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September 05, 2023 By Jill Marshall The ECHR’s text does not explicitly protect cultural rights. This position contrasts with other international human rights treaties such as the International Covenant on Economic, Social and Cultural Rights. However, through its dynamic interpretation of the ECHR’s different articles, substantive rights have been recognised which may fall under the notion of ‘cultural rights’. The provisions most commonly invoked are Article 8 (right to respect for private and family life), Article 9 (freedom of thought, conscience and religion) and Article 10 (freedom of expression) of the Convention, as well as Article 2 of Protocol No. 1 (right to education). It has been noted that the growing importance of cultural rights in the Court’s case-law may be, at least in part, caused by the number of cases brought by persons or entities belonging to national minorities within member states of the ECHR, including cultural, linguistic or ethnic minorities. This is especially so when these cases concern the right to maintain a minority identity and to lead one’s private and family life in accordance with one’s traditions and culture, an issue pertinent when children are involuntarily removed from biological parents by the state. In this blog, I analyse these issues through case law developments in Strand Lobben and Others v Norway, Abdi Ibrahim v Norway and, the most recent case which for that reason is set out in more detail: Kılıc v Austria. Each case demonstrates shifts in attitudes towards the importance of maintaining ties with biological families and their cultural and religious origins when children are involuntarily removed from biological parents. All cases emphasise that the children’s best interests must remain paramount. In Strand Lobben, after giving birth to her son, the first applicant accepted the child welfare authorities’ recommendation to stay at a family centre for evaluation. When she decided to leave three weeks later, the child was taken into immediate compulsory care and placed in a foster home on an emergency basis, because of concerns about the child’s nutrition. The child remained in foster care for three years until the social welfare authorities authorised adoption by the foster parents. The ECtHR confirmed that protecting biological family ties was fundamental, except when a family has proved particularly unfit. In this case, the ECtHR decided that the domestic authorities had not attempted to perform a genuine balancing exercise between the interests of the child and those of his biological family. The Court found that the decision-making process that had led to the decision authorising his adoption had not been conducted to ensure that all the views and interests of the applicants had duly been considered. The process did not have the safeguards required for such a grave interference and the seriousness of the interests at stake, and therefore breached Article 8. In Abdi Ibrahim, the applicant was a Somali woman of Muslim faith who immigrated to Norway in 2010 as a single underage mother with her one-year old son. She was granted asylum status. To help care for her child, the applicant had stayed at a parent-child-centre. The centre notified the child welfare services that the applicant’s child was at risk. The child welfare services issued a care order regarding the applicant’s son based on gross physical and emotional neglect. The child was subsequently placed with Norwegian foster parents described as active Christians. The Somali applicant had requested that her child should be cared for by her cousin or a Somali or a Muslim family but this was said to not be possible. For three and a half years, the applicant was allowed limited contact with her son. The foster parents wanted to adopt but they did not want an open adoption with future contact sessions between the applicant and her son. They intended to baptise the adopted child and change his name. When the authorities subsequently allowed for his adoption by the foster family, the applicant did not ask for the child’s return but sought continuation of contact so that her son could maintain his cultural and religious roots. The ECtHR found a violation in that the relevant authorities had seemingly given more importance to the foster parents’ opposition to open adoption than to the applicant’s interest in the possibility of a continued family life with her child through contact. Reaching its decision, the ECtHR noted that the domestic courts had relied on Article 20 (3) of the Children’s Rights Convention (UNCRC), according to which, when assessing possible solutions for a child temporarily or permanently deprived of his or her family environment, due regard must be paid to the desirability of continuity in a child’s upbringing and to the child’s ethnic, religious, cultural and linguistic background. The Court accepted that this standard corresponded to, and complied with, the requirements of the Convention. However, the arrangements made after the child’s initial placement