their state of satisfaction with the school their children are attending and to determine the factors affecting their state of being satisfied or dissatisfied with the school. To this end, the “Life Satisfaction Survey” B micro data set issued by the Turkish Statistical Institute for the year 2018 was used. The scope of the study consists of the data set of 1,939 households in the school choice model and 2,021 households in the school satisfaction analysis. In the analysis of the data, a two-level Nested Logit model was used in the school choice stage and three-level Nested Logit model was used in the school satisfaction stage. As a result of the school choice analysis, the number of people who bring income to the household, the household head’s marital status, education level and age and household size variables were found to be influential on school choice. As a result of the satisfaction analysis, it was determined that the variables of the quality and number of educational materials in the school, the general approach of the school administration, the attitude of teachers towards students and the number of students in the classroom are the predictors of the satisfaction/dissatisfaction with a public or a private school. Low income and high income groups, Private school, Public School, School choice, School satisfaction, Choice theory, Nested logit model
TIME FOR TEA: STUDENTS SHOW THEY CARE FOR AGE CONCERN STUDENTS from Exeter College’s Health, Care and Public Services faculty are holding a Spring Tea Party at Wonford Community Centre in Exeter today, from 2.30pm to 5.30pm. The organisers, who are currently in Year 2 and working towards their Level 3 National Diploma in Health and Social Care, have financed the event entirely with money raised through donations. The funding will pay for around 40 residents of Age Concern to be transported to and from the Spring Tea Party, where they will be welcomed by the students, and served tea, coffee and cakes. Entertainment will also be provided. Speaking on behalf of herself and colleagues Tim Payne, Sam Brindley and Antonia Schofield, Year 2 Health and Social Care Tutor Anna Rawles says: “The pressure has certainly been on the students and they have worked extremely hard to raise the money needed to make this happen. “They have risen to the challenge admirably and have been busy baking and selling cakes, donating their spare change on a weekly basis, and even took part in a sponsored silence. In addition, they have spent time decorating the hall with spring-themed decorations in readiness for their guests. “We are extremely proud of them and would also like to thank all the people who have given generously to help make this afternoon a great success.” Ellie McEvoy, aged 18, of Uffculme, said: “I have really enjoyed being involved in this event and all our hard work fundraising has been worth it, as we have raised over £300. “I’m looking forward to spending time with older people this afternoon. It is going to be a great experience for everyone and will be a chance to bridge the gap between old and young. Older people are a big part of the community and should not be left out.”
Prof. Shagdaryn Bira, Fukuoka Prize 2006 Academic Prize laureate, has passed away on 13th February 2022. Prof. Shagdaryn Bira is a Mongolian historian who has won international acclaim for his multifaceted research that examines the history, culture, religion, and languages of the Mongols. This research covers a wide cultural area, including India and Tibet. He also has made noteworthy contributions to the organization and spread of Mongol research on an international level. When he received his award in 2006, he talked about the grand story of past, present and future of Mongolia which dashed through the Eurasia Continent, transcending peoples and boundaries, in his speech at the public lecture entitled ‘Beyond Nations and Boundaries’ He also interacted with many Fukuoka citizens through the official events such as school visit where he presented photographs of the traditional Mongolian dwellings and songs, as well as enjoyed the Japanese school meal with the students. In memory of his many achievements, we would like to send our sincere condolences to his family. Secretariat of Fukuoka Prize Committee
Last September, in his inaugural blog post, Provost Robert Groves wrote to the student body that we live in a time of transition in higher education and he declared his goal to examine ways to increase efficient learning and incorporate the best methods as soon as possible. Over the last six months, Groves has taken many steps to implement this reassessment of Georgetown’s academics and his next step is the reorganization of his office. In an email to the student body last Wednesday, as well as in an accompanying blog post, Groves announced he will be creating three new vice provost positions which will be filled by existing faculty. The vice provosts will specialize in education, faculty, and research, and each position will rotate every three years. A selection committee is currently in the works and will be composed of faculty members from multiple schools who are highly respected across campus. Groves is also creating the new positions of Vice President for Finance and Program Analytics and Chief Operating Officer for the main campus. Currently, Groves is the only faculty member in his office, which in Groves’s opinion is unsustainable. “Not having faculty members down the hall isn’t good for me,” Groves said. “I really need to be able to walk into someone’s office and say, ‘What do you think about this idea?’ and have it be answered by someone who knows the faculty.” Groves is seeking to bridge the gap between faculty and academic administrators common to many universities. In an email to the Voice, Prof. James Collins, who has 27 years of experience at Georgetown, wrote that although he is always suspicious of adding another level of administration, he approves of filling spots with rotating members of faculty. “That way,” Collins wrote, “the ex-administrator has to live, as a faculty member, with decisions he or she took.” Prof. Robert Lieber, described the idea of rotating vice provosts from faculty as “advantageous … it means they will know a great deal about the University.” Groves admitted there are potential setbacks to his plan, including the fact appointed faculty would have less time to teach, narrowing student access to talented professors. Additionally, the rotation of the vice provosts means that new training will be required every three or six years. One of the biggest challenges to Groves’s reform efforts is a lack of hard data. “If a program wants to get better … and they say, ‘How are we doing?’ we haven’t actually assembled the data for them to answer that question,” Groves said. Collins agrees this is a problem that needs to be addressed. “We do not seem to have what I consider to be sound information about our various programs,” Collins wrote. “For example, what sort of return are we getting for our investment in the History PhD program? Without such data, we are just guessing.” By appointing a new Vice President for Finance and Program Analytics who oversees both the main campus Finance Office and the Office of Assessment and Program Analytics, Groves aims to integrate financial and academic performance data. The reorganization of the office also includes the appointment of a main campus COO to report to both the provost and Georgetown’s current COO Chris Augostini, which Groves describes as the “instantiation” of the integration of administration and academia. The main campus COO will be concerned more with common student issues. For example, Groves recently met with representatives from disabled students who pointed out accessibility issues on campus. “[They gave] a bunch of examples, and with each added example, it became more embarrassing,” Groves said. With the creation of the new COO position, Groves will be free to focus on big picture issues. Groves’s overarching concern is adapting Georgetown to a rapidly developing economy and role of academia. “The hardest thing to know … is what is the knowledge set that we should preserve and promote for students to learn as knowledge itself greatly expands and diversifies?” Groves said. “At a certain point, we really have to talk about the organization of knowledge.” He emphasized the significance of faculty involvement in these discussions, stating that “any change has to be really accepted and hopefully led by [faculty].” All of this is laying a foundation for broader changes to come. Groves wants to expand undergraduate research and interdisciplinary opportunities; strengthen science, technology, engineering, and math education, and cultivate a more diverse faculty—but these changes will not come at the expense of any one program or school. “It’s not a zero-sum game,” Groves said. “It’s interdisciplinary. If there’s a niche for Georgetown, that’s it—blending together the disciplines.”
It’s undeniable that social media has become a vital marketing channel for organizations of all types and sizes. However, you may be contemplating its effectiveness regarding school promotion. Can you really leverage social media to stand out in the educational landscape? Absolutely, you can! A survey by the NAIS shows that 63% of elementary schools regard social media as one of the most effective digital marketing channels for driving new student leads. Using social media for schools helps significantly helps in boosting enrollment, make stronger community partnerships, and increasing parent involvement. On the flip side, every school – private or public – has been using and knows the power of social media for schools. This means it is extra challenging for your school to stand out from the crowd and build its presence. But don’t worry! This guide will revolutionize your social media strategy, helping you engage with your community more effectively and elevate your school’s online presence. Let’s dive right in! Why is Social Media Marketing Important for Schools? Whether you represent a public school, a private institution, or a district seeking to expand youxr reach, the benefits of social media marketing are undeniable. Utilizing social media for schools goes beyond the scope of just admissions. You can establish your school as a dynamic and influential presence in the community by showing its values, achievements, and overall brand identity. Still unsure if social media is the appropriate platform for your school? Let’s delve into some key benefits to dispel your doubts: 1. Highlight Your Best Side Social media is a powerful tool to highlight the best facets of your school, effectively transforming it into a recognizable brand. You may think branding sounds ostentatious for a school, but that’s precisely what your competitor schools have been aiming to achieve through their social media presence. A solid social media presence invites prospective students and parents actively seek school-related information. Keep your school at the forefront of their minds by sharing success stories, student achievements, extracurricular activities, and other highlights of your school life. As an established school brand on social media, you attract prospective students and parents who are actively seeking information about schools. You can stay on top of their mind by sharing success stories, student accomplishments, extracurricular activities, and other positive aspects of your school. 2. Make a Connection With the Parents As a school, your aim stretches beyond attracting parents to admit their children to your school. You need to involve parents in their child’s educational journey actively. That’s where social media platforms offer an accessible and convenient means of communication between schools and parents. With social media, you get a direct line of communication with parents, leading to improved parent engagement and satisfaction. Start by sharing vital updates, academic calendars, or event details on your school’s Facebook page. Post visual content on Instagram capturing parent-teacher meetings, workshops, or parent participation in school events. This active interaction allows parents to feel more involved in their child’s school life, enhancing overall satisfaction. 3. Connect With Students Beyond parental engagement, social media serves as an effective communication tool with students. Suppose your email and class announcements aren’t gaining traction. In that case, social media becomes an alternative communication channel. Use platforms popular among students, like Instagram and Snapchat, to post class activity updates, share homework reminders, or celebrate student achievements. Moreover, sharing posts about school events, field trips, or student achievements allows students to engage in discussions and express school pride. This can improve communication and foster a stronger sense of community among your students. 4. Encourage Social Proof Social proof plays a critical role in shaping your school’s reputation and attracting new admissions. Effective social media use can build a community that drives social proof effectively. Trust is a vital factor for prospective parents, and 54% of people in a survey claimed that feedback from other parents on social media influenced their decisions. But how do you prove this on social media? Schools can share testimonials, reviews, and feedback from students, parents, and community members on social media platforms to reinforce their credibility. 4 Social Media Platforms for Schools to Reach Audiences Understanding the potential of social media is crucial. Let’s explore which platforms can best serve your school’s promotional needs. 1. Harness the Power of Facebook If you could only select one platform for your school’s social media promotion, it should be Facebook. Despite various emerging platforms, Facebook remains dominant among all age groups, particularly adults. An impressive 81% of all U.S. adults possess a Facebook account, making it an exceptional platform for parent communication. Unsurprisingly, 93% of schools utilize Facebook for marketing. Its expansive user bases, familiarities, and diverse features, such as groups, reviews, and live videos, make it the perfect launchpad for your school promotions. 2. Engage With Instagram’s Visual Appeal While Facebook primarily attracts parents, Instagram provides the opportunity to connect you with parents and students. Its visual orientation provides an ideal space for showcasing school life, student achievements, and events via images and short videos. Instagram has a balanced Gen-Z and millennial user base, with 70% of users under 34. Its vibrant environment particularly appeals to these younger demographics. That’s why If your school district includes middle school, junior high, or high school students, it is worth using Instagram to foster stronger connections and enhance engagement with them. You should also know that overall, the education industry is exploding on Instagram, with higher education having the highest engagement rate out of any industry on Instagram, at 2.99%. So, placing your bets on Instagram will be a fair decision. 3. Leverage YouTube for Educational Content Did you know that YouTube ranks second in popularity among social media platforms in the US, only surpassed by Facebook? YouTube is a fantastic platform for schools to connect with prospective parents and students. The video-centric platform makes it easier for parents to get in-depth information about schools and foster trust. But that’s not it. YouTube is also popular among students; recent statistics reveal 96% of Gen Z and 87% of Millennials in the US have YouTube accounts. You can leverage the platform by creating informative and engaging videos on school events, student performances, and educational videos. 4. Enhance Communication With Twitter Twitter, as a platform, is known for its nature to provide information quickly and concisely. Many school districts use the platform to share important information with parents as most of Twitter’s audience (38.5%) belongs to the 25 to 34 age group. You can use Twitter to share quick announcements, news, and educational resources with students and parents. Twitter also recommends using the platform’s accessibility to make things easier for parents and students by sharing safety, availability, finance tips, and nutrition info. Now that we’ve explored the best social media platforms to boost your school’s online presence, it’s time to build a comprehensive strategy to make the most of these platforms. So, let’s dive into seven helpful tips that can help you create a social media strategy for schools. 7 Tips To Create a Fool-Proof Social Media Strategy for Schools Crafting a solid social media strategy is not merely about having a presence on the platforms; it’s about utilizing them in the best possible way. To assist you in this endeavor, here are seven foolproof tips to guide your school toward creating a compelling social media strategy. Let’s explore this one by one. 1. Set a S.M.A.R.T. Marketing Goal Setting a marketing goal is the first step you need to take to create a successful social media marketing strategy for your school. So, what will your social media marketing goals be? Firstly, your social media goals must be aligned with your overall business objectives. Here are some common goals for schools to consider: - Increasing enrollment - Improving parent communication - Enhancing brand awareness - Showcasing student achievements Secondly, you must set specific, measurable, achievable, relevant, and time-bound (SMART) goals to guide your strategy. 2. Learn from Competitors An essential part of creating a compelling social media strategy is keeping track of what your competitors are doing on social media. Observing how comparable schools utilize social media can provide you with a wealth of information. Look for schools in your local area or those with a similar target audience and observe their strategies, content types, and engagement tactics. The process will give you valuable insights to implement in your strategy to help your school stand out from the crowd. For example, if a competitor school’s posts about their sports teams are getting high engagement, it might be worthwhile to spotlight your own sports program. Conversely, if you notice a competitor receiving criticism for not responding to comments or queries on their social media posts, it highlights the importance of proactive communication in your own strategy. Additionally, competitor analysis can help you identify gaps in your competitor’s strategies that you can leverage. Perhaps there’s a platform they’re not utilizing, a type of content they’re not creating, or a segment of the audience they’re not addressing. By filling these gaps, your school can stand out and provide unique value to your target audience. 3. Choose Your Social Media Platforms We have already covered every social media platform where you can start doing social media for your school. But it doesn’t mean that you must start on them together. While it can be tempting to establish a presence on every platform, it’s more beneficial to focus your efforts on a few key platforms that align with your school’s goals and demographic. For instance, if your only objective is to attract new students, platforms like Instagram and Snapchat, which have a younger demographic, could be effective. Facebook, with its broad user base, is excellent for building and nurturing a community of parents, students, and staff. LinkedIn, meanwhile, can be an excellent platform for connecting with alumni and potential staff hires. Start by analyzing the demographic data of different social platforms and align these with your target audience’s profile. This will ensure you’re dedicating your resources to the platforms where you will most likely reach and engage your target audience. In addition, consider the nature of the content you plan to share. If your school frequently holds events and you have plenty of photos and videos to share, a visually driven platform like Instagram would be an excellent choice. Remember, it’s not just about being on the platform; it’s about how effectively you can engage your audience on it. By focusing on fewer platforms, you can better understand the nuances of each and optimize your strategy accordingly. 4. Come Up With Different Content Ideas Social media is where people log in to gobble funny, entertaining, and engaging content they like. So tailor your content to each social media platform’s format and audience preferences. Also, you need to try out a variety of content to capture the attention of parents, students, and your community. But that’s the tough part – keeping things exciting every time. To help you out, here are some amazing content ideas you can use for your school’s social media marketing: a. Put Your Students in the Spotlight Your current students can be your best selling point. Highlighting their achievements, sharing their stories, and focusing on their experiences can help parents see the benefits of enrolling their child in your school. But it’s not just about showcasing academic prowess. Highlight many accomplishments, such as sporting achievements, artistic talents, community service efforts, and more. This way, prospective parents will get a sense of how well the current students of your school are doing. This also further demonstrates your drive and commitment to nurturing well-rounded individuals. But that’s not it. Acknowledging these achievements can inspire other students and reinforce a sense of school pride. Here’s an example: Roosevelt High frequently spotlights its students’ diverse achievements, from science fair victories to volleyball championship wins. Here is a post on their Instagram where they celebrate one of their student’s achievements. b. Take Your Audience Behind the Scenes Showing behind the scenes of your school makes it easier to connect with prospective parents and students and show them your educational environment. Additionally, this peek behind the curtain can demystify your school’s operations, making it feel more accessible and welcoming. Share images and videos from different parts of your school – hallways, classrooms, labs, fields, and more and show how vibrant and dynamic life is at your school. Make sure you’re highlighting both academic and extracurricular activities, emphasizing the balance of learning and fun in your institution. Northbrook/Glenview School District often give their followers a look inside their music class, highlighting the interactive and fun learning process. c. Share Events and Celebrations You know that the events and celebrations happening at your school are pretty fun. But the world doesn’t. Sharing moments like upcoming school events, celebrations, or special days such as open houses, graduation ceremonies, or themed days on social media can help create a sense of excitement and belonging among your audience. Use these posts not only to report on the event but also to thank participants and acknowledge the effort behind the scenes. d. Use Interactive Content Every social media platform has many features to make your content interactive and encourage participation. Such content can boost audience engagement and foster a sense of community. You can use Facebook and Instagram story stickers or simple feed posts to Incorporate polls, quizzes, contests, and challenges into your social media strategy. Use these features to run contests or crowdsource opinions. You can also create education-related quizzes to engage both students and parents, making learning a fun and shared experience. For instance, a history quiz on Instagram stories, or a math problem challenge on Facebook, can create an engaging learning experience while also encouraging users to share the content with their own networks, thereby broadening your reach. 5. Create a Social Media Calendar You can only be consistent on social media with pre-planning. A social media calendar enables you to create a well-documented posting plan in advance. With a calendar, you get an overview of all the upcoming dates and events relevant to your school. Be it holidays, school activities, important deadlines, community events, or national observances, you can plan and define a content strategy for each occasion in advance. Inside the calendar, you will have to create: - A separate tab for each social platform - Post copies and creative assets - Best date and time to post - URLs and hashtags included in the posts Are spreadsheets incapable of holding your multi-platform posting plan? Don’t worry. SocialPilot will make it a breeze! Use SocialPilot’s calendar feature to organize and overview weeks and months of posting plans for all your social media platforms under a single dashboard. Its drag-and-drop feature makes it easy to change any post’s time and date quickly. 6. Engage With Your Audience Social media platforms require more than just posting to make your school stand out. If you need to build a prolific community on social media, then you need to engage with your followers; make them feel seen, heard, and valued. At the very least, you must encourage your followers to like, comment, and share your post. If they interact with your posts in such a way, then social media algorithms will show the same post on the timeline of other people they follow, which expands your community. So how do you boost engagement? - Prompt response: Reacting swiftly to comments or direct messages shows your audience that you value their input. Even a simple acknowledgment can go a long way in fostering goodwill and loyalty. - Encourage participation: Ask your followers about education, school activities, or general interest topics. This encourages them to share their opinions and experiences, creating a vibrant, interactive social media community. - User-generated content: Invite followers to share their experiences, photos, or stories about your school. This kind of user-generated content can offer authentic insights into your school culture and encourage a sense of ownership and participation among your followers. - Use live features: Live videos are an excellent way to share real-time updates and behind-the-scenes moments or even host Q&A sessions. They provide an authentic, in-the-moment interaction that can uniquely engage your followers. - Seek reviews: Request your students’ parents to leave a review on your Facebook page. These reviews can serve as credible testimonials for prospective parents and help foster trust. Tired of juggling between different platforms to respond to the messages and comments of your followers? You can do better. Use SocialPIlot’s Universal Inbox to bring the comment section and inbox of multiple social media channels under one roof. Easily streamline all your interactions from reviews, ratings, visitor posts on your pages, comments, messages, and more. 7. Make a Facebook Group for Families and Students Almost every school creates a separate Facebook group to connect with parents, students, or staff members to share experiences, ask questions, and support one another. Facebook groups provide an excellent platform for nurturing a close-knit community around your school. Here’s how you can leverage this feature for your school: - Parent groups: Create a group for parents to share experiences, ask questions, and support one another. For example, Aldama Elementary has a Facebook group specifically for parents, allowing them to engage in open dialogue and receive school updates directly. - Engagement in groups: Apart from sharing school-related information, encourage active participation within the group. Invite members to start conversations, ask questions, and share their thoughts. This makes the group a lively forum for discussion rather than just a broadcast channel for announcements. - Student groups: Consider creating separate groups for students. These can be used as virtual classrooms where you can live-stream lectures, discuss academic topics, assign homework, and provide important class updates. Such groups can help create a cohesive classroom culture, even when students are not physically together. All this talk about social media strategy across so many platforms can be daunting for one school to handle, isn’t it? But what if we said there’s a simple and easy tool to handle all your social media accounts? Well, here is… SocialPilot: The Best Tool to Manage Your School’s Social Media Marketing Managing social media marketing for schools can be time-consuming. Schools often have accounts on multiple social media platforms, which makes it challenging to manage all of them effectively. To make it tougher, putting a district in the equation makes things more overwhelming. The complexity multiplies as the district oversees multiple schools, each with its unique social media presence. Managing all these individual accounts under the district’s umbrella can be even more challenging. That’s where a tool like SocialPilot comes in! SocialPilot is a social media management tool that helps you hit all your social media marketing goals. - Multi-platform support: Easily connect and manage all your district’s or school’s social media accounts on a single dashboard. - Social Media Scheduling: Plan and schedule posts in advance for multiple social networks of your school at once. This saves you time and ensures a consistent presence on social media. You also get customization options to tailor your content to suit each platform’s specific requirements of each platform. - Analytics: Understand the performance of all your social media platforms to make newer strategies quickly. - Collaboration: Invite and collaborate with your team on individual social media posts. You can also assign different roles to team members to create a smooth approval and feedback workflow – all inside on tool. One thing is for sure – social media is a pivotal marketing platform for schools. Its influential role extends from driving enrollments, fostering community partnerships, and enhancing parent engagement. So, whether you’re just starting your social media journey or looking to enhance your school’s existing strategy, embrace the power of social media for your school. Take the insights and tips from this guide, and don’t forget to leverage the power of SocialPilot to manage and optimize your school’s social media efforts effectively.
The purpose of the Montessori education is to help each child develop within him or herself skills for a lifetime of creative learning. It is to develop the basic ideas, attitudes and skills essential for success in school and life! A thirst for learning: habits of concentration, sense of order, independence, control of movement, functional creativity and self confidence. In the Montessori classroom there are two ways to approach this: first, by allowing each child to experience the excitement of hands-on jobs by exploring his own choice rather than by being forced; second, by helping to perfect all of the child's natural tools for learning, so that his or her ability will be at a maximum in future learning situations. The Montessori materials have this dual, long range purpose in addition to the immediate purpose of giving specific information to the child. Freedom is a prerequisite condition for learning. Freedom is a goal, not a starting point. A free child (or adult) is one who has developed his/her potential and prefers to work out problems for him or herself but is capable of asking for and receiving direction when necessary. An undisciplined and unsettled child (or adult) is not free, but is a slave to his/her immediate desires and is excessively dependent on others. (Whether parent, teacher, wife, or husband) The free child, of course grows into a free adult. Freedom within the classroom means, that the child is free to move about the room at will, to talk to other children, to work with any equipment whose purpose the child understands, or to ask the teacher to introduce new material to him/her. The child is not free to disturb other children at work or abuse the equipment that is so important to his/her development. Montessori allows each child to develop skills as they become ready for them at their own pace. All certified teachers have completed a year long combination theory internship program; and have successfully completed oral and written examinations in early childhood education, by either A.M.S. or A.M.I. schools. The teacher's task is to work with individual children, introducing materials, and giving guidance when needed. The competent Montessori trained teacher creates an environment with hands on jobs, for individual and group work. One of the primary tasks is careful observation of each child in order to determine his/her needs and to gain a knowledge he/she needs in preparing the environment to enhance the child's growth. The teacher's method of teaching is indirect in that he/she neither imposes upon the child as in direct teaching nor abandons the child as in a non directive permissive approach. Rather, she is constantly alert to the direction in which the child has indicated his/her wishes to go, and the teacher actively seeks ways to accomplish the child's goals. The following books are available at most libraries: Copyrights © 2024 Keen Learners Montessori. All rights reserved. Website Made with ❤ by @BilalMr
The COVID-19 pandemic has had a profound impact on the education sector, with Texas bearing the brunt of a critical shortage of teachers. Over 45,000 educators in Texas retired, resigned or chose not to renew their contracts during the 2021-22 academic year, accounting for 12% of the state’s total educators. The attrition rate for first-year teachers increased to 20%, intensifying the shortage crisis. This deficit of skilled educators poses significant challenges to delivering quality instruction and jeopardizes the well-being of both students and teachers. This chronic problem was identified even before the pandemic, with Texas ranking poorly in terms of teacher attractiveness and turnover, according to a report by the Learning Policy Institute. Amidst this persistent shortage, over 60 North Texas school districts are set to convene at a joint teacher hiring fair in Arlington on Monday, aiming to recruit committed, long-term teaching staff. However, these efforts have not yielded enough qualified educators, forcing schools to rely on provisional measures such as deploying substitute teachers. In a bid to address the crisis, a Plano-based Republican has proposed an innovative strategy that could involve utilizing the skills of military veterans, thereby bypassing the conventional teacher certification process and associated degree requirements. By tapping into the unique capabilities and experiences of veterans, the proposed strategy aims to bridge the gap between the demand for educators and the available supply while also providing a viable career alternative for veterans transitioning from military to civilian life. Although the proposal has been met with controversy, this approach has already been implemented in the state of Florida, aimed at attracting former military personnel to serve as educators. The efficacy of this proposal hinges on striking a balance between acknowledging the unique skill sets that veterans bring to the table while also ensuring that students receive a comprehensive education. This is an exciting opportunity to address the shortage crisis currently faced by Texan school districts and contribute to the enhancement of educational standards across the state. The state of the education sector in Texas remains a central concern as the sector seeks to recover from the aftershocks of the pandemic.