into foster care as regards the applicant’s ability to have regular contact with him, culminating in the decision to allow for his adoption, had failed to take due account of the applicant’s interest in allowing the child to retain at least some ties to his cultural and religious origins. The reasons given for the domestic decision were not, therefore, sufficient to show they were exceptional to justify a complete and definite severance of the ties between the child and the applicant or that the decision to that effect had been motivated by an overriding requirement to act in the child’s best interests. Ultimately therefore the ECtHR considered that the decision to approve the adoption failed to take due account of the applicant’s interest in allowing the child to retain at least some ties to his cultural and religious origins (see also this blogpost). A violation of Article 8, in light of Article 9, of the ECHR, was found. The married applicants in this case complained under Article 8 and, in substance also under Article 9. They were of Turkish nationality and Muslim. Their complaint centred on the Austrian domestic courts refusing to return their two youngest children R and M to their care. Further, they complained that the children’s placement with Austrian Christian foster families who did not speak Turkish failed to take into account their cultural, linguistic and religious background. Evidence was produced that the applicants had been reported to the relevant authorities because four out of five of the applicants’ children were alone in an unhygienic and uninhabitable apartment. The youngest two – R, three years old, and M, three months old, at this time were ‘showing signs of severely delayed development’ (para. 7). All five children were immediately removed from the applicants’ care. During domestic court proceedings, the three older children were returned. An occasion was recounted when the applicants visited R, at the foster carer’s home. R was wearing a necklace with a small cross on it. The parents reacted by ‘yelling and hurling abuse’ ‘dragged R…. forcibly grabbed the child and ran away with her’. However, passers-by stopped this. R was returned to her foster mother. R was ‘severely shocked by the incident and felt afraid of both applicants.’ (para. 15). The cross necklace was explained in domestic court proceedings by the foster mother as originating from a chewing gum machine during a holiday and that the girl had insisted on wearing it on the day of that visit when R had said she did not want to see the applicants. A lengthy series of court proceedings occurred between 2010 and 2016, including one at which the relevant courts reminded the foster carer that she had to respect R’s Muslim religion. Evidence of the children’s agitation and fear at contact visits, and inappropriate reactions and lack of empathy of the applicants, particularly the mother, was produced. During initial visiting rights, the mother had, in the presence of R, slapped a social worker and insulted her using derogatory terms. In 2014, the relevant court held there was no indication of any ‘Christianisation’ of the children. There was no evidence to suggest any foster carers were inconsiderate of the children’s cultural background and their religion. Their removal from their biological family did not amount to forced ‘Christianisation’ ‘deracination’ or ‘deprivation of their identity’ as the applicants had argued. It was a valid protective measure (para. 58). Expert reports had provided evidence that the mother in contact meetings with R and M demonstrated ‘a lack of empathy and respect towards her children…driven by her own incentives…and was not considerate towards her children.’ (para. 40). When the older three children had been returned to the applicants’ family home, the authorities provided evidence that the applicants would not be able to care for R and M too. The Court held that there was an interference with the right to respect for the applicants’ family life under Article 8 (1) and that the measure was in accordance with law aimed to protect the legitimate aim of protecting children. But the question to be decided was whether the authorities, and therefore Austria, had struck a fair balance between the competing interests at stake in line with their negative and positive obligations to achieve the legitimate aim. By six votes to one, the Court decided that there were relevant and sufficient reasons for the domestic authorities not to return the children to their parents’ care because family reunification had not been reasonably feasible, and that, throughout the proceedings, the authorities had had due regard to the applicants’ interest in their children being brought up in line with their cultural, religious and linguistic origin. The Court therefore decided that there was no violation of Article 8 either alone or taken with Article 9. The Court’s starting point in its assessment was Strand Lobben. The Court reiterated that when public care is imposed restricting family life, a positive duty lies on the authorities to take measures to facilitate family reunification as soon as reasonably feasible. As a guiding measure, a care order should be regarded as a temporary measure, and any measures implementing temporary care should be consistent with the ultimate aim of reunification (para. 119). Generally, the best interests of the child dictate that the child’s ties with its family must be maintained, except in cases where the family has been proved to be particularly unfit. However, it is clearly also in the child’s interest to ensure their development in a ‘sound environment, and a parent cannot be entitled under Article 8 to have such measures taken as would harm the child’s health and development’ (para. 121, citing Strand Lobben, paras 207-8). The Court noted the broad consensus, including in international law, that in all such decisions, paramount importance is given to the best interests of the child (para. 120). The child’s interests must come before all other considerations. Article 8 requires the striking of a fair balance between interests of the child and parents if they conflict, with particular importance attached to the best interests of the child which may override those of the parents (para. 120, citing Strand Lobben, paras 204-206). The ECtHR noted that the authorities had made efforts to check if any members of the wider biological family were capable of taking care of the children, as Austrian law gives priority to placing children with relatives (para. 82, 148). The Court noted that none of them were deemed suitable to take care of the children or were capable of doing so. Further, Austrian law, and foster care practice, include information as to the importance of so-called ‘biography work’, the importance of the family of origin for the child and the child’s personal search for his or her identity (para. 89), all in keeping with respect for cultural, linguistic and religious ties. The Court referred to the numerous proceedings before the domestic courts and whether the authorities, when placing R and M with foster carers and thereafter, had due regard to the applicants’ interest in their children being brought up in line with their cultural and religious origin. There was undisputed information that there are only a very few Turkish and/or Muslim foster families available in the Vienna area, despite active efforts made by the authorities to encourage more to apply. Both children had been placed with foster families open to other cultures and religions (para. 147). The Court therefore accepted that (based on the available information) the domestic authorities had made efforts to place the children with families corresponding to the applicants’ cultural, linguistic and religious background, including the wider biological family, but that no such family had been deemed suitable or available at the time (para. 148-9). The Court moreover attached importance to the fact that it only appeared to be after the necklace was worn that the applicants raised the issue of Turkish or Muslim identity – at least one and a half years after R had been living with the foster mother. The Court contrasted this with the situation in Abdi Ibrahim where the biological mother specifically expressed her wish to place her child in a Somali or Muslim foster home just over a month after the initial care placement (para. 150). In terms of language, it was accepted that Turkish was the language spoken within the applicants’ home. The Court noted that the best interests of a child who has been taken into care at a very young age would normally require that the child learn their mother tongue as soon as possible and appropriate, in order to maintain their cultural background and to facilitate reunification with their biological family. The Court noted that, according to the Austrian government submissions, Turkish language courses are available free of charge to the applicants’ children, but the applicants do not appear to have requested these (para. 159). Ultimately the Court concluded there was no evidence of indoctrination, and that the choice of foster carers did not deprive the applicants of their right to maintain a relationship with, or pass on their cultural heritage to, their children. The authorities had complied with their positive obligations and provided regular contact with the children, taking into account the applicants’ interest in maintaining their cultural, linguistic and religious bonds (para. 161). The Turkish government intervened in the case and Judge Hüseynov gave a dissenting opinion because of Austria’s failure, in his view, to take the required measures to preserve the children’s cultural, linguistic and religious identity (para. 166). He cites a lengthy quotation from Abdi Ibrahim stating it sets out the extensive positive obligations on states to maintain the religious, linguistic and cultural identity of children in care which is ‘an obligation of means, not of result’. Therefore, the positive obligation includes, but goes beyond, facilitating the children’s continued contact with their biological parents, their common