Permission for Prescription Medications-Doctor’s Signature Required Permission for Over the Counter Medications-Parents’/Guardians’ Signature Required Allergies requiring EpiPen Action Plans Southeast Texas Resources developed by the LCM School Health Advisory Council 4-19-2023. Have you ever been asked if Orange has a food bank or learned about someone who needed assistance with paying their utility bills, but had no idea who could help? Our Southeast Texas Resource Guide will help you answer those questions and so much more. Coordinated School Health is a process which brings a school community together to teach children healthy life style behaviors. Effective school programs reinforce positive healthy behaviors in a school setting and makes clear that good health and learning go hand in hand. CATCH stands for Coordinated Approach To Child Health (formerly known as the Child and Adolescent Trial for Cardiovascular Health). It is a Coordinated School Health Program designed to prevent sedentary behavior, poor dietary choices, and tobacco use through changes at the elementary school level. CATCH sought to determine if multi-component health promotion efforts targeting both children's behaviors and the school environment, including classroom curricula, food service modifications, physical education changes, and family reinforcement, would reduce chronic disease risk factors. CATCH demonstrated that behaviors such as eating food high in fat and physical activity can be changed. CATCH was the largest school-based health promotion study ever done in the United States. CATCH has been approved by the Texas Education Agency as a program schools may use to meet the requirements of Senate Bill 19 (now known as Senate bill 1357). CATCH was cited in the Surgeon General's Report on Physical Activity as a "Program that Works." The Texas State Board of Education approved the CATCH materials as a diabetes education program that a district may use in their health curriculum. CATCH meets the Texas Education Knowledge and Skills (TEKS) guidelines for both Health Education and Physical Education guidelines. (All information taken from CATCH Program Information Packet, 2003) If you have any questions about CATCH, please contact one of our campus nurses. It is the policy of the Little Cypress-Mauriceville CISD Health Services Department that all students will be provided with a campus health clinic, staffed by a professional nurse (or in her absence, a designated district employee), to provide care for students who may be injured or become ill during the school day. The following information related to use of the nursing clinic: Emergency forms, which are to be completed and signed by parents, are distributed to each student at the beginning of the school year. At least three emergency contacts should be identified on the form. Any special health needs should also be listed on this form. Health information on the emergency form may be shared with faculty or staff so that they may appropriately respond to the student's health needs. Procedure for emergency visit to the nurse: Students may come at any time if a life-threatening health concern is noted. No pass is needed if student has a special health need, difficulty breathing, severe chest pain, or is bleeding. Students having an emergency will be seen immediately on arrival to the nurse office. Parent will be notified and student will remain with nurse until parent arrives. Procedure for non-emergency visits to the nurse: All students must have a pass from his/her teacher, indicating teacher permission to see the nurse. Students will be seen in order of arrival to the nurse office. Students who are in the clinic without a pass from a teacher will be subject to disciplinary action unless an emergency situation exists. If a student feels ill and wants to call home, he/she needs to report to the nurse to call home. STUDENTS ARE NOT TO USE CELL PHONES OR GO TO OTHER SCHOOL OFFICES TO CALL PARENTS. Students going to the nurse will be evaluated and then parents will be called. Students who go home after contacting parents without seeing the nurse will be given an unexcused absence for the classes missed and is subject to disciplinary action. For health purposes, students having a fever (100 degrees Fahrenheit or greater) are not to be sent to school. They should remain at home until they have been fever free, without the use of medication, for 24 hours. Physician's Excuse for Absences: After a student's tenth absence in a school year (excused or unexcused), a physician's excuse is required. As an alternative, if a student is sick and needs to stay home, he/she should see the nurse before the tardy bell rings that morning to have his/her absence that day verified or denied for an excused absence. Medicine at School: District employees will not give a student prescription medication, nonprescription medication, herbal substances, anabolic steroid, or dietary supplement with the following exception: Authorized employees, in accordance with policy FFAC, may administer: Prescription medication provided by the parent, along with a written request, and in the original, properly labeled container. Medication from a properly labeled unit dosage container filled by a registered nurse or another qualified District employee from the original, properly labeled container. Nonprescription medication provided by the parents, along with a written request, and be in the original, properly labeled container. Herbal or dietary supplements provided by the parent if it is required by the student's individualized Education Program (IEP) or Section 504 Plan for a student with disabilities. All herbal or dietary supplements must be accompanied by a physician's order. In certain emergency situations, the District will maintain and administer to a student nonprescription medication, but only if: A student with asthma who has written authorization from his or her parent and physician or other licensed health care provider may be permitted to possess and use prescribed asthma medication at school or school-related events. The student and parents should see the school nurse or principal if the student has been prescribed asthma medication for use during the school day. (For further information, see policies at FFAC.) The nurse designee may not give oral medication (including Tylenol) unless it is sent to school by a parent/guardian. All medications to be given at school should be accompanied by a note from the parents. If possible, all medication should be given at home by parents. However, if a student needs to take any medication during school hours (including Tylenol, Advil, etc.), the medication should be brought to the nurse's office, with written permission from a parent or guardian. The student shall not carry medication with him/her or administer it to himself/herself unless specified by a physician. Prescription medication should have affixed a prescription label-including the student's name, the name of the drug, and directions concerning dosage. For legal purposes, written permission must be obtained from both a parent or guardian and a physician if medication is to be taken longer than ten school days. Non-prescription medicines, such as Tylenol, Advil, etc., should be brought to the nurse's office in the original container labeled with the student's name. Those students who may need to take non-prescription drugs on a frequent basis should bring a small, sealed container of the medicine, labeled with student's name, to keep in the nurse's office during the school year. A note from the parent/guardian authorizing the administration of the medicine shall accompany the medication. Students who need to take medication at school will observe the following guidelines: Long Term Medication (2 or more weeks) Short Term Medication (less than 2 weeks) Prescription medication must be in original prescription bottle with proper label. (Note from parent indicating the amount of medication being sent to school is required.) Non-prescription medication must be in sealed, original container. If a student must carry medication, such as an asthma inhaler, a physician's request should be filled in the nurse's office. Students are advised that it is against state and federal laws to be in possession of controlled medication (medicine that requires a doctor's prescription) while on a public school campus; therefore, it is important that these guidelines are followed. A school health advisory council (SHAC) is an advisory group of individuals who represent segments of the school and community. The group acts collectively to provide advice to the school system on aspects of their school health programs. School systems often use advisory councils to provide advice to them on a variety of topics. It is important to emphasize that such councils are advisory in nature; formed to provide advice to school districts. These groups are not part of the administrative structure of the schools. They do not have any legal responsibilities within the school system. The SHAC addresses all components of a comprehensive school health program (health instruction, healthful school environment, health services, physical education, school counseling, food service, school site health promotion for faculty and staff, and integrated school and community programs). It is also instrumental in: educational program planning, liason between school and community, and development of health activities in the district (health promotion, health fairs). SHAC membership can include: parents, students, medical professionals, social service agencies, business/industry, volunteer health agencies, churches/synagogues, hospitals/clinics, public health agencies, civic and service organizations, colleges/universities, public media, attorneys and law enforcement officials, schools, youth groups, professional societies, and government officials. In the 2013-2014 School Year our School Health Advisory Council met for 2 regular meetings and 1 electronic meeting. For the electronic meeting the SHAC shac members were sent information and were requested to respond with questions and comments to Susan Bayliss the Director of Health Services and serving as the SHAC coordinator for the school district. There was also 1 electronic meeting with conducted with the coaches/pe teachers concerning wellness policy update. Input was received from the staff and is being used as we update our Wellness Policy. If you are interested in participating in the LCMCISD School Health Advisory Council, please contact Kelly Meadows, RN, at Little Cypress Intermediate School (409-886-4245, ext. 5) or one of the campus nurses. Names of potential members are being collected at this time and will be submitted to the school board for approval on October 13, 2014 for the 2014-2015 LCM SHAC.
Bachelor's of Science Degree in Film Studies Adobe Certified Professional Mr. Devin L. Cooper Teacher & Director // High-Tech Video Production Hello students, parents, and colleagues! My name is Devin Levi Cooper, and I’m excited to be starting my 5th year with the Madison County Schools family. I am a teacher and the director of High-Tech Video Production (HTVP). I teach HTVP 1, 2, 3, & 4 at Madison Central High School. I was born in Germany as an Army brat, then my family moved to Baton Rouge, Louisiana for a while, before we settled in Kansas City, Missouri, where I was raised. My passion for video production, which began at Blue Springs High School, inspired me to pursue higher education at Full Sail University in Florida, where I earned a Bachelor of Science in Film Studies. Upon graduation, I immersed myself in videography, traveling globally as a freelancer. My work spanned various projects, including commercials, promotional videos, and travel films across New Zealand, Thailand, Laos, and Europe. Additionally, I have contributed behind the scenes and on-set to more than 100 films, music videos, and documentaries during my 15-year tenure in the industry. I have a deep passion for teaching by sharing the life experiences I've gained throughout my career in education. As a teacher of film production and multimedia, I am thrilled to share my expertise with Madison County Schools, aiming to inspire your children just as I was inspired during my high school years! During my leisure time, I engage in hobbies such as photography, drawing, playing board games, watching movies, cooking, and creating memories with my wife and three children, our two daughters and a son.
Upskill with a single course in 10 weeks Take your building and construction career to the next level with a construction course. Gain the technical, managerial and business skills required to advance into management roles in the construction industry. Our single courses give you the flexibility to upskill in a certain area, stay current with developments in your field, diversify your knowledge, or even explore a new direction in your career – without having to put life on hold. No need to come onto campus Finish your course in 10 weeks Build your CV Add new skills to your CV Flexible study options Work while you study to online learning resources Support 7 days a week Get help when you need it The cost of studying a single, non-award course with UniSA Online starts from $2,175.00 for domestic students, or $3,387.50 for international students. Find out more about fees and finance. Enquire about our Construction single courses below We'll send you all the information you need to study a single course with UniSA Online. What to expect when you study with UniSA Online UniSA Online courses have been designed for 100% online learning. With UniSA Online, you can take full control over your study and plan your study to fit around your life. You can access online tutor support services seven days a week and view your learning resources 24/7 at a time that's convenient to you. You’ll find all of your course content including everything from videos, readings, weekly activities, quizzes and assessment tasks in the interactive online learning environment which you can access anytime on any device. As a single course student, you’ll have access to a team of online tutors and academics who will guide you through your learning, every step of the way. They’ll help with course materials and assessments and provide personalised feedback on your work. You’ll be able to contact your teaching staff via email, live messages and online discussion forums in the online learning environment. You can also communicate in real-time and chat face-to-face with your academics online. Once you've complete your single course, you’ll receive an academic transcript as a record of your achievements. - Access your course content one week before your course starts; - Study at a flexible pace, working with approximately 10-15 hours per week for each course; - Study carefully structured courses that have been designed to help build your knowledge as you progress; - Get online tutor support seven days a week, across extended hours – including on weeknights; and - Leave with a professional portfolio of work and new skills to boost your job prospects.
Asian Americans United was founded in 1985 by a group of people who were college students or young adults in the late 60’s and early 70’s and had been politicized to Asian American politics. This group of young adults wanted to fight oppression against Asian Americans living in this country. AAU was formed during a time where there was a growing population of refugees who had been displaced by the wars in Southeast Asia. They were settling down in Philadelphia in big numbers and their needs were not being met. In 1985, people saw what was happening to the Southeast Asian refugees and noticed that no one was addressing the injustices that were happening to this community. So, the politicized young Asian Americans felt the need to come together. “Asian Americans have their own specific history and experiences that are different from each other,” said Ellen Somekawa, a former AAU executive director. “People want to talk about and have realized this pattern of oppression that has happened against Asians. They see the similarities.” Somekawa, now 59, began her activism and volunteer work with the organization in 1988. After her involvement as a volunteer and student intern, Somekawa became the executive director of AAU in 1996. She held the position for 18 years. In October of 2014, she resigned and transitioned to becoming the executive director of the Folk Arts–Cultural Treasures Charter School. “I had been involved in progressive politics, and had this inclination to be more involved and felt this need to use my voice,” said Somekawa. She had planned to become an academic, but then found AAU and saw that she missed working with other people to make a change. Somekawa was attracted to the model AAU was following – using the potential of young people and their growing bilingual and cultural skills to organize the community. In turn, Somekawa learned a lot about youth leadership, how new communities were forming and also the extreme poverty and neglect the communities were facing. “AAU has a lot youth projects,” said Wei Chen, a youth organizer with AAU, “and we are trying to be more influential to the Asian youth group.” There is solidarity among people and they are willing to try to learn the lessons from the past, and to come together to address these issues collectively. “Coming together can be really powerful.” said Somekawa. “Our track record speaks for itself.” Some of the wins: getting a Department of Justice settlement against the School District in South Philadelphia, and stopping the city from building a casino near Chinatown. It was AAU’s experience in strategizing and forming coalitions that allowed them to rally support against the building of the casino. “It had to do with creating a citywide multi-racial coalition to stop it,” said Somekawa. “By being strategic and learning how to create coalitions based on principles, you can increase your power.” Another major victory was the creation of the Folk Arts-Cultural Treasure School. Asian American students were not necessarily being well served by the public system and they often faced discrimination. Before the Phillies built Citizen’s Bank Park, there was talk of their new stadium being located near Chinatown. AAU protested that location vigorously. Somekawa said if the baseball stadium had won, FACTS would actually be the parking lot to the stadium. “That win was super gratifying,” said Somekawa. Currently, AAU has a few projects in the works, including the Chinese Youth Organizing Project, a program that develops immigrant high school students into community leaders. Another summer program being organized is AAU’s Asian American United Summer School Program. With this program, AAU will recruit high school students who show leadership potential, and train them to become better leaders. They will also invite students from the 2nd grade to 9th to join the program. In this program, students will learn to build up their communication skills and to connect with the neighborhood. The breadth of what AAU has done has covered many communities in the Philadelphia area. From West Philadelphia to Chinatown to South Philadelphia, AAU is a growing organization that have people like Somekawa and Chen helping Asian American voices to be heard. – Text, video and images by Abby Chang and Yuxuan Jia.
MOUNT ETNA IS RASPBERRY SHAKING! 18 December, 2019 – Written by Philippe Danré – Master’s student at Laboratoire de Géologie, Ecole Normale Supérieure de Paris I discovered Raspberry Shake during the American Geophysical Union (AGU) Fall Meeting 2018. I was immediately impressed by how this small and low-cost seismometer is easy to use and efficient. I wanted to install some of them in an active area where seismology and citizen science could be merged together! OBSERVATORY AT SCHOOL With the support of the Geo4D ERC Starting Grant (PI Romain Jolivet @ ENS), five Raspberry Shake model RS1D’s were acquired by the Geosciences department of Ecole Normale Supérieure (ENS). In July 2019 I took them on the yearly field trip to Mount Etna (Italy) along with the students from our department (Fig. 1). Figure 1: Mount Etna is the highest and most active volcano in Europe, located on the east coast of Sicily, Italy and a great place of interest for Earth sciences! [© Anna Vayness] We installed the stations across the Pernicana fault. This fault (Fig. 2) is one of the most active shallow faults in Europe. Figure 2: Roxane Ferry and I looking at a place where the Pernicana fault is crossing a road [© Pierre Briole] The deployment of our Shakes was made in collaboration with several schools (Fig. 3) and institutions participating in the InsegnaciEtna array. This project is coordinated by Pierre Briole, Senior Scientist at ENS, who was accompanying us during the field trip. It is also managed and operated jointly with the EDUMED team, who is a major actor of InsegnaciEtna. Figure 3: Installation of a Raspberry Shake in the School Santo Cali of Linguaglossa on July 11, 2019 [© Pierre Briole] I hope that the Raspberry Shake will provide school teachers from the Etna region and their students with a better understanding of the volcanic and seismic events happening next to them. Figure 4: During our field trip we visited the village of Fleri, severely damaged by the Mw = 5.0 earthquake of December 26, 2018 [© Pierre Briole] Our Raspberry Shakes were installed (R signs in Fig. 5) in: - Two schools at Fiumefreddo di Sicilia (College Giovanni Verga) and Linguaglossa (College Santo Cali) - One home (in Vena) - One municipality building (in Presa, part of Piedimonte Etneo) - A mountain resort (clan dei Ragazzi) The instruments are installed on both sides of the Pernicana Fault (shown in black in Fig. 5) and near to the fault. We expect our instruments to be able to detect very small earthquakes occurring on the fault. Of course, they will also record other signals associated with volcanism (explosions at the craters, volcanic tremors,etc), broad scale tectonics (earthquakes on Etna and western Sicily, etc.), as well as all large earthquakes occurring worldwide. Figure 5: Location of the schools currently participating in the InsagnaciEtna array (see http://ietna.eu), and our five Raspberry Shakes (blue R) installed in July 2019. The Pernicana fault is shown in black and the arrows indicate the relative motion between the blocks. Installing the instruments in the schools was a very interesting experience for me. Several students of ENS were there. The Italian teachers (despite some language difficulties!) were interested in seeing what we were doing and listening to our explanations. Our discussions with the teachers and the local inhabitants demonstrated that the local community is well aware of the seismic hazards in the area. Figure 6: A Raspberry Shake in the municipality building of Presa (part of Piedimonte Etneo). [© Alexandre Barboni] The deployment of these Raspberry Shakes allowed ENS students to become familiar with how seismic stations work, how they can be installed, and also gave more understanding of how citizen science functions. It will provide very useful teaching material to local schools thanks to the EDUMED network. Figure 7: Presa (part of Piedimonte Etneo). The Raspberry Shake is installed in the building left of the pharmacy. The fault is very close to this station, approximately 150 m opposite to the angle of view of the picture. Earthquakes on the fault can be extremely hazardous for the buildings and inhabitants of that village. [© Pierre Briole] LIVE STREAMING FROM MOUNT ETNA In the first days after the stations had been installed, the volcano was very active. It was very exciting for us to show recordings of seismic events to the teachers, so soon after installation. Thanks to the EQInfo app (Android) we could even show the live waveforms on smartphones. During our visit the volcano entered an eruption episode allowing us to record many earthquakes (low magnitude and not felt), tremors and even some explosions! Figure 8: A daily plot of the earthquake activity recorded by the RDD8D station, provided by the EDUMED website. Several earthquakes can be seen, around 18:40 and 21:30 as well as other smaller ones. Since our return, and now that the devices have been on site for a while, we have noticed that activity rises and falls on a regular basis. Sometimes we can record up to twenty earthquakes per day, but even in times of “low activity” we are likely to record at least a few quakes. The goal now is to provide teachers and students from the area with some content and knowledge about the local seismic events, to raise their interest and maintain their awareness. Thanks to the EDUMED program, the data is stored and explained to teachers from Sicily and all around the Mediterranean Sea. During a seminar on 12-13th October 2019, local high school teachers and students were able to attend conferences about the local seismology, which the deployment of our instruments helped improve understanding! Figure 9: Etna’s surroundings are very prone to seismic activity. Here is a small cartoon (in Italian) aiming at explaining to students the good behavior in case of an earthquakes. We hope Raspberry Shakes will also raise the awareness! [© Pierre Briole] Our Raspberry Shake devices are currently online on Mount Etna and you can see their feed on the Station View map on the following links: In the first months of 2020 I will carefully examine the data, which I am really looking forward to. Meanwhile we will be keeping a close eye on things to track every signal that might be of great interest! A special thanks to Rosa Pino, Veruccia Emmi and all the teachers from Linguaglossa school, all the teachers from Fiumeffredo School, Ugo and Roberta from the Clan di Raghazzi, and to the town of Piedimonte di Etneo. At Raspberry Shake we love hearing about all the fascinating ways our little seismographs are being used, and it is truly exciting to know that there are now Shakes on Mount Etna! Thank you so much to Philippe Danré for making this possible and for sharing the details of this awesome project.
Love Where You Live Christ Together Greater Austin, Austin Bridge Builders Alliance, and Eco Club organizations are teaming up to sponsor the Love Where You Live day. LWYL is an event where people come together to beautify an area within their community, and this time around they’ve decided to work on the courtyard and campus. “On Sunday, from 9 to 12, we are going to be refurbishing the garden area in front of the cafeteria,” president Abby Glenn said. “Currently, the garden is a tad unhappy, trash is being thrown on the grounds, and people are constantly trampling through the grass. With the help of Rouse students, we can renovate and rebuild this area into a new wildflower garden.” The intention is to plant a butterfly garden in the courtyard and cultivate native plants within the grounds. “The abundance of wildflowers planted in this garden will also create a home for butterflies,” Glenn said. “With the love and care from Rouse students, this garden will flourish and be a representation of our love for the area we live in. You can even bring your own seeds to plant in the garden.” Students are encouraged to attend and bring friends to help out Eco Club. But ultimately this club has set its sights on helping the environment and make a difference in the world. “As students of Rouse, we should be working in unity to make this school the best it can be,” Glenn said. “Rouse High School strives everyday to help students grow and prosper. I believe, as students of this school, we should help Rouse grow and prosper in return.” If you’d like to join Eco Club, there’s a meeting during advocate on Nov. 3.
This video shows a team of educators in Los Angeles and a facilitator in New Hampshire using the Question Formulation Technique (QFT) with groups of parents. They work together to generate key questions about students and schools. The video provides a step-by-step guide – in condensed form – to using the QFT in a group setting. Julene Spinosa, a fourth-grade teacher in Los Angeles, tells one group, “You’ve been in workshops where people in front of you stand, and they’re the expert. Well, that’s not happening tonight folks, because you’re going to be the experts.” Parents in Rochester, New Hampshire, use the QFT to address a Question Focus: “Your child might be held back in the same grade for one more year.” In Los Angeles, parents consider a different Question Focus: “Your child’s school environment.” The video addresses rules for producing questions, open- and closed-ended questions, prioritization, and action plans. Parents work collaboratively and reflect on the value of asking questions, and parents and educators share insights on the value of the QFT for building school-family partnerships.
Love to Learn Learning to Learn ‘Make of us the hero warriors we aspire to become. May we fight successfully the great battle of the future that is to be born, against the past that seeks to endure; so that the new things may manifest and we may be ready to receive them.‘ In order to fulfill one of the main objectives of promoting education in the light of Sri Aurobindo’s vision of man & society, the Institute of Human Study (parent Society) established Sri Aurobindo International School in 1967, at Hyderabad. Inspired by the educational vision of Sri Aurobindo and The Mother, the School has sought to implement the curriculum of Integral Education within the ICSE/ISC framework. The school is an English medium coed school. Every child is considered unique and his/her interest is valued. We have no school uniforms; it being one of the expressions of this concept. Education is stress free as there are no examinations till grade 7 and children are evaluated through a variety of assessment tools. There are no textbooks till grade 4 except for languages as play way method is adapted through various means.