cultural, linguistic, and religious background, and the prevention of the development of communication barriers, to facilitate the children’s reunification with the parents as soon as possible. The positive obligation requires the prevention of the children being cut off from their cultural and religious roots, especially at a very young age. Although finding no violation, Kılıc is consistent with Strand Lobben and Abdi Ibrahim. The ECtHR reiterates that when public care is imposed restricting family life, a positive duty lies on the authorities to take measures to facilitate family reunification as soon as reasonably feasible, guided by the principle that a care order should be regarded as a temporary measure, and the best interests of the child generally mean that the child’s ties with its family must be maintained. But there will be cases when this is not the situation. The Court accepted that the Austrian authorities had made efforts to place the children with families corresponding to the applicants’ cultural, linguistic and religious background, but that no such family had been available at the time. Further, it was only after wearing a necklace with a small cross by one of children, one and half years after the removal of the children from the applicants, that the applicants in Kılıc raised the issue of Turkish or Muslim identity. The Court contrasted this with the situation in Abdi Ibrahim where the biological mother specifically expressed her wish to place her child in a Somali or Muslim foster home just over a month after the initial care placement (Kılıc at para. 150). While Strand Lobben focused on the need to keep the family preserved, Abdi Ibrahim highlighted the interests of the parents to allow the child to retain ties to their cultural and religious origins. Abdi Ibrahim referenced Article 20 of the UNCRC which states that ‘due regard shall be paid to the desirability of continuity in a child’s upbringing and to the child’s ethnic, religious, cultural and linguistic background’. In that case, the applicant was successful because she raised this issue early, the foster parents were described as ‘active Christians who wished to baptise the foster child and to change his name’ and involved permanent adoption as contrasted to the facts of Kılıc (Kılıc at para. 152). All of these cases reflect more recent societal developments and attitudes in favour of maintaining parental links in involuntary removal of children from biological parents in contrast to previous views on adoption. Such societal changes have varied reasons but have at least partially arisen because of the abhorrent abuses of forceable removal of babies, mother and baby homes, indigenous people’s violations in this regard and more. While Abdi Ibrahim was directly referenced in Kılıc, its facts lead to a different conclusion. In Kılıc, the ECtHR decided that the Austrian authorities did take into account the cultural, linguistic and religious heritage of the applicants’ children, did seek to maintain ties with the family, and the case does not involve adoption. As explained above, the Court stated that it is clearly also in the child’s interest to ensure their development in a ‘sound environment, and a parent cannot be entitled under Article 8 to have such measures taken as would harm the child’s health and development’ (121, citing Strand Lobben, para. 207-8). The Court noted the broad consensus, including in international law, that in all such decisions, paramount importance is given to the best interests of the child (para. 120). The child’s best interests must come before all other considerations. In Kılıc, the evidence appeared to demonstrate that the children were often afraid of their parents with the consequence that it was in the children’s best interests to be placed elsewhere. Efforts had been made to place the children with wider family members and with foster carers from Turkish and or Muslim backgrounds. These were not available. Austrian law and foster care practice include information as to the importance of ‘biography work’, of the biological family’s origins and a child’s search for his or her identity. This is all in keeping with these recent care cases at the ECtHR. Although not the subject matter of this case, the cases are consistent with the ECtHR’s development of the right to personal identity arising from interpretation of Article 8’s right to respect for private life, and children’s identity rights under international law. While origins, background and heritage are important to identity, what is in the child’s best interests will ultimately trump any placements. What is in the child’s best interests will not always include maintenance of biological ties, including cultural, religious and linguistic heritage from one’s biological parents. These best interests will depend on the facts of the case. See, for example, J Marshall Personal Freedom through Human Rights Law? Autonomy, Identity and Integrity under the European Convention on Human Rights (Martinus Nijhoff 2009) and Human Rights Law and Personal Identity (Routledge 2014).
Classroom Resources: Chemistry Basics 1 – 17 of 17 Classroom Resources Concentration, Titrations, Indicators, Equivalence Point, Chemical Change, Accuracy, Error Analysis, Chemical Change \| Middle School, High School In this lesson, students will use a color-changing indicator called indophenol and a simplified titration method to determine if vitamin C is present in a variety of store-bought juices. The indicator solution will turn from dark blue to colorless once all the indophenol has reacted with vitamin C in the juices. Students will count how many drops of juice it takes to produce this color change in a 5-mL sample of indicator solution. The greater number of drops it takes to cause the color change, the less vitamin C is present in each drop. They will use their data to compare the relative amounts of vitamin C in the juices to a solution prepared from a vitamin C tablet. Redox Reaction, Oxidation, Reduction, Half Reactions, Cathode, Anode, Electron Transfer, Electrolysis, Electrolytic Cells, Error Analysis, Error Analysis, Accuracy, Chemical Change, Accuracy, Dimensional Analysis, Mole Concept, Significant Figures \| High School Lesson Plan: Recycling Copper from E-Waste Mark as Favorite (15 Favorites) In this lesson, students will consider the need for innovative solutions to e-waste both from an environmental perspective as well as for the economic benefit to reclaiming raw materials from used electronic devices. They will then take on the role of an electroplate technician who is tasked with evaluating the effectiveness of a copper recycling process that uses electrolysis to purify and recover copper metal from e-waste. As e-waste is a relatively new—and growing—issue, it demonstrates how new industries can develop that utilize skills from existing jobs. Electromagnetic Spectrum, Observations, Scientific Method, Experimental Design, Error Analysis, Accuracy, Chemical Properties \| High School Lesson Plan: Screen Your Sunscreen! Mark as Favorite (6 Favorites) In this lesson, students will learn more about UV radiation, its effect on skin, and the different ways in which sunscreen protects skin. After exploring this, students will develop an investigation to assess the claims made by different sun protection products. Students will compare the effectiveness of a variety of sunscreens and/or clothing that claim to offer sun protection. The lab will be wrapped up with a CER-style report. Measurements, Significant Figures, Accuracy, Error Analysis, Intermolecular Forces, Accuracy, Error Analysis \| High School Lesson Plan: Fit for Consumption? Mark as Favorite (7 Favorites) In this lesson, students will learn about a product recall of baby formula. Students will explore regulations around foods for human consumption and the quality control process that is part of food production. They will use their knowledge of the difference in intermolecular forces between solids and liquids to determine the moisture content in samples of powders. Students will then assume the role of quality control technicians and write a report in which they provide a data-informed decision as to whether their batch should be discarded or is fit for consumption. Concentration, Precipitate, Molarity, Molality, Conductivity, Colligative Properties, Boiling Point Elevation, Freezing Point Depression, Distillation, Culminating Project, Graphing, Accuracy, Error Analysis, Interdisciplinary, Mixtures, pH, Buffers, Boiling Point, Freezing Point, Phase Changes \| High School Lesson Plan: Investigating Sea Water Mark as Favorite (27 Favorites) In this lesson, students will consider their water footprint and means to obtain fresh water from seawater using a solar still. To understand the differences between fresh water and seawater, students will determine the composition of artificial seawater by using qualitative analysis to test for different ions in solution and calculate the molarity of different salts used in the recipe. Students will observe the effects of solutes in aqueous solutions by measuring conductivity and the freezing and boiling points of seawater and deionized water and determine total dissolved solids. In addition, students explore the buffering ability of seawater and the effect of carbon dioxide on its pH. Combustion, Chemical Change, Balancing Equations, Reaction Rate, Conservation of Mass, Conservation of Matter, Stoichiometry, Limiting Reactant, Chemical Change, Conservation of Matter, Conservation of Mass, Graphing, Error Analysis, Accuracy, Observations, Inferences, Interdisciplinary, Reaction Rate, Catalysts, Measurements, Mole Concept \| High School Lesson Plan: Clean Air Chemistry Mark as Favorite (28 Favorites) In this lesson, students will learn about air pollution and some steps toward mitigating it. First, they will burn a candle and measure its mass and the concentration of CO2 over time. Students will discuss which data set they have more confidence in and why and then use stoichiometry to predict outcomes. Next, students explore incomplete combustion in a model-based worksheet that shows how a lack of O2 in the burning of fuels can produce air pollution. Students work together to interpret the models, define terms, and draw conclusions. Lastly, students work in groups using