For Growing Hyperlocals, Investing in Better Tech May Beat Staffing Up [Ed. Note: Tom Grubisich was recently laid low with the uncommon central nervous system disease Guillain Barre Syndrome, which is why he’s been absent from the Street Fight lineup for the past two months. We’re so glad that he’s mended and resuming his column this week.] You’re a hyperlocal news publisher who has just come off a pretty good year. The clicks through your digital screen door are steadily increasing, you’re getting more than a trickle of ad squares, and you didn’t have to borrow against your credit card once in the past six months to pay bills — a first. But you know in your entrepreneurial bones it’s time to take your two-year-old enterprise to that “next level.” So what should you do? Maybe give yourself a break from 60-hour weeks and invest in your first full-time reporter? Maybe not. Maybe the better choice would be to focus on technology that exploits social media. Fast-improving digital technology can lead to better content, more engaged users and open the way to new advertisers, including sponsors. Technology is also less expensive than staff. Social media like Twitter and Facebook have become de rigeur for most publishers, but they’re not enough to get to the next level. In order to really interact with your community, you have to tear down the walls of your newsroom, and recreate that newsroom outside, among the people and places you cover. This isn’t as radical as it sounds if you’re dedicated to building a closer bond of trust with your contributors. Invite readers not just to comment on articles you publish but write their own articles on topics that keep animating your community week after week. Take food choices on the menu at your local schools – a controversial topic that is often a hot-button local news issues. The conventional way to approach this topic is quote the school system’s nutritionist and reel off some sample menus featuring more vegetables and fruits. That’s okay, for starters. But it ignores the people who matter the most — the students who have to eat the artichokes and apples that replace the french fries and potato chips. In that situation, why not invite some seniors from the high school to conduct their own tasting session on video, and let those students upload clips directly to the site? If the high schoolers have opinions that diverge from the nutritionist’s, that’s okay. It can lead to further discussion on the site — maybe a riposte from the student guinea pigs — and possibly a compromise that accommodates teenage palates but also recognizes the importance of healthier school lunch menus. If you can achieve this, you’re sure to see a spurt in user engagement, which current and potential local advertisers will notice. But none of this can happen if your content management system isn’t powerful and flexible enough to allow contributors to create articles and even whole pages without going through your site’s editorial gates — and many entrepreneurial local publishers aren’t prepared to make radical changes to their daily publishing operations. A recent survey of Chicago area publishers by Knight found many local publishers to be less than confident about what to do about technology. If you’re unsure about the social-media potential of your CMS, send some queries to the platform host so you can develop some best practices. If your platform is open source, you may have to pay a premium to add self-publishing options. But any fee will be a lot less expensive than hiring editorial staff. Another alternative is checking out alternative platforms, like the Django-based open-source platform, Project Armstrong, that’s being developed by Texas Tribune and Bay Citizen with funding from the Knight Foundation. (Armstrong member discussion group is here.) This software is being rapidly revised based on a steady flow of suggestions from initial users — including some on serving ads — so it’s definitely worth checking out if you want to stay close to the leading edge. Tom Grubisich authors The New News column for Street Fight. He is editorial director of LocalAmerica, which is developing a Web site to rank communities on their livability across 20-plus categories. The rankings will be dynamic, going up and down daily as they are updated through a combination of open data, journalism and feedback from local experts and users of the site. Image courtesy of Flickr user sskennel.
Top Notch Taekwondo in Southaven, Mississippi, is a martial arts gym that provides a supportive environment for students of all ages and skill levels to learn and grow. The gym's experienced instructors and variety of classes make it an ideal destination for individuals and families seeking a comprehensive martial arts education. Our weighted 10-point scoring system for martial arts academies prioritizes instruction quality, training environment, and overall student experience. We consider factors like instructor expertise, class structure, and facility quality. Our assessment combines student feedback, expert reviews, and website information. Scores above 9.00 denote world-class quality, signifying premier martial arts training experiences. Public Review Sentiment The instructors at Top Notch Taekwondo are experienced, patient, and knowledgeable, providing a supportive and challenging learning environment for students of all levels. They offer a range of classes and workshops, from fundamentals to advanced techniques, ensuring that each student receives personalized attention and guidance. The gym's facility is clean, well-maintained, and equipped with high-quality mats and equipment, providing a safe and comfortable training environment for all students. The facility also features amenities such as showers and changing rooms, making it a convenient and practical choice for students with busy schedules. The gym's pricing structure is competitive and offers good value for the quality of instruction and facilities provided. However, some reviewers have noted that the gym's pricing and membership policies can be inflexible, so it's essential to carefully review the terms and conditions before signing up. The gym offers a free trial class or intro program for new students, allowing them to experience the gym's classes and instructors before committing to a membership. Monday \| 3:30PM - 9PM \| Tuesday \| 3:30PM - 9PM \| Wednesday (Today) \| 3:30PM - 9PM \| Thursday \| 3:30PM - 9PM \| Friday \| 3PM - 6PM \| Saturday \| Closed \| Sunday \| Closed \| Top Notch Taekwondo is conveniently located in Southaven, Mississippi, with ample parking and easy accessibility, making it a great choice for students from surrounding areas. Frequently Asked Questions What types of classes does Top Notch Taekwondo offer? The gym offers a variety of classes, including taekwondo, Brazilian Jiu-Jitsu, and kids classes, as well as workshops and specialty classes. Do I need to have prior martial arts experience to join the gym? No, the gym welcomes students of all levels, from beginners to advanced practitioners, and offers classes and instruction tailored to each student's needs and goals. Are the instructors at Top Notch Taekwondo experienced and qualified? Yes, the instructors at the gym are experienced, patient, and knowledgeable, with a strong focus on providing a supportive and challenging learning environment for all students. Does the gym offer any amenities or services beyond classes and instruction? Yes, the gym features amenities such as showers and changing rooms, making it a convenient and practical choice for students with busy schedules. More Taekwondo schools in Southaven, Mississippi Discover other highest rated Taekwondo schools near you 6910 Snowden Ln Suite b, Southaven, MS 38672 DeSoto Taekwondo in Southaven, Mississippi is a highly respected martial arts school known for its exceptional instruction, particularly for children, under the leadership of Master Pierce who brings 30 years of teaching experience. 1055 Goodman Rd E, Southaven, MS 38671 Intensity Martial Arts - Southaven ATA in Southaven, Mississippi, is a martial arts gym that offers a unique blend of traditional taekwondo techniques and modern training methods, making it an ideal destination for practitioners of all levels.
Tashkent, Uzbekistan, June 14, 2024 – (ACN Newswire via SeaPRwire.com) – Since unveiling plans for a significant reform in its education sector, the Ministry of Preschool and School Education of the Republic of Uzbekistan has partnered with Singapore’s Marshall Cavendish Education to introduce a robust action plan to train and upskill school leaders, education trainers and teachers throughout the country while introducing the world-topping Singapore Mathematics and Science curriculum. The partnership seeks to guide educators in Uzbekistan to transition schools to adopt the curriculum and introduce relevant textbooks and resources. Titles from the Marshall Cavendish Education Science series from grades 5 to 11 will now be available in Uzbekistan with the recent appointment of Novda Edutainment LLC as Marshall Cavendish Education’s key distributor in Tashkent. The action plan also seeks to conduct professional development (master trainer’s training) programmes that acquaint educators with relevant competency frameworks to sustain a dynamic learning environment for schools. Schools would also be introduced to AI solutions that allow a real-time and personalised learning journey. Marshall Cavendish Educations is set to conduct three training modules covering topics such as leadership, Mathematics and Science. Trainers from Singapore will present modules to help educators and teachers understand key concepts such as problem-solving skills and scientific inquiry, ultimately working towards the goal of students in Uzbekistan to attain a sustained academic success when placed on a global platform. The official launch of the curriculum and training programmes saw more than 300 attendees at the Hyatt Regency Hotel in Tashkent on 7 June, consisting of school leaders, educators and teachers from across the country. The event was also attended by Ms Saida Shavkatovna Mirziyoyeva, the First Assistant to the President of Uzbekistan, Mr Shavkat Miromonovich Mirziyoyev. The event jointly held by the Ministry of Preschool and School Education of the Republic of Uzbekistan and Marshall Cavendish Education introduced the key theme of ‘Effective Reforms – Sustainable Results’, emphasising the importance understanding the key trends in teaching and including technology such as AI in the classroom. The partnership will see through the training of more than 400 school leaders across schools nationwide that will subsequently become master trainers and centers for other teachers and educators to receive training throughout Uzbekistan. “As we embark on this journey in Uzbekistan, Marshall Cavendish Education is determined to guide educators in understanding the key strategies to make learning joyful and enriching. Our veteran trainers would be present to help the ministry master techniques and adapt to latest teaching resources, allowing a seamless online and offline solution to elevate its teaching and learning experience,” shared Mr. Siew Peng Yim, CEO, Times Publishing Limited. “You cannot teach children of the 21st century using the approach of the 20th century, this is why teachers have to always be ready to change and learn” said Ms. Khilola Umarova, Minister of the Preschool and School Education of the Republic of Uzbekistan. The training programmes began on 10 June and its first phase is expected to be completed by this July. About Marshall Cavendish Education Marshall Cavendish Education (MCE) is a global education solutions provider dedicated to nurturing the joy of learning and preparing students for the future. We believe the best way to do so is by simplifying learning and listening to the needs of schools, teachers, students, and parents. MCE makes world-class educational content more accessible through a seamless experience that integrates both print and digital resources. We provide holistic and end-to-end solutions customised to the school’s requirements, with professional development to help educators implement the curriculum. We’ve worked with ministries, policymakers, educators, and parents in over 90 countries, designing education solutions in 14 languages for Pre-K to 12. MCE is the only Asia-based publisher that is an endorsement partner of Cambridge International Education. Marshall Cavendish Education Ang Hsien Ming Ministry of Preschool and School Education of the Republic of Uzbekistan Head of Press service of the Ministry of Preschool and school education SOURCE: Marshall Cavendish Education Pte Ltd Copyright 2024 ACN Newswire via SeaPRwire.com.
After adopting a baby, parents are responsible for the care and well-being of that child until it reaches the age of 18 when they are considered a legal adult. Many parents think they need to treat their adopted kids differently than kids they had on their own, but this is not the case for all situations. Children will thrive as long as they are being given adequate attention, and are being genuinely cared for. Treat Them Equally As an adoptive parent, you should make an effort to treat all your children equally. Sometimes it can be hard to manage, but relying on your spouse will help a lot. If you have biological children in your household, treat your adopted kid(s) the same as you would your biological children. This is the best policy for any parent who is wondering what to do in this situation. Unless your adopted child has some sort of medical condition or complication that creates a situation where they need more attention, you should be able to do this without much trouble. Teach Them Life Skills Teaching your children valuable life skills is something every parent should be concerned with. By teaching your kids life skills, you enable them to live a full and complete life, especially when they become adults and have to fend for themselves. Parents have the responsibility to teach their kids all the skills they will need to be able to excel and progress in life. As a parent, you want your kids to be ready for the big world out there. By teaching them what they need to do and how to conduct themselves, you are creating a bright future for them. Show Genuine Love and Care You should always make an effort to show love and care for all your children. Whether you are thinking about adoption in Idaho or other places, remember to be consistent with all your children. Be genuine and show them that you love them from the deepest corners of your heart. Kids need to know that they’re loved, they feed off of it. Be sure to allow them to feel your genuine love each and every day as best you possibly can. By showing your children genuine love and care, you in turn teach them how to love others around them as they go through life. This can make all the difference in the lives of all of your children. When it comes to adopting a new child, parents should make every effort to treat their adopted kids the same as they do their biological children. Maintaining consistency in a family is incredibly important, especially when raising kids.
The first sign that Twyla Joseph’s college application process was not going to go as planned came on March 13, 2020, when, a day before her scheduled SAT, she learned the test had been canceled. The May and June tests were also canceled as coronavirus cases surged. Joseph never got to take the admissions test. She barely knows her high school teachers now that she takes all her classes online at home in Islip Terrace, N.Y. She missed out on seasons of varsity cross-country and track, and lost contact with the coach who “used to give us really good life advice.” During the five months she was furloughed from her job at Panera Bread, she spent the money she’d been saving for college. And while she’s back at work now for about 28 hours per week, often dealing with customers who refuse to wear face masks, she is worried not only about whether she will be able to afford college in the fall but also about whether it even makes sense to enroll if she’ll be sitting at home taking classes online. “I can’t go to college with $900 in my savings account,” says Joseph, 17, a senior at Central Islip High School. “I literally just thought, What if I took a year off, maybe a year or two, and tried to wait till things were back to normal? I definitely thought, Maybe I just shouldn’t go. Maybe it’s not worth it.” Millions of students across the country are wrestling with similar decisions. Estimates from U.S. Census Bureau surveys conducted biweekly since Aug. 19, 2020, indicate that anywhere from 7.7 million to 10 million adults canceled plans to take postsecondary classes last fall because of financial constraints related to the pandemic. The number of high school graduates who immediately went on to college in fall 2020 declined 6.8% compared with the previous year, according to the National Student Clearinghouse Research Center. The drop was more stark at high-poverty high schools, where the number of graduates enrolling in college fell 11.4%, compared with a drop of 2.9% at low-poverty high schools. It’s the latest example of how the pandemic is hindering educational opportunities for the most vulnerable students, likely limiting their career options and earning potential. And as more people lose access to higher education, the country will feel the consequences of a less educated workforce. “Our economic recovery is at stake,” says Sara Goldrick-Rab, founding director of the Hope Center for College, Community, and Justice at Temple University in Philadelphia. The drop is being felt most by community colleges, which educate more than a third of U.S. college students and which serve as an entry point to higher education for many first-generation and low-income students. (Applications are actually at record levels at many of the country’s most selective universities this year after they suspended SAT and ACT requirements.) In the fall 2020 semester, freshman enrollment across all colleges plummeted a record 13% from a year earlier, and at community colleges, the drop was 21%, with declines concentrated among Native American, Black and Hispanic students, according to the National Student Clearinghouse Research Center. The same troubling pattern is discernible in who is now applying for college. According to data from Common App, which is used by more than 900 colleges, total applications grew this academic year, but the number of first–generation applicants dropped. “It’s a lost senior class,” says Sara Urquidez, executive director of the Academic Success Program, which provides college counseling to 15 public and charter high schools with large low-income populations in Dallas and Houston. For the students thwarted by the pandemic, she says, “it’s a cycle of poverty that will continue for another generation, because the Class of 2021 didn’t get the same opportunity that their wealthier counterparts are going to get to be able to go to college.” The number of students completing the Free Application for Federal Student Aid (FAFSA) also declined 9.1% by March 5 compared with this time last year, and fell more sharply at high schools serving large populations of low-income students and students of color, according to a tracker by the National College Attainment Network (NCAN). FAFSA completion is “the proverbial canary in the coal mine,” an indicator of whether students will enroll in college, says Kim Cook, executive director of NCAN. “We’re afraid they’re just taking themselves out of the game,” she says. “They have decided it’s just not possible.” Across the U.S., campus tours have gone virtual. Counselors who once displayed seniors’ college acceptance letters in school hallways and who organized celebratory pep rallies have resorted to emails and slideshows to try to motivate students. Many high school seniors are isolated from friends, teachers and counselors and are taking on extra jobs or caregiving roles at home to help their families. In this lonesome environment, they’re expected to plan their post-graduation future. At times, Joseph has felt as though she has to do everything on her own, with little help from the adults in her life. Her mother, who grew up in the Caribbean island nation of St. Lucia, didn’t attend school in the U.S. and can’t offer much guidance. It’s been tough to get one-on-one attention from school counselors who are outnumbered by hundreds of students, and she can’t stop by a teacher’s classroom to ask for a recommendation letter. “It’s like no one’s there to check in on us. We only have ourselves,” says Joseph. “And I get that older people are stressed out too, so it’s really hard to figure out what to do right now.” For those from affluent families, the option may be a gap year to take an unpaid internship, explore a hobby or start a community-service project until things get back to normal. Outdoor-education programs like Outward Bound, which can cost thousands of dollars, saw a surge in demand over the past year. But that’s a “romantic idea that really gets under my skin,” says Cook, who warns that low-income students who delay college might never enroll once they lose the resources they had access to in high school. “I don’t even want to call it a gap year because I don’t believe they’re coming back.” Studies show that students who delay college are less likely to earn a bachelor’s degree than students who enroll in college directly after high school. On top of school-related challenges, many high school seniors are feeling the weight of the country’s simultaneous crises and juggling multiple roles to keep their financially strapped families afloat. In Boston, 17-year-old Kimberly Landaverde’s family has worried about making rent since her parents lost work at the beginning of the pandemic. Landaverde, a senior at Boston Latin School, is communicating with their landlord because her mother and father don’t speak English, all while attending virtual classes, staying up late to submit college applications and then poring over her parents’ tax forms to apply for financial aid. “I go from filling out my college applications to then checking in and filling out our rental-assistance applications,” Landaverde says. She cried out of relief when she got her first college acceptances. For much of this school year, Milan Powell looked after her little sister and her cousins’ children during the day at home in New York City, sometimes tuning in late to her own online classes because of the time spent helping the younger children. “This is probably the worst year to be a senior,” says Powell, who attends the Young Women’s Leadership School of East Harlem and who finds it difficult to focus on school when her world is in such turmoil. “If your grades have been impacted because you’ve been panicking every day about the fact that you’re in a pandemic, and not worrying about your schoolwork, well, your scholarship opportunities are kind of down the drain,” says the 17-year-old. “For a lot of people, myself included, if they don’t get that grant or scholarship, they just can’t go.” Countless high school seniors have lost contact with their schools or given up on college, at least for now. In Miami, Othniel Rhoden was on track to be the first in his family to attend college this fall, but the 18-year-old senior at Booker T. Washington Senior High School grew discouraged after a year of not seeing friends or being able to pursue his passions for dance and video-game design, which he’d planned to study in college. He’s decided not to apply for the fall semester after all. “This pandemic has really killed my ambition for school and other stuff I had a passion for,” says Rhoden, a participant in First Star, a nonprofit that helps students in foster care apply to college. “It’s like a part of me is missing.” Rhoden also feels a responsibility to help support his family. He spends weekdays tuning in to virtual classes in the same room as his six younger siblings, then works weekends as a beach attendant at a Miami Beach hotel, making $9 an hour. “It was bills on top of bills, and my mother needed help with that, so I stepped in,” he says. His mom and his First Star counselor have been encouraging him to apply to college in the fall, and he has promised to think about it. “Maybe going to college could open another doorway for me to help my family out,” says Rhoden. Lyndsey C. Wilson, the CEO of First Star, says there was a drop in the program’s Class of 2020 students who went on to two-year or four-year colleges and an increase in those who instead took jobs or joined the military. “It’s incredibly worrisome,” she says. “If the numbers continue to play out the way that they are, we’re going to have a lot more young people working for jobs that aren’t providing a living wage.” Students in low-income households were much more likely to cancel plans to take college classes than those in high-income households, according to the Census Bureau surveys, which is why experts worry that the students who are forgoing college are the ones who need higher education most. A growing number of jobs now require a post-secondary degree, and nearly all jobs created during the recovery from the Great Recession went to workers with at least some college education, according to a Georgetown University report. Americans with just a high school diploma face higher rates of unemployment and earn $7,300 to $26,100 less each year than those with an associate’s or bachelor’s degree, based on median weekly earnings. Urquidez, the college counselor in Texas, has struggled to reach students online and get them to tune in to virtual sessions on financial aid. In some cases, she doesn’t know where students are, and neither do their teachers. On average at her schools, 85% of students have applied to college so far—down from 95% to 98% in a typical year. Just over a third of seniors at one of her Dallas schools attended a recent in-person event to take yearbook photos, order their cap and gown, and discuss post-graduation plans with counselors. “Everybody’s talking about the enrollment drop for 2020,” Urquidez says. “I think that it’s going to slide further for 2021.” Typically, during an economic downturn, college enrollment goes up as people who are unemployed return to school. Last spring, Goldrick-Rab expected community colleges wouldn’t be prepared to accommodate an influx, but it never came. That’s hurting colleges, which need students and the tuition they pay to keep classes going. Ted Mitchell, president of the American Council on Education, said colleges are facing “a crisis of almost unimaginable magnitude” because of declining revenues and the new costs of operating during a pandemic. It falls to people like Erica Clark to try to reverse that enrollment trend. Clark, a guidance counselor at Booker T. Washington High School in Atlanta, is shepherding nearly 90 seniors through their college applications, largely at a distance, hosting virtual college visits and career talks every week, sending reminders about looming deadlines. She can’t pull students out of class or ask them to stop by her office anymore, so she tries to gauge how they’re feeling over Zoom, and she has lost countless nights of sleep worrying about them. She tracked down one student on the job at Foot Locker to get her to complete a missing form. “I know it sounds crazy,” Clark says, “but I just have to meet them where they are.” “It becomes very overwhelming when you know that this student was destined for greatness, and now I can’t reach them,” she says. Perhaps because of the extra effort, more of Clark’s students have applied to college this year than last, but she’s now concerned about getting them to actually enroll. As graduation nears and they await scholarship decisions, more of them are having second thoughts about college and considering working full time instead or joining the military to cover tuition costs. “It’s like doors are being closed a little bit more to them,” she says. “I just don’t want them to give up the idea of going to college.” Ellen Peyton, a college and career readiness teacher at Madison Shannon Palmer High School in Marks, Miss., shares Clark’s concerns. In October, she organized a drive-in event to help families submit applications for college financial aid. Students and their parents pulled up to a computer in the school parking lot and filled out the required forms from their cars, while counselors offered help from 6 ft. away. But by March, 34% of her students had completed the FAFSA, half as many as last year at this time, she says, and about 40% of seniors aren’t on track to graduate on time. She worries the pandemic will create a generation of students who don’t get the opportunities they deserve. “These are young adults, and they’re coming into their place in society,” Peyton says. “This is a big change in their life, and it has the ability to make or break their future.” The State University of New York (SUNY), one of the country’s largest public higher-education systems, saw applications fall about 11% overall as of March 1 compared with last year, and even more among students of color. In response, SUNY eliminated application fees for low-income students, started offering free online job training and college prep to low-income New Yorkers, and launched an outreach program to get under-represented high school students to apply. “If you throw barriers in their way, they’re not going to come. And it’s going to hurt the university system, and it’s ultimately going to hurt society writ large. You’re just going to further the economic inequality all across the country,” says SUNY chancellor Jim Malatras. “And that’s a moral failure on our part.” At Compton College, a community college in Compton, Calif., serving mostly Black and Latino students, enrollment fell 27.5% in fall 2020 compared with the previous year. “I expected a decline in enrollment,” says college president Keith Curry. “But I didn’t expect this.” The school is working on outreach to students who had been enrolled at Compton in spring 2020 but withdrew during the pandemic, offering them more financial aid, and improving partnerships with K-12 districts to connect with prospective students. Congress directed nearly $40 billion to colleges and universities, which must spend half the money on emergency financial aid for students, as part of the $1.9 trillion relief package passed March 10. Higher-education advocates had asked for $97 billion, and many argue that improving college accessibility and affordability is critical if today’s high school seniors are to become the country’s future leaders. President Joe Biden has also proposed making community college tuition-free to boost college access for more students and rebuild the economy. “We’re supposed to be the future,” Rhoden says of his generation. “And I’m not sure how the future will be for us.” These days, when she isn’t working or taking classes, Twyla Joseph is watching YouTube videos with her mother or binge-watching Criminal Minds while waiting to hear back from the colleges she applied to. She’s looking forward to the day she can once again go to concerts with friends and volunteer with the immigrant-rights group Make the Road New York. The pandemic has forced her to rethink her plans and expectations for the future. Because she never was able to take the SAT, she applied only to schools that did not require it. She once considered applying to historically Black colleges and universities in other parts of the country, but to save money and stay closer to her family, she’s now set her sights on the City University of New York or SUNY colleges. It will depend on how much financial aid she receives. She’s also reconsidering her original career goal of becoming an occupational therapist; it would require grad school, and the additional expense and years of schooling are not something Joseph wants to commit to when the future is so uncertain. Instead, she’s planning to study social work or psychology. One thing that hasn’t changed is her excitement about what college could bring: psychology classes, dorm life, more independence. “I actually want to go to college and learn and meet new people and have different experiences and just make memories,” Joseph says, “if I can do that in a pandemic.” Cover: Styled by Marcus Elliott; Hair by Naeemah Lafond; Make-up by Cherry Le; Prop Styling by Jessica Oshita
McNairy County Schools becomes possibly the first school district in Tennessee to announce it is closing for the remainder of this school year, according to a story in the Jackson Sun. The McNairy County School System won’t be returning to school for the rest of the semester and will be utilizing online instruction under the Tennessee Department of Education’s recently approved instructional plan. The decisions come as districts around the state continue to respond to the ongoing COVID-19 public health crisis. On Thursday, the McNairy County board of education accepted the Continuing Instructional Plan (CIP) at the recommendation of superintendent Greg Martin, who said the recommendation stemmed from the rural county’s inability to test for coronavirus. Many districts have indicated they will be closed until May 4th as Gov. Bill Lee has recommended the state’s residents stay home when possible until the end of April. Reports indicate Lee will be making recommendations regarding schools at his daily COVID-19 briefing tomorrow (April 15th). For more on education politics and policy in Tennessee, follow @TNEdReport
The Eastern Illinois University Department of Music invites applications for the position of Instructor of Applied Trombone (full-time) to begin in August 2018. The department expects to conduct a tenure-track search in this area during the next academic year. Duties include teaching applied trombone and recruiting students for an established, comprehensive undergraduate and graduate music program. The ability to teach and perform classical trombone required, additional abilities in jazz performance preferred. Based upon the needs of the department and special skills and interests of the candidate, the successful candidate will likely teach in an additional area which could include music theory, music history, or general education courses. Salary range per year: $38,700-$42,300 Qualifications: Candidates are expected to have a Master’s Degree in Music, Doctorate in Music preferred. Must be an accomplished teacher and musician. Collegiate teaching experience with demonstrable success working with undergraduate and graduate students preferred. An engaging teaching manner and outstanding interpersonal skills for recruitment and collaboration are essential. Demonstrated commitment to diversity and experience with promoting inclusive excellence is required. Start Date: August 16, 2018 Application deadline: Until filled. Review of applications will begin immediately. For full consideration, complete application by March 30, 2018. Applicants should submit a letter of application, curriculum vitae, contact information for five professional references, and undergraduate and graduate transcripts (unofficial copies are acceptable initially). In addition, submit a document with web/media links to selected, recent, and representative performances. Applications and any questions regarding the search may be submitted via email to Dr. Andrew Cheetham.
Grow your leadership skills to bring out the best in your school! Hallways, parking lots, staff rooms—these are all places where you and your staff have conversations every day. What if you could use these opportunities to build your staff’s resiliency and empower them to reach their goals. The Leader’s Guide to Coaching in Schools offers a proven, accessible, and usable framework to increase your interpersonal effectiveness and grow your ability to coach your staff to overcome obstacles and create their own solutions. Coaching experts John Campbell and Christian van Nieuwerburgh demonstrate how coaching is not just for formal coaching relationships, but how a coaching approach can be applied throughout a school day to create a culture of growth. Through sample questions, video examples, and tools this step-by-step guide shows you how to: - Introduce a coaching approach into a wide range of conversational contexts - Use the GROWTH coaching conversation framework to improve both staff and student success and well-being - Use coaching approaches in areas that school leaders typically find challenging: in formal performance reviews, when giving informal feedback, and when working with teams Help your staff get “unstuck” no matter what challenges they are facing by using solutions-focused coaching techniques that help them envision desired outcomes and the actions needed to achieve them. “The GROWTH coaching model should be in every administrator’s hand as their bible for school improvement. Having this guide will guarantee success and getting the best out of all stakeholders.” —Elizabeth Alvarez, Principal John C. Dore Elementary, Chicago, IL “The book is just what the doctor ordered for busy leaders—short and concise.” —B.R. Jones, Superintendent of Education Tate County School District, Senatobio, MS
The Hospitality Management program at CDI College introduces students to several areas of the hotel and food services industry. Each course is designed to introduce students to different aspects of the hospitality field such as housekeeping management, food and beverage services, hotel security, and much more. Graduates have found work locally and abroad in restaurants and hotels as managers, supervisors, and other key hospitality management positions. Successful graduates will not only receive a Hospitality Management diploma, they’ll also earn an American Hotel & Lodging Association (AHLA) diploma, which is transferable to many colleges and universities. Students also receive certification in BC FoodSafe and Serving It Right. From an English-language teaching institution. *19 years of age upon starting classes and Pass the college’s English admissions test. This program has been approved by the registrar of the Private Training Institutions Branch (PTIB) of the Ministry of Advanced Education, Skills and Training.
Cavaliers, as you know - we will be creating a true middle school next year when we bring our 6th grade up to join our 7th and 8th grade at our current JH/HS campus. We are excited - we truly believe this is what is best for the development of our students. Please take a few moments to read this fantastic article written for our Cavalcade by Paige Schmidt, one of our Journalism staff: MIDDLE SCHOOL, NOT JUNIOR HIGH Roncalli reorganizes for educational, space benefits By Paige Schmidt In an effort to do what’s best for students, better serve their educational needs, and meet the mission statement, ACSS will reconfigure to include a sixth through eighth grade middle school at the high school building. This upcoming modification will be an adjustment for many people, but there is also a great deal of support and excitement. Space constraints, due to large numbers of incoming kindergarten students, sparked the original need for change. “We have been on-boarding kindergarten classes that are 50 or above which has required us to create three sections for those kindergarten classes,” ACSS President Tim Weisz said. “We were looking for the proper space in our buildings, so one of the solutions is that we move the second grade up to the elementary building and the sixth graders up to the high school building.” Although the initial reason for the plan was the need for space and the desire to grow Roncalli, there has also been significant research that shows it will benefit students, especially the moving grades and those surrounding them. Having a middle school would allow for the sixth, seventh, and eighth graders to be eased into the high school level learning more gradually. “The middle school concept really works to prepare them [6-8 graders] at a slower pace to be ready for high school,” Principal Paula Florey said. “Right now, it’s more like a mini high school, and we expect a lot out of our seventh and eighth graders.” Because of how monumental this change is, there are a few concerns that have surfaced. “I think, from what I have heard, the hesitancy with bringing the sixth graders up is that they will be treated like the seventh and eighth graders now, and they don’t think they are mature enough yet for that,” Florey said. “But they have to understand that it is a totally different concept.” Despite the slight unease, there are many teachers that have expressed their approval and enthusiasm surrounding the middle school. “I would be excited to have the 6th grade join us,” religion teacher Cherie Shishnia said. “I think it would be good to give the 6th, 7th, and 8th graders more opportunities and to focus on them as a group separate from the high school by focusing specifically on their needs and by providing age-appropriate activities along with a tailored middle school education system.”
Peacefulness. Pride. Joy. These are just a few of the good feelings that result from young people participating in the arts, particularly for those who struggle with issues that can erode confidence and happiness. Marianne Daley, Education Director/Owner of Abrakadoodle of Howard County partnered with the Howard County Public School System’s Homewood Center to engage students in developing problem solving and communication skills through a six-week creative art program delivered at no cost to the school. Marianne launched classes for at-risk middle school students in late February with instruction provided by her teacher Victor along with two high school student mentors and faculty participation and support. Abrakadoodle is proud of its Arts for All program that seeks to provide inclusion in the arts. Abrakadoodle Corporate created and began funding its Arts for All program in 2008, which has served hundreds of children who might not otherwise receive quality arts education. Marianne answered that call this year when she learned about students at the Homewood Center, who struggle with a variety of mental health challenges from autism to depression, anxiety and more, and she worked with Homewood Center staff to create a free trial program to serve their students. Abrakadoodle provided weekly art instruction, and the students learned about artists, art forms and techniques and enjoyed using their imaginations to create original works. The very act of creating art is often therapeutic for participants. Student art was featured at a special Art Gallery Event held at the Homewood Center on March 29th. The event was attended by a number of school district administrators, as well as Homewood Center faculty and administrators, Homewood students, as well as Marianne Daley and her teacher Victor Obasogie, who provided art instruction. Marianne commented about the Art Gallery Event, “It was a phenomenal day that I will remember forever!” She said, “The kids were proud to have so many people come and praise their creativity. These kids inspire me, as do the staff and teachers at the Homewood Center.” As a result of the successful program, which culminated with a student Art Gallery Event, the HoCo Public School System’s Homewood Center signed a formal partnership with Abrakadoodle on Thursday, March 29th in which Abrakadoodle will collaborate with Homewood staff to implement an arts education program for middle school students that promotes critical thinking, creativity and discovery. According to the press release issued April 3, “Abrakadoodle will share resources with teachers including instruction, lessons and materials and will provide opportunities for high school students to serve as classroom assistants. Students and their creations will be featured at an annual Student Art Gallery Exhibit at Homewood.”
Tasmania is Australia’s island state, also known as “Tassie” by Australians. Tasmania is located just south of Victoria. Tassie is now attracting a large number of international students and visitors craving for the ultimate wilderness escape mixed with great food and wine. Here are some of the reasons why. Tasmania is Exceptionally Beautiful Hobart, the capital of Tasmania, offers a healthy blend of heritage, scenery and culture, with world-class activities and attractions for international students. The second oldest capital city in Australia, after Sydney, Hobart offers a wide range of interesting and unique places and festivals. You can visit the famous Salamanca Market every Saturday from 8.30 am to 3:00 pm. Enjoy Bruny Island or Mount Field National Park. If you enjoy snow-capped mountains, hiking paths, sprawling green glads, and boundless adventure, you will love Tasmania. More Affordable than Bigger Cities For international students, looking a cheaper city in Australia to live in, Tasmania offers a refreshingly affordable alternative. Rent in Hobart ranges from AUD$120 – $300 per week, depending on where you stay. Finding accommodation is easier as Tasmania hosts far fewer international students than Melbourne and Sydney. It is also great that you do not have to pay for water bills in Tasmania. Isn’t that a sweet deal? Understand and Interact with the Australian Culture Tassie is the perfect place for studying. With less traffic, bustle and people, and more wilderness, there is a relaxed vibe. As there are fewer international students compared to other cities in Australia, you’ll learn a lot more about Australian culture. You’ll most likely have more interactions with locals, speak more English, and enjoy a unique study experience. Want to explore courses in Tasmania? Want to apply for permanent residency in Tasmania? Contact one of our certified education counsellors or registered migration agents by calling us at 0452295909 Why You Should Study in Tasmania Found it helpful? We can help you take it further. Contact us and get all your queries on PR, visas, migration, scholarships, and others answered today!
FUNAAB lays foundation for community police station The Federal University of Agriculture, Abeokuta, Ogun State has laid the foundation for the institution’s Adjoining Communities Police Station, to forestall the lingering cases of theft and burglary within the university campus. The Acting Vice-Chancellor of the university, Professor Ololade Enikuomehin, was joined by the Ogun State Commissioner of Police, Mr. Ahmed Illyasu during the ceremony located at the Harmony Estate, near the university main gate. Speaking at the ceremony, Prof. Enikuomehin stressed that the university was aware that the economic value of the community was based on the presence of the students. “If they are not here, there would be nothing to talk about. Therefore, we should learn to balance it. While curbing the social vices, the students should be accommodated because of the positive side of their presence.” The Acting Vice-Chancellor assured that the university would do as much as it was obligated to do, to ensure that the students were seen in positive light within the neighbourhood, noting that whenever serious issues arose with the students, it should be reported to university authorities. “I would like to plead that if you have issues with them, rather than going to the extreme with the students, please, get across to us. We won’t indulge them. We have rules and regulations that are even guiding off-campus accommodation. “We now have a policy that gives us the right to even challenge and penalise students that misbehave even here, because they are still our students.” He reiterated the recent university policy covering the misdemeanor of students staying off-campus, saying that the fact that a student lives in town does not give him/her a leeway to misbehave. Earlier, the Ogun State Commissioner of Police, Mr. Ahmed Illyasu, had stated that each time he heard of community policing, he was always delighted about it, saying that one could only succeed when working with people because people and communities around always know what was happening. He added that, it was in the best interest of police officers to associate or partner with groups, so as to know what was happening in their environment. “Today, we are celebrating a new phase in policing and what we have achieved, under my leadership, we would continue to partner with each and every citizen to push in one accord, what we call micro-policing. We are working even with hunters and we have been achieving much.” Commenting on the relationship between police officers and FUNAAB students, Mr. IIlyasu stated that the police headquarters had been networking with the students, to foster mutual co-operation, adding that the headquarters would still continue to give support, even after the commissioning exercise. While commending members of the university community, the Commissioner of Police said: “We were once, part of the academia and we believe in what they can do; hence, the reason why we are partnering with you. You are honest partners; people who are willing to serve the needs, yearning and aspirations of people.” He also appreciated the university management for the understanding and for making security a top priority. The Dean of Student Affairs, Prof. Adeniyi Olayanju, further stated that the university senate had constituted a committee, to formulate relevant policy for off-campus students. Prof. Olayanju however, sounded a note of warning that the police station does not belong to the residents of any particular community only, but to all the FUNAAB adjoining communities, adding that the building’s name, as a matter of fact, should be referred to as: ‘FUNAAB Adjoining Communities Police Station’. The Dean stated further that “We aren’t securing students in Harmony Estate alone. There are students in other places around and that is why it’s called adjoining communities… Other communities around should have the feeling that the police station is for everyone.” The Chairman of one of the FUNAAB Adjourning Communities, Harmony Community Development Association, Mr. Emmanuel Abu, stated that the foundation laying of a police station was a cumulative outcome of several and previous attempts, to address security issues around the area. The Chairman, Police Community Relations’ Committee (PCRC), Obantoko Division, Honourable Taiwo Akinlabi in his remarks charged all to contribute their quota to effective policing in their various domains, by supporting the police in their areas, through the provision of useful information, capable of tracking criminals before the commission of crimes.
My Flag, My Pride Welcome to the “My Flag My Pride” event, a grand social gathering aimed at showcasing the unity and diversity of our beloved country, Nepal. The primary objective of this event is to break the Guinness world record for the largest human national flag, an achievement that we believe will put Nepal on the global map. More than 1.5 million Nepalese children drop out of primary education, 1.7 million drop out of lower secondary school, and more than 3 million individuals lack even the simplest basic literacy skills, according to UNESCO. These frightening statistics show how urgently our educational system requires enhancement. We are adamant that schooling is the pathway to success, and it is time for our nation to stand together to provide our children with better possibilities. Through encouraging education and creating greater opportunities for our children, the My Flag My Pride celebration aims to do exactly that. We wish to demonstrate to the rest of the world the power of Nepalese solidarity and the significance that is given to education. Tickets \| Prices \| Regular \| Rs. 150 \|
- Starts: 3:00 pm on Monday, April 22, 2024 - Ends: 4:00 pm on Monday, April 22, 2024 Do anxious thoughts and feelings dominate your daily experiences? Do you lie awake at night worrying about tasks you need to complete? Do you avoid social situations for fear of judgment? This skills-based group hosted by Student Health Services is designed for students who want to learn techniques, including cognitive-behavioral therapy strategies, to help reduce anxiety. Group members share their experiences, discuss assignments, and offer support to each other as they work toward making changes and learning to effectively manage their anxiety. Students are encouraged to practice these skills and apply them between group sessions.
1 Peter 4:10 “Each one should use whatever gift he has received to serve others” The Lower School Experience Calvary’s lower school is dedicated to developing strong minds and Christ centered values, laying a solid foundation for a lifetime of learning. Our students are ready for the day ahead, with a warm welcome and school wide pledges each morning. In addition to core academic subjects, lower school students also take weekly physical education, art, music, and library media classes. Field trips, special visitors, clubs, and organizations round out the lower school student’s day.
Schools value research more than they actually use it. In its raw form, after all, it can be notoriously abstruse. Not only are scholarly papers replete with hard-to-penetrate jargon, but often the research base is hard to access, and abuzz with competing ideas and theories. Working out what quality evidence looks like is the first challenge; working out how to use it for the betterment of students is a far greater one. Please login below to view content or subscribe now.
Miami Norland Senior High's valedictorian is set to graduate next Wednesday with more than $2.5 million in scholarship offers under her belt. DeJaya Hardy, the Miami Gardens teen, who earned a 5.3 GPA through dual enrollment and Cambridge courses, has accepted a full ride to the University of Florida. A scholar with big dreams and a strategic plan Hardy, who plans to pursue a career in public relations and dreams of working for major companies like Apple, Microsoft, or Google, says she began applying for scholarships in 11th grade—eventually submitting over 100 applications, all on her own. Hardy explained, "For instance, some are low income, some might be for this race or that race, but I say still apply to the ones that you know you can apply for and sometimes you never know. There may be scholarships that no one has applied for, so just apply to everything that you see because you never know what opportunities are out there for you." Her approach was methodical. She used a spreadsheet to track her progress and repurposed essays to speed up the application process. "When you get to that 20 mark, you'll have a whole bunch of essays kind of just sitting there, so there's nothing wrong with taking the essay, just updating it a little bit, and then using that for the next scholarship," Hardy said. Principal applauds trailblazing student Miami Norland Principal Rhonda Gaines Miller praised Hardy for her exceptional performance and inspiring example. "She kind of downplays what she does, but she's such an amazing student and to have $2.5 million in scholarships is amazing and it actually sets a trend for the other students," she said. Though Hardy had to turn down several offers—including full rides from Cornell, the University of Missouri, and FAMU—she plans to keep just over $1 million in scholarship funds. Scholarship search: From Instagram to the cap bulletin Hardy said she found opportunities through school resources and her own research. "A lot of them came from the cap advisor, a lot of them came from the cap bulletin, but I've done my own research as well, so I've seen that there are some Instagram accounts that will shout out scholarships," she said. As she prepares to start her next chapter at the University of Florida, Hardy also has her sights set on media. "I want to have a sort of like a podcast or a TV show," she added.
Spring Addition within 20 Activity one-to-one correspondence Pre-K Kindergarten This Spring themed addition activity is perfect for Pre-K, Kindergarten and 1st Grade students who are learning to add. This fun, hands on activity will help children get to grips with addition by asking them to look at the calculations on the addition mats then use cubes to build a tower showing their addition calculation. There are 9 different addition mats included in this resource. The mats are also differentiated so you are sure to find an addition mat to suit the needs of all your students. Overview of Spring Addition within 20 Activity - Covers addition within 20 - Suitable for Pre-K, Kindergarten & 1st Grade students - Hands on activity - Spring themed - Full Color How to use Spring Addition within 20 Activity Children read the addition calculation then build the first part of the calculation using one colour of unifix cubes. Children then add on the next number in the calculation using a different colour of unifix cubes. Children can then count the total number of cubes to get the answer to the calculation. This pack includes differentiated addition mats: Numbers 0-5 - 3 different mats. Numbers 0-10 - 3 different mats. Numbers 0 -20 - 3 different mats. This Spring themed addition resource can be used with smaller groups or as a Math Center. These addition mats can be laminated or placed into dry erase folders to make them more durable meaning they can be used over and over again! This addition activity can aslo be set up in your Math area in your classroom which will enable your students to engage with it independently!
Colombo, Sri Lanka Request application deadline EARLIEST START DATE Explore scholarship opportunities to help fund your studies The BA Global Business Degree is an extension of the successful relationship between UWS and ICBS. The Degree is an outcome of research conducted among corporate and students on the need for an academic qualification. The Degree provides an academic qualification that over 12 months (1 year) molds students into work-ready graduates with not just a mix of the most recent up-to-date subject knowledge, but also with the ability to apply the theoretical knowledge to industry. The BA Global Business also encompasses the development of soft skills, ensures students undertake research and present a final project all of which are elements that have been built into the program based on feedback from the industry. In addition to the up-to-date syllabus content, the requirements of the industry are incorporated into the qualification to ensure that students graduate with skills and qualifications that are demanded by the industry, making them truly work-ready and employable graduates.
- Library with study spaces, access to more than 80,000 e-journals, one million ebooks, three million printed books and 5000 magazines - Career services which prepares students for the job market with CV checks, workshops, and personal career advice - Language centre with courses ranging from French and Italian to Japanese and Hebrew, as well as Dutch - Student Service Centre offering support on study skills, psychological problems, financial matters, and studying with a functional impairment - ACLO, a large sports association offering up to 100 different types of sports you can participate in Student life is about so much more than just preparing you for a lifetime of achievement. During your time in Groningen, you’ll get to experience everything the city has to offer, from a vibrant art and music scene to a unique, student-inspired nightlife. Whether you want to follow your passion, try a new hobby or simply make new friends, you can join one of our many student-run sports, study and student associations! From sports to culture, politics to parties, you will no doubt find an association that suits your interests. You can find information about study, student and sports associations on our website! As the quintessential Dutch student town, Groningen offers an unparalleled nightlife, with over 150 bars and entertainment venues attracting people from far and wide. Free entrance is standard and student discounts are common, making the city the perfect place for those on a student budget. Find out about the world-class festivals, the street art installations and internationally renowned museums that Groningen has on our website. While Groningen is an old city with roots that can be traced back to the Iron Age, population-wise it’s one of the youngest in Europe. With an average age of 34 years, the city has a unique vibe that you won’t find elsewhere. Recently named the “biking capital of the world” it’s no surprise that Groningen has a fantastic biking infrastructure - everything is just a short bike ride away. The city itself has everything you need, from open-air street markets to popular fashion chains. Find out about what else Groningen has to offer on our website! Groningen makes an ideal base from which to launch your travel adventures. For open space and fresh air, you can go and explore the seaside or one of the Dutch islands - located just 40 km from the city centre. Most of the Netherlands, including Amsterdam, and several large German cities such as Hamburg, Bremen and Dortmund are reachable by train, car or bus in just a few hours. With Belgium, France or Denmark mere hours away by train, car, ferry or bus, and our very own Groningen-Eelde airport, you're a perfect location to travel!
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St Polycarp’s Catholic Primary School is looking for a dedicated member of staff who can run Speech and Language interventions and provide targeted support for children with identified Speech and Language needs. - Setting up interventions - Creating resources - Liaising with the Speech and Language therapists - Planning and delivering targeted speech and language support as directed by the Speech and Language therapists (SALT) - Planning and delivering the NELI Language intervention - Liaising with the class teachers and providing updates to children’s short-term targets - Updating children’s short-term targets and provisions using Edukey (Provision mapping) - Run small group and 1:1 interventions Analysis, Reporting and Documentation - Maintain and submit records following relevant school policies & procedures. Planning & Organising - Plan and organise own work and/or intervention to meet given priorities. - Assess the range and volume of work to be undertaken for the days or weeks ahead and plan to ensure it is completed to time and to an appropriate standard. - Ensure materials and equipment are available as and when required. - May be required to contribute with activity planning. Work with others - Respond to individual needs and/or answer simple queries politely and ask for assistance where necessary. - Report any concerns, problems or incidents, e.g. safeguarding, behaviour in accordance with relevant reporting procedures. - Liaise and work in partnership with key leads for other activities that may impact on own areas of responsibilities. - Liaise with parents, visitors, and contractors in a courteous manner, to promote a positive image of the site. The successful candidate will be required to enjoy working with SEND children and be empathetic to their needs. Patience and adaptable approaches will be essential in the role. Prior experience of working with speech and language will be desirable but not essential, training will be provided. Start date: Either 3rd June 2024 or 4 September 2024 dependent on successful applicant’s availability This School is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. The Successful applicant will be required to undertake an enhanced check via the Disclosure and Barring Service.
On April 20th, 2018 a shooter entered Forest High School in Ocala, FL and shot and injured another student in room 212. After this incident, this classroom became labeled The Rock Room, and has become a safe space for students at the school where they can feel loved and accepted. The Rock Room provides school supplies, food, clothing and hygiene products for any student in need of these items. Carpet One Floor and Home Ocala is a drop location for items being donated to the Rock Room. Items can be dropped off to the store at any time, and the store has helped promote the Rock Room so that it is always fully stocked for students in need. Thank you for contacting Carpet One Floor & Home. Your local flooring expert will reach out to you regarding your inquiry.