Lego models to illustrate how a catalytic converter works. They race “Nature” against catalysts “Palladium,” “Platinum,” and “Rhodium” to see what breaks down air pollution molecules fastest. Accuracy \| High School Activity: Football Accuracy Mark as Favorite (23 Favorites) In this activity, students will analyze data collected from a football tryout. Using their knowledge of the terms accuracy and precision, students will interpret the data, and apply their understanding to several questions. Measurements, Error Analysis, Accuracy, Accuracy, Significant Figures, Error Analysis \| Middle School, High School In this lab, students make measurements of length and width using four measuring tools. They will measure the same object using measuring sticks of different precision. They will observe that the exactness of a measurement is limited by the precision of the measuring instrument. Temperature, History, Physical Properties, Measurements, SI Units, Accuracy \| Elementary School, Middle School, High School Activity: Temperature Guys Video Questions Mark as Favorite (37 Favorites) In this activity, students will watch a video and answer questions about how both the thermometer and the concept of temperature evolved over time Significant Figures, Measurements, Accuracy, Density, Accuracy, Error Analysis, Error Analysis \| Middle School, High School Lab: Significant Figures and Lab Data Mark as Favorite (98 Favorites) In this lesson, students will use laboratory equipment of different precision to collect data for several different metals, and then use the data to calculate the density of each. They will then compare their calculated densities to accepted values and determine the combination of equipment that leads to the most accurate calculation of density. Density, Error Analysis, Accuracy, Identifying an Unknown, Physical Properties, Accuracy, Error Analysis, Measurements, Significant Figures \| High School, Middle School In this lab, students will experimentally determine the density of several liquids and solids from mass and volume measurements. They will then identify an unknown metal by comparing its density to that of known metals and calculate the percent error within the class for a specific sample. Colligative Properties, Boiling Point, Molality, Concentration, Boiling Point Elevation, Graphing, Accuracy, Physical Properties, Error Analysis \| High School Lab: Changing Water's Boiling Point Mark as Favorite (24 Favorites) In this lab, students will explore colligative properties in a quantitative approach. They will measure the effect of increasing the molality of a salt solution on the solution’s boiling point, and they will graph their data and use the slope of the line of best fit to calculate the boiling point elevation constant of water. There are three versions of the lab, some of which provide more structure and guidance and others of which are more student-driven. Density, Dimensional Analysis, Review, Measurements, Accuracy, Accuracy, Experimental Design, Error Analysis \| High School, Middle School In this lab, students will find the density of a bowling ball to determine whether it will sink or float in water. Measurements, Introduction, Dimensional Analysis, Scientific Notation, Error Analysis, Significant Figures, Accuracy, Density, Error Analysis, Interdisciplinary, Accuracy \| High School Lab: Math and Measurement Mark as Favorite (99 Favorites) In this lab, students will practice introductory math skills that will be used in chemistry all year. This includes metric conversion, significant figures, scientific notation, dimensional analysis, density, percent error, accuracy and precision, as well as using lab equipment.
Here are some online resources for TESOL students. The resources below provide a variety of content that will help English teachers improve their teaching and prepare for classes, so we would like to share these good sources to help Tesolincanada students. : The TESOL website offers a variety of resources including publications, webinars, research papers, lesson plans, etc. It also provides the latest research trends and a community forum for communication among teachers. : Edutopia is a website that covers a variety of educational topics and provides useful information for English teachers. Here you can find articles, videos, lesson ideas, and more. : This website run by the British Council offers a range of resources for English teachers. It includes lesson plans, teaching tips, professional development courses and more, so you’ll have plenty of tips before you start writing your lesson plans! : BusyTeacher.org is a large resource of ESL/EFL worksheets, lesson plans, and teaching ideas, with resources for every level and topic. : ESL Flow provides lesson plans, activities, and teaching materials organized by topic and language level to help you plan your lessons and utilize a variety of activities. : Dave's ESL Cafe is a popular online community for English teachers, featuring a job board, discussion forums, and resource sharing, making it a place for teachers to communicate and share information. We would like to share various online resources with Tesolincanada's online TESOL students to help them create enjoyable classes in the future.
Is rising cost of high school sports worth it? A young boy falls in love with basketball. He goes to the park everyday and practices and when his park district season comes around he’s the best one on his team. His coaches can’t wait to see what he’ll become. Then during summer, his friends start doing summer camps that he can’t afford. Next season, they return with new skills and new shoes. The boy works hard, but he struggles to keep up with his teammates because he is at a financial disadvantage. By the time he gets to high school, he discovers that he cannot afford the participation fee. His dreams are crushed, and he can no longer play basketball. The inflation of sports’ costs has become a financial burden on families. This price increases because most families have multiple children whom play multiple sports. In preparation for high school, students athletes often participate in club teams and camps. The prices of these are generally expensive but vary depending on the sport and level. Interestingly enough, most parents continue to fund their children’s sports even though it is a financial burden. This could be because the benefits supposedly outweigh the cost. Sports teams are viewed as a major part of the “high school experience,” which parents do not want their child to miss out on. “Fees cover a wide variety of thing,” said athletic director Jason Kuffel. “One big one is field rentals. A number of our sports practice and play off campus, so there are costs associated with those sports.” The cost of high school sports has increased significantly. The entry fee varies depending on the sport. The fee becomes expensive quickly because it has to cover multiple separate categories such as transportation, uniforms, and equipment. As well, Saint Viator is responsible for paying their officials. “There is no cost through Saint Viator to participate in hockey. It is all run through the club. We at Saint Viator support the team and players in every other way besides financially,” said Mr. Kuffel. On average, hockey gear costs $595 just for basic equipment. This number becomes a lot higher when your skill and age increase. Many consider hockey to be one of the most expensive high school sports. Skates alone can average around $80. Sticks are around $200 on average. However, the most expensive ones can cost $300 and the cheapest ones are as low as $10. Players tend to have two at a time and they need frequent replacement. On top of that, shoulder and knee pads cost 80 dollars each. Hockey is also a dangerous sport and players are prone to injuries. Concussions are the most common injury in hockey, followed by shoulder and knee injuries. Parents will then additionally have to cover medical bills and possibly physical therapy. “The average player pays minimum $150 for the shoes, socks, and bag, but they can also buy spirit wear and other things which would raise the number,” said sophomore basketball player Kate Peterson. The participation fee is $325. Basketball is not as expensive as a sport such as hockey since not much equipment is needed. This is a big part of the reason why basketball is so popular. Even though players do not have to spend much on equipment, there are often injuries that cause expenses. According to medical documents, over 200,000 occur to kids under the age of fifteen each year. The National Athletic Trainers Association did a study and found that on average two people per team are injured per season. Sprains are the most common type of injury. Saint Viator also provides summer camps in which athletes participate in for preparation for their seasons. It is a great way to meet coaches and future teammates, but it comes at a price. The basketball summer camp cost up to $200 for grades nine through twelve. Wrestling camp costs up to $100. The cost of the camps provided is only the minimum. The athlete is responsible for paying for equipment “I think the friendships you make on a team give you so much loving support and gives you a second family, which is well worth the cost,” said junior basketball player Elise Bollard. Athletes like the community that sports provide for them. The friendships they form make the price of the sport worth it. Your donation will support the student journalists of Saint Viator High School. Your contribution will allow us to purchase equipment and cover our annual website hosting costs.
Designed by a group of students of Amity School of Engineering of Technology (ASET), this Go Kart is manufactured for a racing event organised by Leo Motorsports. The Go Kart is fabricated with certain rules and regulations given by the organisers, particularly regarding its safety aspects. The kart will not move (start) unless the driver sits in the kart and wears the helmet. As a part of in-built safety measure the ignition will not start if the driver forgets to wear the helmet. The students used various clip sensor and Raspberry pi chip to ascertain safety measures. They also incorporated temperature sensors which help the driver to know about the overheating of engine or sudden fires. The kart has a Light Emitting Diode (LED) placed in front of the driver which shows warnings to the person behind the wheels (in case of uncertainty). These effective safety measures make this kart unique and useful.