Here we are, beginning a new quarter! How quickly the time seems to be passing…We have had a great First Quarter. Learning about where we are in the world has been an interesting experience so far! So much learning has occurred and the students have all realized that there is still so much to discover about our world. The first quarter report cards will be sent home with your child this Thursday, November 15. You are asked to please sign the parent communication sheet and return it inside the white envelope with your child’s name on it. To help us reduce the need of multiple envelopes throughout the year, please do no seal the envelope. Parent Teacher Interviews: Parent-Teacher Conferences are scheduled for Thursday evening (November 15) from 6-9pm and Friday morning (November 16) from 10am-12pm. Although your child has multiple teachers in Grade Six, it will be very difficult to schedule conferences with all of them; therefore, we understand if you are able to meet with only a few of your child’s teachers. Please be aware that each conference is scheduled for 10 minutes; if you require a longer time or cannot efficiently schedule a meeting during the two conference days, please contact the me directly to set up an alternative meeting date/time. If it is necessary to have your children with you, they are to be under your direct supervision at all times in the school building. Parent Teacher Sign-Up Procedure: You must schedule your Parent-Teacher Interview using SIGNUP.COM: USING SIGNUP.COM TO REGISTER - Go to http://signup.com/go/DfqrWZs - Click “view” beside the teacher’s name you want to sign up for first (orange box) - Choose an available timeslot for that teacher by clicking the green “sign up” button - Log in via Facebook OR enter your email address (you need to click “confirm” on the next page) - Fill in your name and your child’s name; your phone number is NOT required - Click “save and done” - Click “save” at the top of the screen (blue and white box) You will see a confirmation screen and will also receive a reminder email about that conference time/teacher; it is advised that you also record your interview teacher/time separately, especially if you are meeting with multiple teachers. If you have more teachers to sign up for, click the blue/white “Go back to all signups” button and repeat steps 2-7. The signup website will be available/open until 4:00pm on Thursday, November 15. Please ensure you register for any necessary conference times before that time. If you would like assistance signing up for conferences, GCS representatives will be in the school Atrium on Tuesday, Wednesday, and Thursday from 3:00-3:30pm to help you sign up. Pancake Breakfast: Ticket Sales The 14th Annual Pancake Breakfast will be taking place in just a couple weeks. On Saturday, Nov. 24th from 8am – 11am, all GCS families are invited to take part in this community building event! Ticket sales will begin this Wednesday, Nov. 14th and forms will be sent home with students for ticket orders. Tickets are $5.00 each and children under the age of 5 eat for free. Tickets will also be available for purchase at the door. In addition to the Pancake Breakfast, there will be “Buy It Now” items available for purchase, such as baked goods. All proceeds from ticket sales and the “Buy It Now” items will be allocated to the Buy A Brick Campaign. We are also looking for people willing to donate baked goods for the “Buy It Now” items. If you are interested in helping in this way, email Michaela Arthurs at [email protected] for more information. Operation Christmas Child: It’s Operation Christmas Child Collection Week at GCS. Please have your child return their filled boxes by Wednesday, November 14th. We sincerely thank every family who has contributed to this gospel-sharing opportunity. Have yourselves a wonderful week!
As a partner in the Active Cities project, the district of Eimsbüttel in Hamburg, Germany, aims to address urban spatial challenges and promote sustainable mobility in and around its schools. The objective of their pilot is to reconfigure street segments using a parcipative approach, putting cyclists and pedestrians at the heart of street planning in the immediate surroundings of local schools, while creating space for neighbourhood activities and for children to play. It is hoped that the successful implementation of a pilot such as this will act as a model for other schools to follow. With a pilot of this nature, citizen and stakeholder involvement throughout the process is of paramount importance. Key stakeholders of this pilot include schoolchildren, school staff, parents, neighbours, and local specialist groups and initiatives. Through ensuring that these key stakeholders remain up to date with all developments, the district of Eimsbüttel has seen clear benefits. The first workshops that participation of these groups allows for the creation of user-friendly designs, increased commitment levels and transparent process design, resulting in better management of critics to the pilot and resolution of conflicts. Further formats focussing on activation for active mobility, behaviour change and design ideas will follow. Eimsbüttel involves stakeholders and citizens through a variety of channels, including sharing information on social media, through press releases and on local school radio. Additionally, the district hosted working groups and information events with key stakeholders to collect ideas and opinions. Collecting ideas of school children in an idea book have been the basis for two workshops with local schoolchildren and adults, laying the foundation for further design process. “So far, the process is going quite well overall. Contact and cooperation with the school is very good and the atmosphere at the workshops has been inspiring, characterised by the commitment of all involved. In projects of this kind, there are frequently points of criticism, but despite concerns over the loss of parking spaces and conflict with the cycling route running through the area, we are happy with the progress that has been made.” Maren Derneden
CHECKLIST FOR F-1 STUDENTS SWITCHING TO H-1B Right now, a lot of F-1 students for whom H-1B petitions were submitted by their prospective employers are anxiously awaiting approvals of the petitions. It is critical that those who are selected tie up all loose ends and maintain proper F-1 status to ensure a smooth transition to H-1B status. We thought it would be useful to share the following prepared by the American Immigration Lawyers Association. The following is a checklist for F-1 students transitioning to H-1B status: Make sure your H-1B petition is filed while you are still on F-1 Optional Practical Training (OPT) if at all possible. The cap-gap extension may bridge a gap between the end of the F-1 student’s OPT and the start of their cap-subject H-1B employment on Oct. 1. To be eligible, (1) the student must be in valid F-1 status at the time the cap-subject H-1B petition is filed, (2) the petition must be filed as a request for change of status rather than a request for consular processing, and (3) the petition must have an Oct. 1 start date. It is the filing of Form I-129, not the electronic registration (i.e., lottery process), that confers the cap-gap extension. The filing of Form I-129 during the student’s OPT extends both F-1 status and work authorization until Oct. 1, whereas filing during the F-1 grace period extends just the F-1 status (but not work authorization) until Oct. 1. Stay within the OPT unemployment limits. F-1 students fall out of status if they exceed a certain number of days of unemployment while on OPT; this unemployment time continues to accrue during the cap-gap extension if the H-1B petition was filed while the student was on OPT. If the student is extending the 12-month-standard, post-completion OPT via the cap-gap extension, the 90-day unemployment limit continues to apply. If the student is extending STEM OPT via the cap-gap extension, the 150-day combined unemployment limit applies. The student must timely comply with all reporting obligations and make sure the Designated School Official (DSO) receives all updates within the required reporting timeframe. If you are on STEM OPT, remember to complete both of your self-evaluations in a timely fashion. The employer must also sign, and both evaluations must be provided to the DSO no later than 10 days following their respective reporting deadlines (i.e., within 12 months of the approved STEM OPT start date and at the conclusion of the 24-month STEM OPT period). Carefully consider any international travel during this transition. Traveling abroad while the H-1B petition is pending would cause the change of status request to be deemed abandoned by USCIS and, thereby, end the cap-gap extension. Apart from this, if there are other travel complications when the cap-gap extension was filed during the student’s F-1 grace period, the student would need a new F-1 visa to return. Coordinate with the DSO if you want an updated Form I-20, indicating the cap-gap extension. Sometimes, students will need an updated Form I-20 for employment, driver’s license renewal, or other purposes. The cap-gap extension is automatic for those students who qualify, and SEVIS should automatically update as it receives data about the H-1B petition. If the SEVIS record does not update automatically, the DSO can request a data fix. Dilip Patel of Buchanan Ingersoll & Rooney PC, a board-certified expert on immigration law, can be reached at (813) 222-1120 or email [email protected]
About Us - The school offers a rich mix of the traditional and the modern - the cultural heritage of the former, and the technological, pedagogical and creative advances of the latter. The institution has a learning environment that is invigorating and unfolds the true potential of every child. The students, thus excel not only in academics, sports and co-curricular activities but also evolve as responsible and caring individuals. Moreover we instill in the girls the right values and attitude to lead a fulfilling and balanced life. The school also gives utmost importance to developing a strong foundation through discipline, character building and traditional values. We believe that every child is unique, and that by providing individual attention the immense potential within her can be tapped. Therefore we have created an environment that's ideal for joyous learning where teachers act as facilitators, and aim to raise children who are conscious of their responsibilities. At , we believe education should empower children to live a balanced happy life. We endeavour to build strong character that helps students understand and appreciate the right values. To mould the character of our students, and groom them into balanced individuals, we work towards imparting what the World Health Organization describes as the nine major life skills: decision making, problem solving, critical thinking, effective communication, interpersonal relationships, self awareness, empathy, self-esteem and coping with stress. For the all-round development of the students, the school focuses on: o Enlightenment through academics o Empowerment through technology o Enrichment through creative and performance arts o Excellence in sports o Environment consciousness o Empathy towards mankind acclaimed for - o academic excellence o inspiring the quality and breadth of its academic programmes o research initiatives o creative work o creating avenues for students display to their creativity o honing the leadership skills o nurturing faculty o providing support needed in achieving career goals School is already affiliated to C.B.S.E., New Delhi upto Senior Secondary level in Science, Commerce & Humanities streams vide Affiliation No. 1631079, and has also applied online to C.B.S.E., New Delhi in March, 2019 vide Registration No. EX-00858-2021, to extend its affiliation upto Senior Secondary level from the academic session 2020-21. MEDIUM OF INSTRUCTION The medium of instruction of this school is English. A special emphasis is laid on spoken English develop a habit of unreflective right utterance among the students. It is achieved by adopting English as the spoken language of the school as well as by providing special syllabus and periods in the daily routine for conversational English. To asses the progress made and the standards achieved, the students are examined biannually. To augment this, it is insisted that all the teachers are very well versed and proficient in the art of conversation in English Language. REGISTRATION FOR ADMISSION Preference for admission is given to those students whose names have already been registered. A child can be got registered with the school for admission between March and commencement of academic session of every year. Registration is highly appreciated as it helps the school in planning. The students are admitted to the school on the basis of admission test to be conducted by the school. The new session begins in April. The qualifying admission test is given according to the mental level of the child. The Date of birth certificate must be attached with the admission form. In addition to the subjects mentioned above, Physical Education and S.U.P.W. comprising various activities such as Community work, Gardening, Flower Arrangements, Doll making, Singing, Dancing, Computer Science, First aid etc. have been also introduced for the students of . GENERAL KNOWLEDGE AND MORAL EDUCATION General knowledge and moral education form an integral part of the school curriculum as do regular class subjects. Through general knowledge periods, it is endeavored to acquaint the students with day to day affairs of national and international levels and thereby keep the students abreast with the current problems. Our Students participate in all India general knowledge competitions. In this materialistic world of today, a spiritual void is likely to be created and moral science will make up for this void. The introduction of moral science as a subject become essential to imbibe among the students a sense of self-discipline, dedication, devotion, humility and sacrifice for the well being of the fellow citizens. The uniqueness of the school's environmentally sound infrastructure lies in its design and the use of natural building materials. Every structure in the school is designed for learning. Each room is further designed to link with the other structures giving the learner a feeling of space and being a part of nature. Classrooms at are spaciously built with good ventilation, natural light and with some of the most comfortable round edged furniture and all the classrooms are further equipped with modern teaching aids and equipments. The large premises of the school, provides ample space for administrative block and lush green playground. Rainwater harvesting further helps conserve ground water. The building of houses every possible facility for the children. Some of the school facilities consist of: - Science Lab - Maths lab - Art & Craft Centre - Activity Centre - Spiritual centre
Akademikerpension learned that it is possible to get students interested in pension. And that some of them are even willing to start paying into a pension fund before they graduate. The project also taught the organization about the power of pretotyping and how to do early market validations. Make pension interesting for people in their 20's AkademikerPension approached us with a challenge: Is it possible to get university students interested in pension? We had to find a way to make it relevant for the target group and convince them to do something that will benefit them in 40 years. Not an easy challenge. Developing concept for market validation Through a creative process in close collaboration with Akademikerpension, we developed different creative concepts. We ended up with basing the concept on the Standford marshmellow experiment - a study on delayed gratification by psycologist Walter Mischel. This gave the basis for a playful visual universe with a deeper message. In a matter of weeks we made a site and produced video content for it. The site worked as a pretotype that tested different hypothesis.
Brighter Together banners and the flags of 31 countries and five indigenous tribal nations displayed on the front of Main Hall provided a dazzling backdrop Thursday as Lawrence University welcomed the Class of 2025 to campus. “I want you to remember that you are surrounded by light at Lawrence,” President Laurie A. Carter said in a President’s Welcome ceremony that was moved from its traditional space in Memorial Chapel to the outdoor setting in front of Main Hall. “Look around you at your classmates, your faculty, your staff and administration, and the upper-class students. Our lights will always be here to light your path when you need us. That is what it means to be a Lawrentian.” The President’s Welcome was the centerpiece of a busy move-in day across campus, kicking off four days of New Student Orientation. The sun shone bright and temperatures topped out at 70 degrees; the banners—along with Brighter Together T-shirts worn by students, faculty, and staff—and the flags representing members of the incoming class added to a gorgeous setting as Lawrence continued to bring back to campus all of its students for the first time since the COVID-19 pandemic began more than a year and a half ago. Large gatherings such as the President’s Welcome and the parents’ reception were moved outdoors to accommodate pandemic protocols. Returning students will move in this weekend in advance of Fall Term classes beginning on Monday. But New Student Orientation is all about the first-year students, more than 410 strong, and the 15 transfer students now calling Lawrence home. Events ranging from open houses and tours to a resource fair and the signing of the Honor Code highlighted opening day. The President’s Welcome ceremony also marked Carter’s first in-person address to the Lawrence community since beginning her tenure as the university’s 17th president on July 1. “I came to Lawrence because I was drawn to its light,” Carter told the incoming students and their families, gathered amid the trees and flowers in front of Main Hall. “Lawrence’s mission of creating lifelong learners who are committed to making meaningful contributions to society inspires me. But I was also attracted to its faculty, staff, and students, who are committed to working together to make the world a brighter place.” John Holiday, associate professor in the Lawrence Conservatory of Music, sang of light and unity at the outset of the ceremony. Christopher Card, vice president for student life, and Catherine Gunther Kodat, provost and dean of faculty, welcomed the students, imploring them to be actively engaged with their fellow Lawrentians in and out of the classroom. Senior Kelsi Bryant, president of the Lawrence University Community Council, encouraged the new students to embrace the traditions of Lawrence, many of them built on gratitude and outreach. She joined other members of the Class of 2022 in presenting the class color—purple—to the Class of 2025. “With our dynamic faculty and supportive staff, you are in very good hands,” she told the first-year students. Ken Anselment, vice president for enrollment and communications, called the incoming class “one of the largest and most impressive” in the history of Lawrence. “This class has some of the strongest academic credentials we have seen in a long time,” he said. “Considering that they have performed at such a high level while learning in the midst of a pandemic speaks volumes about the resilience and readiness of our newest Lawrentians. They are going to do great things.” Anselment said members of the class come from 34 states, the District of Columbia, and Puerto Rico. Another 30 countries are represented, as are five sovereign native nations (Menominee Nation, North Dakota Mountain Chippewa, Hopi Nation, Nenana Native Association in Alaska, and Native Hawai’i). The state with the largest number of incoming students is Wisconsin (23%), followed by Illinois, Texas, Minnesota, California, New York, Colorado, Washington, and Oregon. Anselment said 27% of the Class of 2025 identify as BIPOC or domestic students of color. Another 10% are international students, led by China, South Korea, Japan, Vietnam, and Canada. About 84% of the students are pursuing a degree in the college, with the other 16% seeking a degree in the Conservatory. Twenty-six of those students are doing both. More than 20% are first-generation college students. About 100 members of the class will be competing as varsity athletes. “Brighter Together” was adopted as a mantra to begin this academic year, a nod to both the power of collective light that Lawrence has long leaned into and the return of in-person classes after four terms of mostly distance learning. It is reflected in signage placed all across campus, on the T-shirts donned by faculty and staff to show support for students, and in the words shared by Carter in her welcoming message. “The last 18 months have been dark days for many of us,” Carter told the incoming students. “The pandemic changed how we live and learn, but it did not change your desire to grow and develop. Your resilience and strength have led you to pursue your higher education at a place that is committed to helping you find your best self, while drawing on your light from within. And that light, when joined with others within our Lawrence community, is why we say we are brighter together.”
Mississippi Valley State University's No Child Left Behind Program is improving teacher quality in the core academic subject of reading in the seven partnering school districts in the Central Delta of Mississippi. This is a scientific research-based institute with activities designed to conduct a NCLB Summer Reading Institute targeting thirty (30) in-service reading teachers. They will be provided with materials and guidance focusing on the best practices in reading, models of effective teaching skills, regular assessment of students' growth in reading, hands on learning activities, and use of technology in the classroom. The goals of the project are: - to expand knowledge of reading; - to improve teaching skills to meet the needs of poor readers; - to train teachers in the use of assessment to inform instruction; - to enhance technology skills in reading classroom; - to reinforce national and state reading standards such as standards from International Reading Association (IRA), National Council of Teachers of English (NCTE), the Mississippi Language Arts Frameworks, and the Mississippi Reading Reform Model; - to develop an interest in scientific research to be able to make an informed decision on what to teach and how to teach. This year, the institute was held during the month of June. We had 16 participants and 7 different presenters. Follow up sessions were held in February and March of 2011. To view a photo gallery of these meetings, click here. (to follow)
In this module, students have the opportunity to engage with Aboriginal and Torres Strait Islander perspectives of Country and Place, highlighting the deep, holistic relationships and understanding that we are all custodians with the shared responsibility of caring for Country, reflecting the respect Aboriginal and Torres Strait Islander Peoples have always had for the land. English, Humanities and Social Sciences, The Arts Level 3, Level 4 Save this for later Sign in or sign up to Ngarrngga to save this resource.
Nicolet College @Night Do you want to learn more about Nicolet College or register for classes but don’t have the time to meet during the day? Now you can meet in the evening with extended hours. New, admitted, and current students can apply or enroll in courses for the Fall. The application fee will be waived so it's free to start. Plus, attendees can enter a drawing to win a $250 scholarship! Questions? Call or text the Welcome Center at 715-365-4493.
One of the biggest challenges within the games industry at the moment is a skills gap between current students and entry-level positions, as highlighted by Rob Fahey of gamesindustry.biz in his latest article: “The video games industry has a fairly significant skills gap…It’s no exaggeration to say that the ability to find skilled staff is an existential issue for game studios; with tight deadlines and budgets the norm, many studios would be plunged into crisis by an inability to fill key positions with qualified staff”. HR, and specifically the learning and development area is crucial to closing this gap, providing the tools needed to ensure continuous upskilling across the company, for those both beginners and industry veterans. We caught up with Alison Clark our HR Advisor and founder of the Outplay Academy, who hosted a guest workshop for MSc students at Abertay University studying international HR management. “During my time on this course, I also attended similar workshops, finding them immensely beneficial for applying theory to a business environment. This was a great opportunity for me to provide some real insight into my profession for current students. I chose to focus on “Learning and Development Strategy” using the Outplay Academy as a case study. In its inception, the Outplay Academy was an initiative created to facilitate learning across the studio. With the incredible wealth of talent available to us, it is essential that we hone these skills to maintain the highest standards. I’m incredibly proud to say that The Academy has gone from strength to strength within its first year. Even being nominated for an industry award. However, I would be lying if I said there weren’t any challenges.Having a good idea is one thing but convincing others something is worth investing in is a hard skill to master and is essential to make significant changes in any business. Many initiatives are implemented, only to fail at the first hurdle. For this reason, it’s important to measure, evaluate and monitor against key performance indicators (KPI’s) to allow for tracking of performance and gain an understanding of key areas that need development or may have been overlooked. It has been a pleasure to talk to the students and discuss how theory can be applied to real-life situations. I’m looking forward to working with them and others more closely in the future.” Keep up with the Outplay Academy by following us on Twitter.
By Parag Khanna This year was the first Father's Day on which my daughter promised to make me a card. She never actually made it since we were busy traveling, but I was touched by the thought. I also couldn't help but recall one of the most memorable and controversial scenes from Amy Chua's parenting memoir Battle Hymn of the Tiger Mother in which she berates one of her daughters for making a slapdash card for her on Mother's Day. Since the book was published in 2011, I've been struck by how few (read: none) fathers have spoken in defense of disciplined parenting. After all, until Tiger Mom, wasn't the parental archetype reversed: stern fathers and coddling mothers? Chua's underlying argument is actually a gender-neutral defense of Asian immigrant parenting. My own upbringing (mostly in New York) was similarly tough: Straight A's earned me freedom to spend as much extracurricular time as possible on the tennis court. I was obligated to excel at what mattered to the system (and my parents) so that I could maximize focus on things I found more challenging and inspiring (like languages). For the past decade, I've been observing how a young generation of Asian-Americans is bifurcated between the over-achieving teenagers who pack the freshmen classes of our elite universities and those who blend in with the mainstream masses. When I was growing up, the latter category didn't really exist. Inevitably, the swelling ranks of Asian immigrants would yield a more bell curve-like distribution, but my instinct was also to blame the parents: Did they lack the work ethic and killer instinct of an earlier generation? If we strip away the gender and immigrant aspects of these debates, we are left with the fundamental principle that should command our attention: discipline. Discipline is what Tiger Mom is really about, and I believe it is a principle as timely and necessary as ever. The essence of discipline is routines and deferred gratification, both demonstrated in countless social scientific studies to be crucial to success in most aspects of life. Whether practicing piano for 10,000 hours or being rewarded only after genuine achievement, there is nothing particularly maternal or Asian about the logic of hard-work and incentives. In a period where teachers are rightly accused of complacency and children of feeling over-entitled, discipline is a reality check. We have to prepare today's youth for a world where their competition comes both from hard-working students worldwide and from technological automation. In an age of perpetual distraction, discipline matters. Countless articles attest to the scourge of iPad and Angry Bird addiction, as if the blame lies with technology itself rather than parental laziness. I admire the contributors to WIRED's Geek Dads site, who constantly conjure and share new virtual puzzles and real tinkering challenges to engage kids. They encourage a holistic, well-rounded approach to technology to stimulate creativity. Kevin Kelly, WIRED magazine founder and technology philosopher, has written passionately about his year of home-schooling his eighth grade son. The curriculum was a blend of practical survivalism and ethical reflection, with technology only playing a supplemental role. This kind of experiment-oriented discipline is clearly not for the sake of raising obedient children, but in order to teach children to themselves be disciplined people who don't blame technology for our individual lack of self-control in using technology. It's no surprise that the plethora of Internet-based tools now available is empowering parents to curate their own curriculum for their children. We have been home-schooling our daughter for the past six months. With guidance from online forums and hiring local tutors, we saved a fair amount on tuition cost, eliminated commuting and our daughter now reads, writes and converses in three languages. (And yes, don't worry, between ballet, swimming, karate and drama classes, she gets plenty of the all-important socialization.) By setting the terms and tone of our children's education, we see just how underwhelming formal education can be -- and how a child can live up to his or her potential much earlier than conventionally realized. Instead waiting until second grade for trips to the zoo or museum, our daughter does such "special missions" once per week, including wandering through the alleys of Chinatown. In our household, travel is the religion. Our daughter has been to 65 major cities in 27 countries. We don't take her to Moscow or Tokyo or Cape Town to do math homework, but to see museums, wear funny costumes and learn chit-chat in foreign tongues. No engineering major from China or robot will outwit an outgoing young person with street smarts. It matters much less what you are disciplined about than that you encourage self-discipline. For example, daily "PE" in the morning before or after school is a great idea to teach coordination and encourage athleticism. Yoga seems to have become a fad amongst young kids already. Fathers need to have a vision for what skills and virtues they can bring out in their kids through smart and creative routines. The division of labor in parenting is changing. There are more stay-at-home dads than ever, either alternating years on/off the job with their spouses or choosing portable careers. Still, the pan-gender consensus that parenting matters more than schooling doesn't make the task any easier. Spouses definitely won't agree on each other's agenda, and kids may get confused over "who's the boss." But if you read Tiger Mom until its conclusion, you should remember the ultimate message. It doesn't matter what your child's college major becomes so long as they always make their best effort. Last time I checked that's the American dream, not the Chinese one.
Phillimore Community Primary School sits at the heart of a large residential area of Darnall, and has been standing since 1924! Phillimore Community Primary School is part of Sheffield South East Trust (SSET). Contact details for the trust can be found below: Sheffield South East Trust c/o Acers Hill Community Primary School The school caters fully for the needs of approximately 480 children from the age of 3 years to 11 years. We operate a two form entry, from Foundation Stage, through Key Stages One and Two. We are extremely proud to be a multicultural school that reflects the diverse and rich population of the local area. We celebrate all children for their individuality and enthusiasm for learning. This has resulted in Ofsted commenting that "pupils are kind and considerate and they respect each other's differences." This website aims to give you a taster of the school, as well as providing up to date information for parents, pupils and the wider community. We hope that you enjoy your visit to our website, and that you find the information you are looking for. Please feel free to contact the school direct with any queries you may have. 'If , as a parent of a pupil attending this school, you require a paper copy of the information on this website, we shall provide this free of charge. Please contact the school office or, contact us via the contact form on the school website'' We believe that learning should be fun, purposeful and challenging through a broad, balanced and creative curriculum that nurtures and develops the whole child, developing life-long learners who take ownership of their learning and are proud of their achievements. Don't Give Up Try New Things
Do your pupils need to revisit grammar skills regularly? This Year 2 Grammar Slam resource (Set F) will give pupils the opportunity to revisit key word, sentence, text and punctuation skills from Appendix 2 of the English national curriculum. An opportunity to apply the skills in this Grammar Slam is included in the application task ‘Racing’. Presented as a PowerPoint, the activities can be displayed for the whole class to complete or discuss. Content covered from English Appendix 2 in this resource: Word: To form adjectives using the suffixes –er and -est Sentence: to use the coordinating conjunction but Text: to use the present progressive tense Punctuation: to use commas in a list Terminology used from year 2: adjective, suffix, tense, comma How could you use Grammar Slam? Perfect for starters to English lessons to teach or revisit skills previously taught or display on the board at the beginning of the day during registration, or at any point where there is five minutes to fill, to make productive use of learning time. This could also be used by pupils in higher year groups to revise key terminology and skills taught in previous years. National Curriculum program of study links for English: - Pupils should be taught to develop their understanding of the concepts set out in appendix 2 by: learning how to use both familiar and new punctuation correctly - commas in a list - Pupils should learn how to use: - coordination (but) - the present and past tenses correctly and consistently including the progressive form - the grammar for year 2 in English appendix 2 - Pupils should be taught to use and understand the grammatical terminology in appendix 2 in discussing their writing
The Gateway Pundit published the following email this morning, sent by Chicago Alderman Deborah Silverstein to constituents: From: Alderman Silverstein <[email protected]> To: Neighbor <[email protected]> Sent: Fri, Mar 18, 2022 12:29 pm Subject: Chicago’s 50th Ward Newsletter Help Find a New Name for Boone Elementary The Local School Council at Daniel Boone Elementary decided in January to change the school’s name. The decision comes due to the school namesake’s history as a slave owner and his treatment of Native Americans. The school has launched a survey to garner community input on a new name. It is available in English, Spanish, Arabic and Urdu. The deadline to submit feedback is Friday, March 25. Boone Elementary is a wonderful neighborhood school. Its student body reflects the diversity and values of our community. I encourage everyone to help pick a name that will inspire our children to live up to their full potential. You can pick any number of terrible problems facing Chicago right now: crime, financial issues, destruction of the Downtown business community, and so on.
Maharajashri Bhagavatsinhji Arts and Commerce College, Rajkot, Gujarat, was set up 7 years back with a purpose of bringing revolution in the field of arts and commerce education and thus provide a platform that inculcates the global parameters for skill development of the students. The institute works with a under the vision statement of the ‘Maharajashri Bhagavatsinhji Public Utility Trust Fund’ and thus their support the knowledge process with o the job training sessions. The institute provides for self-learning curriculum and theoretical sessions. The institute covers extensive list of arts and commerce courses for both under-graduate and post graduate students. Maharajashri Bhagavatsinhji Arts and Commerce College, Rajkot Facts and Figures: Establishment Year \| Approved by University Grants Commission, affiliated to Gujarat University and accredited a ‘C++’ grade by National Assessment and Accredition Council (NAAC) \| Campus Strength \| How to Reach \| Second left on the Swami Vivekananda Road, Mahadevwadi, Gondal \| Why to Join Maharajashri Bhagavatsinhji Arts and Commerce College? 1. Anti-ragging Committee- The College is a ragging free campus and has taken mandatory actions to ensure that the college environment is friendly and works in a healthy educational spirit. The college works in strict compliance with anti-ragging rules and regulations issued by Supreme Court of India in the same regard and has set-up an anti-ragging committee to supervise the student activities. 2. Academic attention- The College focuses on the academic structure, learning pattern and overall development of the students. In the same regard, the college conducts a number of guest lectures and seminars. 3. College Rankings- The College has been ranked as C++ by National Assessment and Accreditation Council and is among top colleges for arts and commerce courses in the town. 4. Infrastructure Facilities- The College supports the learning process through infrastructure facilities such as sports ground spread across an acre, well-equipped gym, library, and cafeteria and transport facilities.
Finding Inspiration in Every Turn We believe that every child deserves the best start in life. That's why we provide a wide range of activities that cater to different interests and abilities. Our goal is to create a positive impact on your child's life by fostering a sense of achievement and confidence. We teach our little champs the value of responsibility, the importance of exercise, and the significance of different cultures. With our expert guidance and support, your child will be equipped with the skills and knowledge they need to succeed in their future endeavors. Welcome to our Little Kids champs program, where we inspire your child to be the best version of themselves. Our innovative strategies challenge your child's mind and keep them active. We focus on building their self-confidence and helping them stand up against bullies, all while having fun and learning new skills. Our program is designed to give your child a brighter future. At RRIC, we believe every child has the potential to shine, whether they dream of being a model, an actor, a doctor, journalist, policemen, pilots, fireman, scientist or even the future Prime Minister of Australia. We empower our little champs to pursue their passions and focus on their vision while fostering a healthy mindset and giving them the tools, they need to achieve their dreams. Our team of experts is dedicated to helping each child reach their full potential and create a platform where their unique talents can shine. At WWW.RRIC.COM.AU, we believe that every child has the potential to express their creativity and innovation. We facilitate an environment where kids can speak, write and draw about new ideas on dance, fitness and healthy eating. Our platform provides a safe space for children to showcase and develop their skills and interests. Join our community today and let your child's imagination soar!
Women need to play a leading role in the fight against poverty Bahir Dar in north-western Ethiopia is one of the country’s biggest and fastest growing cities. Its population is roughly 222,000 and it is the capital of the Amhara region, which is predominantly agricultural and marked by severe poverty. Rates for adult literacy – that is, the percentage of people who can read all or part of a sentence – are 54 per cent for men and just 25 per cent for women in Amhara. Even though the legal age for marriage in Ethiopia is 18, around half of all girls in the Amhara region are married off before they reach the age of 15. Female circumcision is also widely practised. Although in recent years, government programmes have made some inroads into delaying marriage, thousands of girls continue to be affected. Child brides are mostly denied an education, and giving birth at such a young age can have severe health effects. Women have an average of 5.1 children in Amhara. Only around 15 per cent of women use any form of contraception – one of the lowest rates in Africa. These figures are some indication of the great deal of work that remains to be done, both in terms of providing health care and support for struggling families, as well as education and awareness-raising. Children suffer most severely from conditions of poverty and deprivation Due to unemployment and the great poverty of the region, many families struggle to provide for their children. At 94 per 1,000 live births, Amhara has the highest rate of infant mortality in the country. In addition, stunting – that is, being shorter than the age-appropriate height – is a direct effect of poor nutrition and affects 56.6 per cent of children under the age of five in Amhara. While in times of prolonged drought the suffering of the population can reach extreme levels, even in “normal” years, malnutrition, stunting and wasting affect thousands and thousands of children. Mothers from poor households often have to return to work in the fields when their babies are just a few months old, so proper weaning does not take place and the baby’s health quickly declines. What we do in Bahir Dar SOS Children’s Villages began its efforts in Bahir Dar in 2000. Strengthen families: Today, our social centres here provide a family strengthening programme to members of the local community. The programme aims to help parents develop their capacities in a holistic and sustainable manner, to achieve self-reliance and economic autonomy, and to ensure access to essential services such as health care and education. We provide guidance on income-generating activities, psychological support, as well as health counselling for people affected by HIV/AIDS. The social centres also offer day-care, where children are looked after while their parents are at work. The overarching aim of these services is to support families, and the community as a whole, so that children can be protected and will not lose parental care. Care in SOS families: For those children from the region who are no longer able to live with their parents, SOS families can provide a loving home. In each family, the children live with their brothers and sisters, affectionately cared for by their SOS mother. Some of these families live in houses that are integrated in the community. Education: Together with children from the community, they attend the SOS Kindergarten here in Bahir Dar. This way, children from SOS families are integrated into the local community from a young age. The children then continue their education at the SOS Hermann Gmeiner School here, which offers primary and secondary school education to around 1000 students. Support for young people: When young people from the children’s village reach an age where they feel ready to move out of the family home, the SOS Youth Programme makes shared accommodation available to them while they complete their education or vocational training. With the support of qualified counsellors, the young people learn to take responsibility, plan for their future and prepare for independent adult life
During the Big Pedal fortnight, the UK’s largest inter-school active travel competition, schools across Wales made a total of 110,000 active journeys. 28,000 pupils at 101 schools in Wales took part in walking, wheeling, scooting and cycling to school, saving an estimate of 190,000 car trips. Taliesin Lewis-Williams, a pupil at Ysgol Gynradd Llanllechid, North Wales, enjoying the cycle to school. Big Pedal success The distance travelled actively by schools during the 2021 Big Pedal is the equivalent of one trip to the moon or six trips around the world. So to celebrate, we're showcasing the Big Pedal achievements of our Active Journeys Schools in each region of Wales. Our Active Journeys programme in Wales is helping children across the country to safely, easily and confidently travel to school by foot, bike and scooter. Applications for our programme (cohort beginning September 2021) are now open. North West Wales Ysgol Gynradd Llanllechid, Gwynedd has shown enthusiasm whilst taking part in our Active Journeys Programme, including Big Pedal. Pupils totalled an impressive 1,424 active journeys during the 5-Day Challenge. These active journeys would not be possible without the support and commitment from parents and guardians. One pupil, Tal, pictured above, cycled an inspiring 20 miles to and from school during Big Pedal week. We caught up with Tal’s dad and asked him why he and his son love to travel actively to school together. North East Wales Bryn Deva school in Flintshire have been working hard on our Active Journeys Programme since 2018. This year, despite the challenges, they organised a Walk-to-School Week. nd until the end of term, every pupil who travels actively to school is entered into a prize draw. Bryn Deva topped the Big Pedal leader board for the 1-day challenge in Wales, with an incredible 93.99% of journeys travelled actively. Bryn Deva have also, alongside 5 other schools across the UK been chosen as winners of the Big Pedal renaming competition. This week, our Active Journeys officer for North East Wales delivered a virtual puncture repair workshop, for KS2 pupils. This session helped develop skills and boost pupils' confidence to maintain their bikes ready for the school run. South Central Wales Afon y Felin Primary school in Bridgend have shown commitment to active travel since 2014. Parents and pupils cut car-use on the journey to school by more than half over three years of working on the Active Journeys Programme. Baseline data showed 40.5% of pupils travelled to school by car, reducing to just 17.2% 3 years later. Only a small number of pupils owned bikes when we first started working with the school, but this hasn’t deterred pupils from walking, wheeling, scooting and cycling the school run. During the 5-Day Big Pedal challenge, an impressive 90.4% of journeys were travelled actively. This is a fantastic achievement by pupils, parents and school staff. A huge 110,000 active journeys were made by schools in Wales as part of Big Pedal 2021. Ysgol Bro Hyddgen, Machynlleth took part in this year’s Big Pedal competition, completing a total of 1,823 amazing active journeys. Having been part of our Active Journeys Programme since 2018, their hard work walking, wheeling, scooting and cycling to school is a great example for schools across Wales. Taking responsibility for our environment Assistant Head Teacher Haf Ap Robert reflects on the competition: “Taking part in the Big Pedal has raised awareness amongst the children, staff and parents of the alternative possibilities for travelling to school. “There is so much to gain and enjoy through healthy journeys. “Taking part provided the staff with another means for praising children's effort and opportunity to become healthy and confident individuals. “I believe that the campaign awakens a sense of responsibility towards the environment and that it fosters principled and informed citizens here in Bro Hyddgen. “We are extremely grateful to our Active Journeys Officer for supporting the school with the campaign by providing useful and fun workshops and checking over 100 during a Dr Bike session”. South East Wales Ty’n Y Wern Primary in Trethomas have kept busy during Big Pedal, completing a number of events during the competition including Dr Bike, Scooter Skills and Bling Your Ride. The Big Pedal week also saw Ty’n Y Wern achieve the silver Active Travel School Award. The award highlights the school's commitment to promoting active and sustainable travel. This then brings about organisational, cultural and behavioural changes which help the school community choose active travel for the school run. 83.56% of journeys were travelled actively during the challenge. And our Active Journeys Officer for South East Wales is looking forward to supporting more great achievements in the future. Bike to School Week is back and takes place from 27 September to 1 October 2021. Find out how you can get involved.
This unit aims to give students an understanding of the Australian and International biomedical industry and in the development, manufacture and uses of biomedical engineering products in therapeutic, rehabilitation and clinical settings. Students will gain an understanding of the process of biomedical regulation in Australia and other major international markets as well as the entire process of creating a new biomedical engineering product, from design through to marketing and monitoring of the product. Students will design a biomedical device including the preparation of a detailed design brief. This will be done as a team project. Each team will work on a specific biomedical design project following formal design protocols, including design control, regulatory considerations, and commercialisation/IP considerations. Unit details and rules Academic unit \| Biomedical Engineering \| Credit points \| 6 \| MECH2901 or BMET2901 or MEDS2001 or PHSI2X07 or BDSN2001 \| AMME5921 OR BMET5921 OR MECH3921 OR BMET9921 \| A basic understanding of human physiology and anatomy and an understanding of the engineering design process. Students are recommended to have completed 36cp of 2000-level or higher units before attempting this unit \| Available to study abroad and exchange students \| Yes \|
ABOUT TARWEED FOLK SCHOOL Our mission is to tend to the land, ourselves, and each other through the sharing of practical arts and place-based skills here in the heart of the Willamette Valley. We are tenders. Tarweed Folk School stewards opportunities for community-based, hands-on learning to all ages. We offered our first classes in 2023 and continue to host half day, full day, and multi-day classes taught by local educators, craftspeople, scientists, tradespeople, small business owners, and members of our Willamette Valley communities. Read below to learn more about our values, folk schools, tarweed (the plant), our steering committee, and our partnerships. WHAT IS A FOLK SCHOOL? The folk school idea blossomed in rural Denmark in the 19th century, inspired by the work of poet, philosopher, and educator Nikolai Frederik Severin (NFS) Grundtvig, who proposed the idea to help Denmark transition to a more grassroots model of social development. The idea then spread through Europe and the United States, seeding varied and diverse communities for lifelong, non-competitive, hands-on learning. In Danish, Folkehøjskole simply means "folk high schools," but the idea revolved around what Grundtvig called "the living word"-- an approach that emphasized practical, hands-on knowledge, skills, and crafts, but also -- through individual and shared social experience -- connection, community, equity, and joy! Folk schooling gives people the space to gauge their own progress according to their own needs and desires, free of grades, certificates, and external measures. Learn more about folk school history and find a directory of country-wide folk schools through the Folk Education Association of America. WHAT IS A TARWEED PLANT? Tarweed species found locally: Madia madioides (woodland tarweed), Madia elegans (common tarweed), Madia sativa (Chilean or Coast tarweed), Madia gracilis (slender tarweed) Tarweed has grown in the Willamette Valley and greater Western region since time immemorial. It is found in the oak savanna, coastal, and woodland biomes of where we live. Indigenous peoples of this region relied on it heavily for food, harvesting after controlled burns and often using it in trade at Willamette Falls. As part of the sunflower family, tarweed suggests resilience and resistance to destructive forces, and the power of life to survive and thrive. We also love tarweed for the beauty of the flower, and the human story of reciprocity between the land and people, who used controlled burns in the oak savanna in order to be able to successfully harvest tiny seeds from sticky stems, and also encourage the oak trees and other wildflowers. In November of 2019 a group of us began envisioning what a folk school could look like in our community. We met monthly for over three years to share food, stories, chores, and craft as we developed our vision for the school. We have a commitment to lifelong learning and work as educators, makers, parents, business owners, and more. Wade Hardware, Greenbelt Land Trust, Highland Woodshop, and the Corvallis Waldorf School are generous hosts and collaborators of Tarweed Folk School classes and events. Tarweed Folk School is a project of Cascade Pacific Resource Conservation & Development (CPRCD), a 501(c)(3) non-profit based in Corvallis, Oregon. As our fiscal sponsor, Cascade Pacific RC&D enables Tarweed Folk School to effectively operate as a non-profit with all of the benefits thereof, so we are able to apply through CPRCD for grants, receive tax-deductible donations, and focus on realizing our mission and values in our inaugural season of growth. We are fortunate to work with some amazing local and national organizations as our partners.
AccessComputing Partner Carol Frieze of Carnegie Mellon University (CMU) was awarded the Computing Research Association's (CRA's) 2017 A. Nico Habermann Award. The Habermann award is given to a person who has made outstanding contributions aimed at increasing the numbers and/or successes of underrepresented members in the computing research community. Carol was recognized for devoting nearly two decades to promoting diversity and inclusiveness in computing. Throughout her career, she has worked with women and people with disabilities and students in K-12 education through graduate school. As the CRA said, "Carol has contributed valuable research towards understanding the challenges diverse populations face, and in many ways, her research has challenged the existing narrative in the field." Carol is the Director of the CMU School of Computer Science (SCS) organizations Women@SCS and SCS4ALL. As a long-time partner of AccessComputing, Carol has received multiple minigrants to provide outreach program to students with disabilities, worked to integrate students with disabilities into her programs, and organized a capacity building institute for the CMU Community. In 2016, she was a recipient of the AccessComputing Capacity Building Award.
NEMCC Hosts Job Fair BOONEVILLE, MISS. (WCBI) – The annual Spring Job Fair brought 50 employers to Northeast Mississippi Community College in Booneville on Tuesday. All NEMCC students and alumni were invited to take part and they were encouraged to bring a current resume to give to prospective employers. Organizers say the job fair gives students important opportunities. “Some of our students just need experience learning to approach employers, talk to them and find out more about them and also tell them about themselves and what programs they’re completing, what they’ve achieved at Northeast,” said NEMCC Career Technical Counselor Carrie Cobb. “It’s been going good, we’ve been walking around, making contacts, trying to hopefully get prospective jobs and hopefully make a good impression on everybody,” said NEMCC nursing student Charity Darst. The job fair also gave the Mississippi National Guard a chance to promote its new program called “Magnolia Gold.” which is specifically for college students.
At Aware Awake Alive, we passionately strive to equip young adults with the tools and understanding to prevent alcohol poisoning, ensuring they stay safe and empowered through education and community support. Rooted in a tragic loss, Aware Awake Alive was founded in 2008 by the parents of Carson Starkey, a college student who passed away from alcohol poisoning. Determined to prevent similar tragedies, they established this organization to educate and empower young adults to make safer choices around alcohol. The Upstander Week campaign, hosted by WITH US, is a dedicated period aimed at raising awareness and fostering a culture of empathy and support on college campuses. Through various events, activities, and educational initiatives, the campaign encourages students to become Upstanders, empowering them to intervene and assist peers facing mental health or substance use challenges. The Upstander toolbox, provided by WITH US, offers a wealth of resources and guides for college campuses to implement and promote the Upstander program, empowering students to intervene and support peers facing mental health or substance use challenges. The Aware Awake Alive toolbox, presented by WITH US, offers a comprehensive resource for organizing Alcohol Awareness and Action (AAA) Week on college campuses. It equips organizers with a range of materials, including customizable event guides, promotional materials, and educational resources, to facilitate engaging and impactful awareness campaigns surrounding alcohol safety.
07 Nov, 2023 02 : 21 The Affiliated School of JNU for Hong Kong & Macau Students (“ASJ”) delegation, led by Mr Johnathan Lai, Chief Principal, visited our College (YCCECE) on November 3, 2023. This visit marked an exciting exchange of education philosophy and insights between ASJ and YCCECE. ASJ, an international school established under the backdrop of the Greater Bay Area and the Pilot Demonstration Area, holds the distinction of being the first school for Hong Kong and Macau students in the Greater Bay Area under the auspices of a renowned university – Jinan University. During their visit, the delegation had the opportunity to explore our College's Tin Wan campus, including our unique Discovery Space—an innovative exploring space that serves as a living lab for student projects, research endeavors, and community activities. The delegation was captivated by the College's commitment to fostering a dynamic and engaging learning environment. Engaging in fruitful discussions, the ASJ delegation engaged with our College President Professor Allan Yuen, faculty members and students, sharing valuable insights and exchanging ideas on educational practices, academic programs, and innovative teaching methodologies. The visit served as a platform for fostering collaboration and mutual learning between the two parties, as both institutions strive to provide holistic and future-focused education to students. YCCECE student from the Mainland shared that they enjoyed their study life here at the College. Their English proficiency is greatly enhanced through a progressive English-learning and multi-cultural environment. The curriculum they learn here refers to the Yew Chung Approach to ECE, it emphasizes play-based learning. They receive the support they need here from teachers and the Student Development Office. Reflecting on the visit, Professor Allan Yuen expressed appreciation for the opportunity to host the ASJ delegation, acknowledging their dedication to providing international education of the highest quality to Hong Kong and Macau students in the Mainland. As the visit concluded, the ASJ delegation departed with a deeper understanding of our College's background, academic programs, and innovative approach to education. Both ASJ and our College look forward to future collaborations that will continue to enrich the learning journeys of students in the GBA Region.
“For many organizations, the shift to a remote learning environment remains a tough decision to make for both students and staff,” said Dr. Ajit Singh, Chief Executive Offer at YuJa Inc. “As we continue to battle the pandemic, our entire team at YuJa is dedicated to providing forward-thinking institutions like Oakland University with the essential solutions required to ensure a smooth transition to distance learning.” The multi-year contract was awarded following an extensive Request for Proposal (RFP) review that described the university’s specific service requirements for an enterprise lecture capture solution, video management, and video conferencing capabilities. These tools support Oakland University’s aim to implement their online learning strategy for the upcoming Fall 2020 semester during the uncertain times. Read the full release here. About Oakland University Oakland University is recognized as a student-centered, doctoral research institution with a global perspective. A public institution, we engage nearly 20,000 graduate and undergraduate students in distinctive educational experiences that connect to the unique and diverse opportunities within and beyond our region. The university was established in 1957 through a generous donation from founders Alfred and Matilda Dodge Wilson. They contributed their historic estate and $2 million to Michigan State University to establish a satellite school, named Michigan State University – Oakland.
–Around 173 CTG Students bagged Placements during the Pandemic July 19, 2021: COVID-19 presented an unprecedented crisis for everyone. Whereas, CT Group of Institutions, as per its vision and mission, is assisting its students in fetching their dream jobs and internships via online campus drive. Around 173 students have bagged offers from the different companies including Nivia, Amul, Shoe Variant Pvt Ltd, Shrimann hospital, CSB Bank, and Pukhraj in all sectors including Management, Engineering and Pharmaceuticals for Internships as well as Placements. The candidates were selected after passing through rigorous rounds comprising of online Aptitude Test, Written Test, Group Discussion, Technical Interview and HR Interview. Students who have cracked a hard nut expressed their cheer by saying that getting training in a top notch companies is a dream come true for us. Throwing light over the excellent placement and internship record, Vansh Raheja, Deputy Director, CCPC & Convener, EDC, congratulated the students on their achievement. Furthermore, he motivated all the students to work hard for future campus placement drives. In addition to, he emphasized that with a perfect track record of productive relationships with corporate, from start-ups to mature and successful enterprises, CT Group provides innovative and productive minds. Meanwhile, Manbir Singh, Managing Director said that the at CT Group we function with the sole objective of developing well rounded individuals, focusing on inculcating high moral, ethical and professional standards amongst the students and contributing to building a skilful society. The students are offered with an outstanding opportunity to obtain real world experience and gain insight knowledge of industry to how it works.
NURSERY AND RECEPTION Welcome to our Nursery. We are based in our own unit across the playground and are taught by our fabulous team; Justene, Kat, Nell and Allana. Mrs Shaw is our Early Years Foundation Stage Lead. Our Nursery is resourced with many natural materials and we offer a homely continuous provision. We offer a child-led setting that is developed from the starting point of the children within it.We have a spacious inside classroom and a wonderful outside play area which includes a small forest-type space, a large sandpit and a pond, as well as our own climing apparatus and range of resources. We offer both 15 and 30 hour places for children aged 3+ and also offer a lunch club. Parents have the option of paying for a hot meal at lunch club if required. We welcome visits to our Nursery, please contact the school office for further details. For regular updates on our Nursery Class activities, please visit our Seesaw pages. In Reception at Barry Primary School we aim to continue the fabulous start children from both our nursery, and other settings, have had already and to welcome them into our Barry family. Our Reception classes are based in the main building and our children are taught by Mrs Shaw and Mrs Jeffcoate and our fantastic team of support staff. We offer a child-led setting that is developed from the starting point of the children within it. As in our Nursery, we have a continuous provision and a natural-based environment. We have 2 indoor classrooms, an outdoor area and a small nook as well as use of the main school playground, which we enjoy in all weather! In Reception, we introduce phonics through Little Wandle. We are a 60 place setting but, in order as much individual teaching and learning as possible, we split into 3 groups of 20 across the day. For regular updates on our in-class activities, please visit our Seesaw pages. We welcome visits to our school, please contact the school office for further information. Apply for a primary school place - September 2025 The closing date for Primary applications will be 15 January 2025 Cool Milk - "Register your child for school milk. Simply visit www.coolmilk.com/register it's super easy and your child can benefit from a nutritious drink of milk to keep them hydrated until lunch"
This listing of studies by school is based on which studies are actually taught by a school. Many schools, however, increase the range of studies available to students by sharing arrangements with other schools or providers; so students can enrol in studies at other schools or providers, such as Virtual School Victoria or the Victorian School of Languages (VSL). Details of these arrangements can be obtained from individual schools. The schools and studies information is current as of 8 May 2025. Studies offered by schools will vary from year to year. Please contact the school for further details to ensure you have the latest information. For information on VCAA-approved VET programs (VE1s), please refer to the VCE VET program page. For information on school-based or part-time apprenticeships and traineeships (VE2s), please refer to the School-based apprenticeships and traineeships page. For information on other VET qualifications or high-level VET qualifications (VE3s), please refer to the Other VET qualifications page. The accreditation period of the Victorian Certificate of Applied Learning (VCAL) has ended. See more information about the transition to the VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC).
The decision on a bill that added a new provision to school counselor privilege was delayed until a later date after much hand wringing at Wednesday’s (1/28) House Education Committee meeting. House Bill 1077 would require parental approval to waive a school counselor privilege for a student under age sixteen. HB 1077’s sponsor Rep. Mike Stevens said it would provide parents a right they currently do not have in law and enhance legal protection for school districts and counselors. “It addresses and protects three different entities,” Rep. Stevens said, adding the bill did affect the legal responsibility of counselors to report allegations of abuse to authorities. The merits of the bill were lauded by all, but concerns were shared by legislators and testifiers over the potential perception of that trust between student and counselor would be violated. “That trust is the most important thing,” Dianna Miller, lobbyist for the South Dakota Counseling Association, said. Rep. Fred Deutsch noted the issue appeared primarily legal and wondered what the effect of the new provision would have on the relationship between a counselor and their students. “How do we ensure the relationship is maintained?” Rep. Deutsch asked. A date for the House Ed. Committee to take action on the bill has not been set. ASBSD is monitoring the bill.
The Community Financial Fund was established in the 2010-2011 academic year, when students passed a measure allocating a new student fee of $2.10 per student per quarter to initiate the program. In the fall of 2011, the Fund began its work by supplementing the A.S. Emergency Loans Program. In its second operating year, the CFF inaugurated a well-liked grant program, which provides additional financial assistance to the student population. The grant program also established the financial literacy workshop, which has been instrumental in equipping students with important financial information. The Fund works closely with the Financial Aid Department and the A.S. Food Bank to reach out to students living with food insecurity as a result of their financial instability.
Introducing young minds to coding can be highly beneficial, as it not only familiarizes them with computers and the fundamentals of coding but also engages them in the process of unraveling how things function. It benefits both their mathematical and reading skills and helps to lay a robust academic groundwork beyond the realm of technology alone. This comprehensive educational approach makes teaching coding in schools an excellent idea, allowing children to develop broad and useful skillsets from an early age. Coding is often called the language of the future. Teaching it to kids at an early age helps them solve problems, think logically, be creative, and get ready for the digital future. Being able to solve problems is an extremely useful skill in everyday life. We all want our kids to be awesome problem solvers, so they can handle any challenges that come their way. Learning to code at a young age helps kids develop this kind of skill, setting them up for success later in life. The Benefits of Early Exposure to Coding Childhood education acts as the fertile soil in which a child's cognitive and problem-solving seeds are sown, and coding, when introduced at this tender stage, serves as the nourishing rain that encourages these seeds to flourish. This unique approach has a number of advantages: Coding acts as a mental gymnasium, sculpting a child's cognitive prowess. It fosters logical thinking, like a trail of breadcrumbs leading to solutions. It encourages them to put pieces of a puzzle together, step by step, and anticipate outcomes, honing their predictive abilities. Early Math Skills Think of coding as a captivating dance with mathematics. It intertwines seamlessly with counting, shapes, and spatial awareness, laying the foundation for mathematical mastery. With every code they craft, children take a step deeper into the world of numbers and patterns, like little mathematicians in the making. Creativity and Imagination Coding is the artist's canvas in the digital realm. It empowers children to breathe life into their fantastical ideas, transforming them into tangible digital wonders. In the world of code, there are no limits, and children are free to explore uncharted creative territories like inventors of the future. Each line of code is a clue, and each error is an opportunity to learn. This dynamic process instills a sense of determination, resilience, and the thrill of overcoming challenges. It's a bit like becoming the hero of their coding adventure, ready to conquer any digital dragon that stands in their path. Teaching Coding to Young Minds In the quest to nurture young minds in the art of coding, it's crucial to employ teaching methods that not only impart knowledge but also inspire creativity and enthusiasm. Here are some effective approaches tailored to the unique needs of budding coders: Learning to code can be as engaging as playing a favorite video game or solving a thrilling puzzle. Interactive and game-based learning methods are designed to do just that. - Engaging Challenges: Imagine coding challenges as exciting quests that students embark on. These challenges encourage them to solve problems, write code, and overcome obstacles, much like characters in a video game. - Gamified Platforms: Utilizing platforms that turn coding into a game fosters a sense of competition and achievement. It's like leveling up in a game, but instead, students progress in their coding skills. - Immediate Feedback: Interactive learning provides instant feedback, helping students identify and correct errors. It's like having a mentor right there to guide them along the way, making the learning experience both enjoyable and effective. Collaborative Coding Activities Learning to code isn't just an individual journey; it can be a collaborative adventure that enhances teamwork and communication skills. - Partner Programming: Pairing up students to work on coding projects encourages collaboration and peer learning. It's like having a coding buddy to brainstorm ideas and solve problems with. - Group Projects: Assigning group coding projects simulates real-world scenarios where coders often work together on larger tasks. It's like being part of a coding team, with each member contributing their skills to achieve a common goal. - Show and Tell: Allowing students to showcase their projects to their peers promotes a culture of sharing and learning from one another. It's like having a coding show-and-tell, where creativity flourishes. - Hackathons: Organize coding hackathons or coding competitions, where students work in teams to tackle coding challenges. It's like a coding Olympics, fostering healthy competition and camaraderie. - Peer Mentorship: Establish a mentorship program where experienced students assist beginners. This mentorship not only enhances their coding skills but also instills leadership qualities. Age-Appropriate Introduction to Coding Introducing coding to young minds is like unlocking the door to a world of possibilities and problem-solving adventures. To make this journey enjoyable and effective, it's essential to tailor the introduction to the child's age and developmental stage. Here's a breakdown of age-appropriate approaches: Early Childhood Education (Ages 3-6) Coding is the language of the digital age, and like any language, it's best learned early in life. In this section, we'll explore the significance of introducing coding in an age-appropriate manner. Specifically, we'll focus on early childhood education, encompassing ages 3-6, to understand how we can lay the groundwork for a lifelong relationship with coding. Play-Based Coding Activities Early childhood education is primarily about fostering creativity and curiosity. As such, coding for young children should be approached through play-based activities. Games, puzzles, and interactive storytelling are ideal tools for introducing coding concepts. Activities like these not only engage children's imagination but also lay the foundation for future coding skills. Design games that involve physical movements like "coding" a friend to perform actions like hopping, jumping, or clapping based on verbal commands. - Coding Robots: Use simple coding robots designed for young children. These robots can be programmed with colorful cards or tiles, teaching sequencing and basic logic. - LEGO Coding: Combine LEGO blocks with coding elements. Children can build a structure and then use color-coded bricks to create a sequence of actions for a toy character to navigate through it. - Educational Apps: Numerous educational apps are available that introduce coding concepts through interactive and colorful games. Look for apps designed specifically for young children. - Coding Board Games: Board games like "Robot Turtles" and "Code & Go Robot Mouse" provide a fun way to introduce coding logic without screens. - Logic Puzzles: Provide logic puzzles appropriate for their age, such as mazes or puzzles that require them to find a sequence to solve. - Offline Coding Cards: Use coding cards with pictures and arrows to create step-by-step instructions for a task. Children can arrange these cards to understand the concept of sequencing. - Nature Coding: Take children on a nature scavenger hunt where they follow a set of instructions (coding) to find hidden treasures or follow a path. This relates coding to real-world exploration. - Free Play: Allow unstructured play with coding toys and materials. This fosters creativity as children experiment and discover coding concepts at their own pace. While it may seem like mere play, they are actually learning the fundamental principles of coding, such as sequencing and problem-solving. These playful experiences create an enjoyable environment where children can explore their potential without fear of failure. Introduction to Basic Concepts (e.g., Sequencing) During the early years, the focus should be on simple coding concepts. Sequencing, for example, is an elementary concept that forms the basis of coding logic. It involves arranging instructions in a particular order to achieve a desired outcome. Here are steps to help you introduce sequencing in an age-appropriate manner: - Use Visual Aids: Start with visual aids such as picture cards, drawings, or symbols that represent simple actions or objects. For example, use cards with images of a sun, a tree, and a cloud. - Storytelling: Create a simple story using the picture cards. Begin with a basic narrative, such as "The sun rises, the tree sways in the wind, and the cloud floats by. - Arrange the Sequence: Lay out the picture cards in a random order. Ask the children to help you put the cards in the correct sequence to tell the story. Encourage them to think about the logical order of events. - Discuss Cause and Effect: As you place the cards in order, discuss the cause-and-effect relationships between each action. For example, "Why does the tree sway? Because of the wind. - Reinforce the Idea of Steps: Emphasize that the story unfolds step by step, just like following a recipe or building with blocks. Use the word "steps" to introduce the concept of sequencing. - Use Movement: Incorporate physical movements that correspond to the story. For instance, when arranging the cards in the correct sequence, encourage children to mimic the actions, like swaying like a tree or pretending to blow like the wind. - Facilitate Interactive Activities: Expand on the sequencing concept with interactive activities. For example, create a simple obstacle course with numbered steps (e.g., "Step 1: Jump over the pillow, Step 2: Crawl under the table"). Children can take turns following the steps. - Connect to Daily Life: Relate sequencing to everyday activities. Ask questions like, "What comes first, brushing your teeth or eating breakfast?" This helps children recognize sequencing in real-life situations. - Repeat and Reinforce: Consistency is key. Repeat sequencing activities regularly to reinforce the concept. Gradually introduce more complex sequences as children become more confident. - Explore Digital Tools (Optional): For older children within the age range, you can introduce simple coding apps or games that involve sequencing actions on a screen. These can serve as a bridge between physical and digital experiences. Primary Schools (Ages 6-12) In the primary school years, children aged 6-12 are at an ideal stage to delve deeper into coding concepts. A structured approach can prepare them for more advanced coding skills and encourage logical thinking. Let's explore how primary schools can effectively introduce coding during this crucial developmental period. Structured Coding Curriculum Primary schools should implement a structured coding curriculum that gradually builds students' coding skills. This curriculum should encompass a range of topics, from basic coding concepts to more advanced programming skills. A well-structured curriculum ensures that students receive a comprehensive and progressive education in coding. - Define Learning Objectives: Start by outlining clear learning objectives for each grade level. Identify what coding skills and concepts students should acquire by the end of the curriculum. These objectives should be age-appropriate and progressive. - Introduce Problem-Solving Skills: Incorporate problem-solving activities and exercises throughout the curriculum. Encourage students to apply coding concepts to real-world problems, fostering critical thinking and creativity. - Interactive and Practical Learning: Create hands-on coding projects and activities that allow students to apply what they've learned. These projects should be engaging and relevant to their age group, sparking curiosity and motivation. - Collaboration and Peer Learning: Promote collaborative learning by having students work together on coding projects. Peer learning can reinforce concepts and build teamwork skills. - Parent Involvement: Inform parents about the curriculum and involve them in their child's coding education. Provide resources for parents to support their child's learning at home. - Monitor Progress:Continuously monitor the effectiveness of the curriculum. Collect feedback from students, teachers, and parents to make improvements as needed. - Support and Resources: Ensure access to technical support and additional resources, such as online tutorials or coding mentors, to assist both teachers and students during the learning process. Learning Programming Languages Teaching programming languages to primary school students, ages 6-12, should be approached with a focus on simplicity, interactivity, and hands-on learning. Below are some of the recommended programming languages best suited for primary school students: - Scratch: Scratch is a visual programming language that allows students to create interactive stories, animations, and games by snapping together code blocks. It encourages creativity and problem-solving. - Blockly: Blockly is a block-based programming language that can be customized for various levels of complexity. It's often used to teach coding concepts and logic through hands-on projects. - Tynker: Tynker offers game-based coding lessons and interactive activities that engage young students. - Python (for older students): Python is a text-based programming language suitable for older primary school students. It is widely used and has a gentle learning curve. Hands-on Projects and Coding Challenges To solidify their coding skills, students should engage in hands-on projects and coding challenges. These projects should be age-appropriate and progressively more complex, allowing students to apply what they've learned in a practical context. Examples include: - Creating Simple Games: Students can design simple games using Scratch or similar platforms, learning about variables, loops, and conditional statements along the way. - Robotics: Introducing robotics kits like LEGO Mindstorms can bring coding to life. Students can program robots to perform tasks, solve puzzles, or navigate obstacle courses. - Web Development: For older primary school students, basic web development projects can be introduced. They can learn HTML and CSS to create web pages or simple websites. - Coding Challenges: Encourage students to participate in coding challenges or competitions that require problem-solving and critical thinking. This can foster a healthy sense of competition and motivation. Encouraging Logical Thinking Coding inherently promotes logical thinking, but it's still essential to emphasize this aspect in the classroom. Here’s what you can implement to your teaching plan: - Debugging: Teach students the skill of debugging, which involves identifying and fixing errors in their code. This process encourages them to think logically and analytically. - Algorithmic Thinking: Introduce algorithmic thinking by breaking down complex problems into smaller, manageable steps. Show students how to design algorithms and translate them into code. - Problem-Solving: Incorporate coding projects that require problem-solving. Encourage students to think creatively and systematically when faced with coding challenges. - Collaborative Coding: Promote collaborative coding projects where students work together to tackle larger tasks. This fosters teamwork and helps students learn from each other. Addressing Challenges in Introducing Coding to Young Learners Coding in primary and early education presents unique challenges, but with careful planning, these hurdles can be overcome. Below are common challenges and potential solutions: Young children have different learning needs and abilities, so it can be difficult to develop a curriculum that is both age-appropriate and effective in teaching coding concepts. Solution: Collaborate with educators and experts in child development to design a curriculum that aligns with young children's stages of cognitive development. Use visual, interactive, and game-based tools to make learning fun and engaging. Limited Access to Technology Not all schools or students have access to the necessary technology, such as computers or tablets, to learn coding. Solution: Advocate for equitable access to technology in schools and consider alternative approaches like unplugged activities that teach coding principles without the need for devices. Engagement and Retention Young children may struggle to stay engaged or remember coding concepts over time. Solution: Incorporate storytelling, hands-on activities, and physical games into coding lessons to enhance engagement. Use frequent, short lessons and repetition to reinforce learning. Assessment and Evaluation Traditional assessment methods may not effectively measure coding skills in young children. Solution: Develop age-appropriate assessment tools, such as observations, project-based assessments, or portfolio evaluations, to gauge students' coding abilities and progress. Inclusivity and Diversity Ensure that coding education is inclusive and accessible to all students, regardless of gender, race, or socioeconomic background. Solution: Promote diversity in coding by using representative role models in the curriculum, offering scholarships or coding clubs for underrepresented groups, and addressing unconscious biases in teaching materials. Some parents may not be familiar with coding or may have misconceptions about its value in early education. Solution: Provide resources and information to parents to help them understand the benefits of coding and how they can support their child's learning at home. Integrating Coding into Existing Curricula Integrating coding seamlessly into existing curricula can be a daunting task for educators and schools. The challenge lies in finding the right balance between coding and other subjects. Solution: Explore interdisciplinary approaches that incorporate coding into subjects like math, science, or art. Focus on the problem-solving and critical thinking skills that coding can enhance. Ensure that coding education is not a one-time event but a continuous part of the curriculum. Solution: Establish a long-term plan for coding education that spans multiple grade levels, building on previous knowledge and skills each year. - Code.org: Code.org provides a variety of free coding courses designed for different age groups. They offer a range of activities, from simple block coding to more advanced text-based programming. Physical Coding Tools - Bee-Bot and Blue-Bot: These are programmable robots designed for young children. They help teach sequencing and basic programming concepts through fun activities. - Ozobot: Ozobot is a tiny programmable robot that can follow lines and respond to color-coded commands. It's suitable for teaching basic coding principles. Professional Development Resources for Teachers - Code.org's Professional Development: Code.org offers a comprehensive set of professional development courses specifically designed for teachers. These courses cover a range of topics, from basic coding concepts to more advanced programming languages. Teachers can participate in workshops, webinars, and self-paced courses to build their coding knowledge and pedagogical skills. - CS Unplugged: CS Unplugged provides a collection of free teaching materials and activities that don't require computers. It's an excellent resource for teachers who want to introduce coding and computer science concepts in a hands-on, screen-free way. - Coursera and edX: Online learning platforms like Coursera and edX offer courses on coding and computer science pedagogy. These courses are often created by top universities and institutions, providing educators with access to high-quality content. Coding Books for Kids - "Hello Ruby" by Linda Liukas: This book series follows the adventures of Ruby, a young girl who solves problems using logic and coding. It's a playful and educational introduction to coding concepts for kids. - "Coding for Kids" by Raj Sidhu: This series of coding books for different age groups covers various coding languages and concepts. The books are designed with colorful visuals and engaging exercises to make learning fun. - "Scratch Coding Cards" by Natalie Rusk: These coding cards are a hands-on resource for kids interested in Scratch programming. Each card provides a project idea and step-by-step instructions for coding it. - "Python for Kids" by Jason R. Briggs: Geared towards older kids, this book introduces Python programming through clear explanations and fun projects. It's a great resource for young aspiring programmers. - "Coding Games in Scratch" by Jon Woodcock: This book combines coding with game development, allowing kids to create their own interactive games using Scratch. It's a creative and engaging way to learn coding. - "Ada Lovelace" (Little People, Big Dreams) by Isabel Sánchez Vegara: This biography introduces kids to Ada Lovelace, a pioneering figure in computer programming history. It's an inspirational read for young minds interested in coding.
Sarah Rawsthorn is the Founder of Mind Mechanics and Director of Edge Inclusion Partners. She has 30 years’ experience in the field of neurodiversity and social, emotional and mental health needs as an independent speaker, teacher and Local Authority SEND Advisor. She writes below about why she wrote the Mind Mechanics books. \| Young Minds report that 67% of young people interviewed believed that the pandemic will have a long-term negative effect on their mental health. This includes young people who had been bereaved or undergone traumatic experiences during the pandemic, who were concerned about whether friendships would recover, or who were worried about the loss of education or their prospects of finding work. The Mind Mechanics books provide those who are not expert mental health practitioners, yet supporting children and young people, with a vital tool. Mind Mechanics has been created for parents, teachers and those working with our children and young people, in a format that is simple to implement and use. There are two books, one for 7-11s and one for 11+. Each one contains a wealth of information pertaining to emotional wellbeing, in addition to the equivalent of 12 hours of themed lesson plans. Each lesson plan includes photocopiable resources. Mind Mechanics activity plans are detailed, setting out an overview of a themed set of activities, each one timed, so that the adult has flexibility about how and when to use the book. The book can be used for occasional individual support or whole lesson periods can be devoted to delivery. In their entirety the books provide a significant proportion of a mental health curriculum. We know that behaviour is a consequence of thought and feeling, children rarely making a conscious choice to behave inappropriately, rather, not knowing how to communicate distress or how to self-regulate. Mind Mechanics addresses this by teaching self-regulation strategies. Participants are given the opportunity to engage in creative, fun activities, learning how to better identify their feelings and understand how their body and brain responds to emotion. Mind Mechanics explains unhelpful thinking patterns and how to be more self-compassionate and identify strengths. The books introduce a wide range of evidence based soothing strategies. Through a series of practical, creative tasks, Mind Mechanics are equipped with a Toolbox for Their Brainbox. Mind Mechanics was founded as a collaborative activity undertaken by the multidisciplinary team at Edge Inclusion Partners, a community interest company, founded 10 years ago. We tipped the contents of our heads out and created a wholistic intervention, knowing that one size does not fit all. We wished to create an offering to children and young people which included a wide range of all the NICE approved strategies. We also chose to include pre and post intervention tools, not only to provide evidence of the impact of the programme but also as a resource to help teachers to identify specific areas of need and to use as referral information for the specialist teams at CAMHS. Mind Mechanics was piloted in a range of settings from Primary Schools to P.R.U.s and honed and improved over a period of three years. We continue to go into schools to model delivery of the programme in its entirety, training teachers through modelling but decided to publish Mind Mechanics as books to reach a wider audience of children, young people, their parents, carers and teachers giving all our readers ‘A Toolbox for your Brainbox’. Below are reactions we gathered from some of the children who took part in the Mind Mechanics course, and benefitted from learning these all important life skills and strategies. ‘Now I have got in control of my emotions’ ‘I think I’ll be able to stay calm and not get so stressed about homework and exams’ ‘I have improved how I cope with certain things and I get less annoyed and frustrated’ If you want to sign up to the newsletter to hear more updates around special education, mental health, wellbeing and more, click here.
School Reform Proposals: The Research Evidence In order to clarify what we know about effective public schools, the Education Policy Studies Laboratory (EPSL) at Arizona State University invited a group of distinguished education scholars to review the research on a series of education reform topics. The following literature reviews are the result. Some reviews focus on specific proposals that are proffered for making public schools more effective. Others examine core components or practices in our public schools in order to evaluate the impact of those components and practices on student achievement. In each case, the reviewers examined the research on the topic at hand with a particular eye toward its findings with regard to student achievement, especially that of children living in poverty. Each of the following sections can be found in downloadable format below. The separate Executive Summaries can be found here. Introduction and Executive Summary. By Alex Molnar Chapter 1: Early Childhood Education. By W. Steven Barnett This chapter reports on the efficacy of early education programs. The author seeks to summarize what is known about the extent to which variations in child characteristics, program characteristics, and social environment alter the degree of educational benefits from early education. Chapter 2: Class-Size Reduction in Grades K-3. By Jeremy D. Finn This chapter summarizes the current state of research on class-size reduction and its implications for educational policy, especially as it pertains to the academic performance of at-risk students. Chapter 3: Small Schools. By Craig Howley There is much evidence supporting the benefits of smaller school size. This chapter conveys the complexities and the practical applicability of research on small schools. Chapter 4: Time for School: Its Duration and Allocation. By Gene V Glass The author explores the question of the potential effect on academic performance if the length of the school day or number of school days in the year is increased. Chapter 5: Grouping Students for Instruction. By Gene V Glass Tracking students by ability has few benefits and many risks. This chapter explores the grouping of students with similar educational ability and achievement. Chapter 6: Parental and Family Involvement in Education. By Douglas B. Downey This chapter presents research on parental interaction and involvement in the school and at home. Whether that involvement, or other factors such as genetics or parenting styles, has the greater effect on achievement is explored. Chapter 7: Public Schools and Their Communities. By Catherine Lugg Conducting large-scale studies about public school involvement with their communities is difficult. This chapter maps out the history regarding that interaction between schools, communities, and student outcomes and academic achievement. Chapter 8: Teacher Characteristics. By Gene V Glass The author discusses the limits of psychometric approaches to choosing among teacher candidates to hire. Chapter 9: Converging Findings on Classroom Instruction. By Barak Rosenshine In this chapter, the author explores the impact that teacher behavior can have on the achievement of students, particularly of students living in poverty. Chapter 10: Teacher Unions and Student Achievement. By Robert M. Carini Evidence suggests that teacher unionism leads to modestly higher standardized achievement test scores. The author provides policy recommendations for future collaboration with teacher unions. Chapter 11: Value-Added Assessment of Teachers: The Empirical Evidence. By Haggai Kupermintz This chapter describes the Tennessee Value-Added Assessment System (TVAAS) approach to teacher evaluation and offers a critical review of the empirical research base that addressess the validity of estimates of teacher effectiveness. Chapter 12: Professional Development. By Ulrich C. Reitzug The focus of this chapter is to examine what the various processes and activities are that might enhance educators' professional knowledge, skills, and attitudes, and to explore their impact on teaching practices and student achievement. Chapter 13: Charter Schools, Vouchers, and EMOs. By Gerald W. Bracey This chapter examines what research has found about the ability of three proposed reforms to increase student achievement, particularly in schools located in high-poverty areas.
Conservative lawmakers in Illinois are sounding the alarm about a bill that could drastically change homeschooling rules in the Prairie State. The Homeschool Act, also known as HB2827, would mandate homeschooling parents to fill out a “homeschool declaration form” that would essentially register them in their nearest public school district. The children of parents who don’t fill out the form are considered “truant, with penalties applying,” according to the bill’s synopsis. It also requires documentation of immunizations and health examinations for children who wish to participate in public school activities. “[If a] child in a homeschool program seeks to enroll part time in a public school or participate in any public school activities taking place on or off of school grounds, the homeschool administrator must submit proof that the child has received all required immunizations and health examinations or a signed Certificate of Religious Exemption,” the text states. The bill also “sets forth requirements for homeschool administrators and programs and reporting requirements.” “[The bill] makes conforming and other changes in the Freedom of Information Act, the School Code, and the Illinois School Student Records Act, including requiring (rather than allowing) nonpublic schools to register with the State Board of Education,” the synopsis concludes. The Illinois State Board of Education’s Education Policy Committee is reviewing the bill on Wednesday – but opposing lawmakers have encouraged constituents to submit witness slips in an attempt to halt any further progress on the bill. Illinois state senator Neil Anderson said on Facebook that 30,000 witness slips have been submitted. “After nearly 30,000 witness slips opposing this attack on our private and home schools, we need the public to resubmit their witness slips before tomorrow’s House Education Policy Committee meeting at 8 AM,” the Republican wrote. “Make your voice heard and protect our right to homeschool!” Chris Miller, a Republican representative in the Illinois House of Representatives, also called attention to the bill in a Facebook post. “HB2827 is scheduled for the House Education Policy Committee tomorrow,” Miller wrote. “As a father of 7 homeschooled children, I find this bill to be a direct assault on families across Illinois!” Some left-leaning politicians have also voiced concerns about HB2827. Illinois state representative La Shawn Ford, a Democrat, told local outlet The Center Square that he’s “not for it.” “From the constituents that I’ve gotten calls from, I’m understanding why they don’t like it,” Ford is quoted as saying. “The loss of their autonomy, that’s a major concern that they lose the autonomy over their children, which is why they choose homeschooling. They want to have control over their children’s education, including the curriculum, how they teach and the philosophy.”
Chipotle Giving Away $1 Million Worth Of Food To New Jersey Teachers I want to start this piece by shouting out all the New Jersey teachers out there. Your jobs are more difficult than anyone realizes and I emulate the time, effort and patience you put into your work on a daily basis. I am not the only who wants to recognize your hard work. According to NJ.com, Chipotle is gearing up to give away $1,000,000 worth of free food to teachers as we prepare for yet another school year to begin. “Teachers cultivate a better world by shaping the next generation,” said chief marketing officer Chris Brandt according to NJ.com. “As a longtime supporter of education, we are encouraging our fans to join us in recognizing teachers and their impact on America’s youth.” Do you know a teacher that you think is deserving? All you have to do is nominate them for the free grub! Who are you going to nominate? Unfortunately, you don't have a lot of time to think about it because time is running out. You only have until the end of the day TOMORROW, August 12th to make your nominations. Starting this Monday, August 15th, Chipotle will randomly select 2,000 teachers to win some free grub in honor of the back to school season. The total amount of food given away will come to $1,000,000. To all of our New Jersey teachers: you are some of the most dedicated, patient and hard working people I have ever met. Rock on educators! Need a burrito now? Can't wait for Chipotle to decide? Here are some places to hit up:
As a premed student, it is essential to gain clinical experience to build your passion and perspective for medicine. Perhaps more importantly, medical applications require substantial clinical experience. Since there are numerous clinical opportunities to choose from, it can often be overwhelming to decide which experiences are best for you. If you don’t know where to start, don’t worry! Listed below is the Ultimate Guide to Clinical Experience for Medical School. What Is the Clinical Experience for Med School? Having any clinical experience on your application is an unwritten rule. However, the number of experiences – not to mention the hours – is a more subjective matter. Fortunately, the opportunities that usually qualify as “clinical experience” are broad and plentiful. An admissions officer said, “If you can smell the patients, it is a clinical experience.” Clinical experience can be divided into two main categories: paid and volunteer. Examples of paid positions include: - Emergency Room Technology - Pharmacy Technique - Certified Nursing Assistant - Licensed Practical Nurse - Emergency Medical Technician - Emergency Room Paramedics The first five items work inside the hospital and require separate licenses. However, the requirements are usually not time-intensive and can be met during undergraduate. Moreover, several universities have their own EMT/Volunteer ambulance service that students can participate in. Volunteer clinical positions generally do not involve direct medical care because volunteers are neither paid nor trained, but they can still interact with patients. A hospital’s emergency department, assisted living center, hospice, medical center, or other programs sponsored by your university (internship, externship, medical mission) are great to look at. Try asking a physician to shadow is also a great way to gain guided patient care experience in the specialty of interest. So if this is an opportunity available to you, by all means, take it! What Counts as Clinical Experience for Medical School? Paid clinical experience can be simple to gain and the question remains, what exactly are examples clinical experience for medical school? Emergency Medical Technician Work as an EMT provides valuable exposure to emergencies. This won’t provide many conversations with physicians, but it will allow you to decide whether the heavy responsibility of medicine is yours to pursue. Phlebotomists interested in medicine will work in a hospital or clinic to take blood samples. Different than an EMT, a Phlebotomist will have more patient interactions in a less stressful environment and is a great opportunity to gain medical experience. Certified Nursing Assistant Working in a hospital would be a beneficial option for increased risk in various patient circumstances. In addition, the hospital environment will allow you to speak with medical professionals and gather important insights. Don’t forget that the point of clinical experience is to prove that you’re taking the time to get comfortable with patients. Medical Volunteer Roles Medical centers often have many opportunities for volunteer hours and are open to the public. Remember that you may come across medical centers that already work with premedical students or have relationships with schools that funnel students to fill volunteer positions. Volunteering at a Hospice Center is certainly an emotional one. Exposure to emotions while practicing the maintenance of a stable internal state is undoubtedly a skill that will be worth fostering. Obviously, the amount and type of clinical exposure you can receive varies significantly based on the opportunity. Paid Clinical Experience vs. Volunteer Experience Paid medical experience options will give you the most practical clinical experience. This makes sense as you will be specially trained to work with patients in your role. On the other hand, let’s say you become a phlebotomist and never ask questions or make connections in the hospital. In that case, it won’t benefit you as much as volunteering at a medical center and speaking regularly about medical decisions. Remember that the goal of clinical experience is exposure to the inner workings of medicine and patient care to prove that you are making the right choice for your future. Therefore, you will need to be able to articulate and justify your decisions at your medical school interview. How Many Hours of Clinical Experience for Med School Are Needed? What activities will count as clinical experience? How many hours do you need? Is it obligatory to have a defined amount of clinical experience? Many applicants ask these questions as they focus on building their extracurriculars for medical school. In addition, most medical school admissions committees look for clinical experience in your medical school to indicate your passion and commitment to medicine. Therefore, it is essential to receive initial exposure in a clinical setting to give your application a strong chance of success. Clinical experience primarily involves patient interaction in a clinical setting. That’s because it can help students understand what it is like to be a doctor before officially stepping into medical school. Some schools also recommend that all applicants complete several clinical hours before applying. While the requirements for such a medical school may not be strict, you should meet them if you want a competitive application. There is no set amount of time required to obtain clinical experience. All you need is a good quality experience done over a long enough time to demonstrate commitment. It’s not very unusual for med students to have over 500 hours under their belt. Aim for no less than 500, and when in doubt, inquire with the admissions office of your desired school. Think of it this way, an hour once a week for 2 months probably wouldn’t be considered devoted to medicine. How To Get Clinical Experience for Med School? Evidence-based medicine relies heavily on research for innovations and treatments. While not mandatory, research experience is viewed favorably by admissions committees. Most research experience will be accessible through your university. Many medical schools offer summer programs that are designed so that students can work under a mentor and learn research techniques. But these spots are often limited, so a helpful strategy is to contact the science lecturers you’ve taken classes with to see if they need help with their research. Even if they don’t have open opportunities, they can often put you in touch with coworkers. Medical centers and independent research facilities also offer internships for students during the summer and academic year. Contact your college’s career center for other opportunities or see this list of summer programs by AAMC. In the following, we bring you three main ways to gain clinical experience for med school: Securing shadow opportunities can be difficult. The simplest way to find shadow opportunities is to simply ask. Your own doctor may be willing to allow you to shadow. School-affiliated medical centers or professors are also good places to start, especially if you have a good relationship. It’s important to note that when searching for shadow opportunities, seek out the fields of medicine you are most interested in. For example, if you’d rather work with children, seek out pediatricians. It’s an excellent idea to have more than one opportunity, as long as you make sure you can devote yourself to each one. If you reach out to your pre-medical counselors or a school medical center, your school may be able to connect you with volunteer opportunities. If they offer their exclusive EMS program, you may find that your school will be one of the few that will offer EMT training. Some schools have hospital affiliations. If your school does this, ask the volunteer about your options. Determine which option suits your interests and needs. Some local hospitals and medical clinics in your town will also have various options for you to choose from if it is not possible to go through your school. Many have an online application to volunteer. Often, multiple opportunities are listed. Start contacting to learn more about each and find out which option will be most involved. This will be helpful to make the most of your volunteering experience and ensure that it also provides you with clinical exposure. When choosing an opportunity, don’t forget that you want to enjoy what you are doing so that it is sustainable. You can do this long enough to build a good relationship with your organization. Either training or certifications will be required for the paid experience options mentioned. Phlebotomy requires a certificate. The average program is eight weeks, depending on the program and structure chosen. The Red Cross periodically hires phlebotomists they will train, which is helpful because training courses range in price from $1,000 and up. For other paid clinical experience opportunities, you will need to obtain the relevant certifications. While volunteer EMTs are not paid, some programs train them for free. After receiving your certificates, you will apply to these positions like any other job. Be sure to build meaningful relationships and do well in whatever you choose. You may need a letter of recommendation from someone you work with for this role. Clinical Experience and Medical School Admissions Whether you are just starting your MCAT journey, or you are solidifying your application for medical school, the team at Jack Westin wants to help you every step of the way. From our range of MCAT Courses, to our Admissions Counseling Services, Jack Westin can provide you with the support you need to get into medical school. For more information about Jack Westin, CLICK HERE.
On Tuesday, President Trump delivered his first State of the Union address. In it, he addressed a wide range of issues, including immigration, foreign policy, tax reform and the economy. However, the president only mentioned education policy once, specifically referring to CTE by saying “let’s invest in workforce development and job training. Let’s open great vocational schools so our future workers can learn a craft and realize their full potential.” The line led to a standing ovation from both Democrats and Republicans in the House Chamber. The nod to career education is laudatory, but falls short of capturing the full breadth of today’s CTE ecosystem. Not only does CTE reach far beyond the “vocational education” that once characterized the system, but CTE programs do more than just teach students “a craft.” Today’s CTE is part of a well-rounded education that imparts a wide range of academic, technical and employability skills and prepares students for lifelong learning and diverse career opportunities across the economy. There are already many high-quality CTE programs and schools around the country, though they do need additional support to further improve their programs and ensure every student has the opportunity to access them. On the heels of his call for “open[ing] great vocational schools,” President Trump should redouble the nation’s investment in CTE through the Carl D. Perkins Career and Technical Education Act in his budget, which is set to be released in mid-February. The president’s budget last year proposed cutting the Perkins CTE basic state grant by 15 percent. The president also spoke about the need to “rebuild our crumbling infrastructure.” He called on Democrats and Republicans to work together to modernize infrastructure and spur at least $1.5 trillion in infrastructure investments, funded by federal, state and local governments, and through private sector investments. While infrastructure investments have been discussed by the Administration and Congress at numerous times over the last year, often absent from this discussion is how to prepare the necessary workforce to meet infrastructure needs. Infrastructure – from roads and bridges to sewage, telecom, electric grids, and more – requires people to plan, design, build and maintain the projects. A 2016 analysis predicts a shortage of at least a million workers in the construction industry alone by 2020. Any discussion about an infrastructure package must include a workforce development component to ensure America has the skilled talent pipeline to meet its infrastructure workforce demand. Shortly after the State of the Union, as is tradition, Democrats held a response. This year, Rep. Joe Kennedy III (D-MA) gave the response from a CTE high school. At the beginning of his remarks, Rep. Kennedy gave a shout-out to CTE students in attendance, saying, “[f]rom textiles to robots, [Fall, River Massachusetts is a proud American city] that knows how to make great things. The students with us this evening in the auto-tech program at Diman Regional Technical School carry on that rich legacy.” Unfortunately, Rep. Kennedy’s response, like the President’s address, didn’t elaborate further on CTE or the critical role it plays in the American economy. ACTE will continue working with the Trump Administration and Congress to increase investments in CTE and build on the many high-quality programs all across the country.
The market’s temperature is rising day by day since the launch of the Fizz app in the market. If you have already heard and downloaded the Fizz app on your Android or iPhone device then let’s explore how to create a post on Fizz social app with us in this article. Fizz is a new social media app that has turned the table upside down for all the students. This app was designed and developed by a couple of students. The Fizz app allows students to fill an anonymous survey form where a random topic will be discussed and shared among the rest. This app mainly focuses on connecting students to each other. If you are also interested in doing so then first learn how to create a post on Fizz social app. Open App > Add Icon > Select A Category > Make A Statement > Post and that’s it! That was how to create a post on Fizz social app. If you need the details, then read more! In this article we are going to discuss and elaborate the process of how to create a post on Fizz social app and why you should go for the Fizz app? Excited? We’re too! Let’s hop on. How To Create A Post On Fizz Social App? The Fizz social app is a platform developed for college and high school students. This platform is made to vet every college guy or gurl in a safe and professional way without leaking any personal data. With the guidance of the security experts everything is safe and secure over here! Students as a user on this platform are allowed to post texts, statements, polls and photographs without logging in or providing any other recognizable information by using the chat and the news tab. Students can post comments and vote for something along with sending others a private text only if they agree to reveal their identity to each other. Also Read: How To Download Fizz Social App On Android? If you found the app entertaining and fun till here then why not try it personally by making your first move! A post! Yea, create a post on the Fizz social app and let others know about your existence. If the worry is that you don’t know how to create a post on Fizz social app then here are the instructions for the same. Just follow each of them carefully. Open App > Add Icon > Select A Category > Make A Statement > Add Pictures > Next > Post Step 01: First download and then open the Fizz social app in your Android or iOS device if you haven’t already. Step 02: From the home screen of the app click on the Add Icon at the right bottom corner of the screen. Step 03: Next select a Pseudonym from the bottom of the screen relating to your post like Question, Confession, Shoutout, Crush, Dub and others. Step 04: After selecting a Pseudonym, make a statement and enter whatever you want to post on the App. Step 05: Now add Pictures from the gallery icon at the middle left side of the bar. Once you click on that button you will enter into your gallery from where you need to select pictures that you want to pin with your statement. Step 06: After writing and adding pictures to your post, click on the Next button at the top right corner. Step 07: At last, tap on the Post/Send button to publish your first post on the Fizz app. And done! You have successfully learnt how to create a post on Fizz social app with this guide. But do you know why you should pick the Fizz app instead of all the other well established platforms like Instagram and Facebook? If not, then allow us to do so! Why The Fizz Social App? We already discussed how to create a post on Fizz social app but did we tell you why you should go for the Fizz app? What’s special about this one app? How is it different from others? Well, we will be making this clear by describing a few of its key features in detail which you’re gonna love about it! Key Features Of The Fizz Social App: - It is a User-Friendly app designed by students for students to help them vet on others by creating private communities - Only students studying in a college or high school can sign up for the Fizz social to keep its boundaries limited. - A local moderator, one who is aware of the culture of their university or school is responsible for the security of the app. - The Fizz app is high on Proximity and Safety. As it keeps their users connected to each other safely. - It is similar to the Gas app, the only difference is that it is meant for college students primarily. - The Fizz social app keeps your identity anonymous keeping the safety in mind. Also you have the option to reveal it to someone if you wish to chat with them on the app. - Downloading and accessing the app is free of cost! No charges applicable. - And the most fun part, every Android and iOS user can access the application. We guess these reasons are enough to turn your mood into the Fizz app. So don’t wait any further, download the Fizz app, create a post, publish it and know where you stand in your university! Fizz is the new trend among all the teenage students. This app assures to increase the closeness and exclusivity among the students for each other. Since the app is issued by the university and is specific for every one of them it’s not possible for any outsider to register or sign up. This app pays so much attention to the security policy of the app that if someone gets blocked on the app they will face a permanent ban on their account and won’t be able to sign up again ever! Also every community created on this application will be identical to their university. Like, Harvard students won’t be able to interact with Stanford students through the app. Amazing right? So to bring this fun to you we published this article for you to get started with the Fizz social app by learning how to create a post on Fizz social app. If you find any difficulty in posting a post or the downloading process then remember we are just a comment away! Frequently Asked Questions Q. What Is The Fizz App? Fizz is a new social media application that is solely meant for all the students out there where a user can only access the app for their own college. One can post statements, pictures, polls on the app. This app keeps the identity of the user a secret. Q. What Is Fizz Stanford? Fizz Stanford was primarily known as Buzz app when it was launched on 29 July, 2021. The app allowed their users to post memes, tweets and comments anonymously. Q. Can I Use Fizz In The USA? If you are wandering in the US, including Puerto Rico and the U.S. Virgin Islands, only the LTE network would be accessible. Even calling or texting is not possible. Q. How Do You Chat On Fizz? To chat on the Fizz social app, you first need to connect your Fizz account and wait a couple of seconds for the green bubble to pop. Once it appears, click on it and start chatting.
This may turn out to be the best lecture I've never attended. I had to leave before Dr Itiel E. Dror gave his talk, at the e-learning forum, but we had a chat in the break and he left me his excellent paper. Old science and new-age sociology He agreed that learning theory, for most educationalists and training professionals, was stuck in tail end, behaviourist theory that goes back 50 years or more. These are largely 'fossil' theories that have been hanging around because the professions rarely bother to relate practice back to current research. These fossils include the over-prescriptive, faddish and non-empirical theories of: Honey and Mumford Vygotsky; learning's Lysenko Even more worrying has been the sudden entry of non-empirical sociology, which claims that all learning is a social construct. This manifests itself in the truly awful Vygotsky cult (oft quoted, seldom read) with his pseudo-Marxist, unscientific theories, loved by instructors as it puts them at the centre of the learning universe. He is learning’s Lysenko (they were born within two years of each other). It's as if we are stuck with a combination of old, discredited science and bogus new-age sociology. Experimental psychology has many of the answers It is a myth that there's no stable, scientific learning theory. We need only turn to the many pieces of solid evidence from experimental psychology to see how the three core processes in learning can be improved: # It is clear that cognitive overload is the greatest consequence of not understanding how knowledge and skills are acquired. The failure to understand how we prioritise and select information, and a lack of detailed knowledge on chunking, top-down processing and modularity, lead to demeaning, over-demanding or dull learning experiences. Expectation, motivation and engagement all have optimal techniques, which can be used to increase the efficiency of learning. Cognitive overload is at best a waste of resources, at worst a destructive force in learning. Yet far too much training ignores the fact that less is more. We need to understand how to remember in order to retrieve, and so we need to understand how the different memory stores/structures/systems work. This is an area rich in solid research, from Ebbinghaus onwards. Working Memory is different from Long-Term Memory. It is vital we understand how these work, along with the two different types of LTM; semantic and episodic memory. Then there's incidental versus intentional learning, inferential reconstruction and context sensitive retrieval. These are pretty solid pieces of science that can be used to inform the design of learning experiences. Yet how many teachers and trainers know what these terms mean? If we were engineers we'd know the basic laws of physics, yet in the learning game we can sail on, oblivious to how memory actually works. Appropriate representations can be recalled but we must be aware of their limited scope. This is a trade-off between efficiency and flexibility. This 'transfer' problem is fascinating. How do we recall learnt knowledge and skills and apply them efficiently? The whole area of practice and work-related activity swings into action. Practice makes perfect, yet in education this is reduced to cramming, and in training, with its fixation on single, episode 'fixed duration courses’, ignoring actual reinforcement and application on the job, is largely ignored. Itiel has a sensible and measured run though of some basic ideas around how we acquire, store, recall and apply knowledge and skills. His appeal for the practical application of experimental psychology to learning is badly needed.
Education is one of the cornerstones of individual growth and societal development. However, within the broad spectrum of educational systems lies a critical segment that often experiences significant challenges and setbacks: special education. To address these concerns and transform special education into a more effective and inclusive system, I propose several actionable strategies. Firstly, we need to prioritize and increase funding for special education programs. Financial support is foundational to ensure that schools have the resources necessary for specialized instructional materials, assistive technology, and adequately staffed classrooms. By boosting funding, we can reduce student-to-teacher ratios, which is crucial for providing individualized attention to students with special needs. Secondly, it is essential to invest in the professional development of special education teachers. Ongoing training opportunities will help them stay abreast of the latest educational strategies and technological advancements in special needs education. Furthermore, teaching strategies should be adaptable and diversified to cater to a wide array of learning disabilities and difficulties. Thirdly, we should embrace and integrate technology within the curriculum. Assistive technologies such as speech-to-text software, audiobooks, and applications designed for learners with dyslexia can revolutionize the learning experience for many students. Moreover, virtual reality (VR) and augmented reality (AR) tools can offer immersive educational experiences that can be particularly beneficial for students with autism spectrum disorders. Fourthly, active parent involvement must be encouraged. Parents provide essential insights into their children’s unique needs and behaviors which can be instrumental in crafting tailored educational approaches. Regular communication between parents and educators should be facilitated through parent-teacher meetings, detailed progress reports, and collaborative development of individualized education programs (IEPs). Lastly, there is a need for a cultural shift towards inclusion within schools. An inclusive environment not only supports students with special needs but also educates their peers about diversity and empathy. This inclusive culture can be fostered by promoting interaction among all students through joint school projects or mixed-ability sports teams. By comprehensively addressing these focal areas—funding, professional development, technology integration, parental involvement, and inclusion—I envision a landscape where special education is no longer sidelined but rather interwoven into the fabric of our educational system to offer all students equal opportunities to excel. Realizing this vision will demand concerted efforts from educators, policymakers, parents, and society at large; however, the resultant benefits will herald an era where every child has access to an education that caters effectively to their individual strengths and challenges.

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