Although Jill Rosker has only worked at the Asbury Park School District since January 2023, her impact is already being felt. Each day, Rosker uses her passion for art to inspire and motivate her students. This Q&A offers insight into her journey. What made you want to be an art teacher? I had really good experiences with art teachers. They were really inspirational to me. They praised me for taking risks in my art and that type of relationship made me want to provide that to other students. Having someone believe in me when I was group up kind of made me want to provide that to other students when I was old enough to do that. What is your favorite genre? Painting but went to college for photography and I would eventually like to bring that into the school as well. Educational background: Undergraduate degree from Lafayette College with a major in art with a concentration in photography and a minor in Spanish. Masters degree from Montclair State University in Teacher Art PreK-12. Also holds a teaching certification for students with disabilities. Favorite part about being in the Asbury Park School District? I think the relationships that I’ve been able to build with the students. I fell like throughout, they are able to express themselves, which is really important. They know I care about them and want to see them succeed. Not every students likes art, but I encourage them to try it out and to give their best effort. Greatest challenge? Like most educators, that time is limited. I only have on prep every other day. We have 80-minute blocks so that can be especially had with sixth graders. They are 11 years old. It’s a long time so I vary the instruction. Goals? Starting an enrichment program this month. The students had to apply by sharing their portfolio of work. There will be 12 participants selected. The class will be during school hours and they students will come during their lunch period. They will receive a prompt or genre and will have freedom to explore. These students really have a strong desire to learn and improve. The work is not graded but will offer a self-guided approach to certain art-making techniques. Favorite artist? Georgia O’Keefe because she does a lot of abstract work with flowers. I struggle in that space. Van Gough because he has a looser style that inspired me as a younger artist. His work is blended. He taught me that art doesn’t have to be about perfection. It’s about the process. You can achieve those things in different ways. Studying his work helped me to grow as a painter.
Philip Simmons High is excited to recognize its students who qualified for BCSD All-County Band. After 423 high school students auditioned, one PSH students was accepted into the BCSD High School Honors Band and four PSH students were accepted into the BCSD High School Symphonic Band. The High School Honors and Symphonic Band will perform at 3 p.m. at Cane Bay High on Feb. 1. Congratulations to the following musicians: BCSD High School Honors Band BCSD High School Symphonic Band
Transfer to Secondary School September 2025 The online application facility for transfer to Secondary School or from Middle to High School is now open. Should you have any issues, please use the User Guide to Online Application: Please click ‘Apply Here’ where you will be prompted to log into your family portal account. The online application facility is the preferred method for most parents as it allows them to receive an emailon allocation day, rather than a letter. However, should you be unable to use it, you can download a paper application form in the related documents column and return this to GCC. It is extremely important that you submit your application by Midnight, 31 October 2024. Important notes – If you live in Gloucestershire and wish to select a school with a different county on your application, you must still apply to Gloucestershire School Admissions. If you live in another county and wish to select a Gloucestershire school on your application, you will need to apply to your own Local Authority’s admissions team and they will send this information to us as per the Co-ordinated Scheme. Please note that we will not consider your request unless we receive an application from your own Authority. Before starting your application we advise you read the Secondary School Information & Guidance Booklet for more information. From noon 20 May 2024 to noon 28 June 2024 \| Online registration period for Grammar Entrance Test \| September 2024 \| Letters sent out explaining how to apply for school places \| 3 September 2024 \| Online application facility opens \| 14 September 2024 \| Grammar School Entrance Test Day \| Prior 31 October 2024 \| Grammar School Test results sent out - all results will be sent to parents/carers by the schools, this team does not have access to the results so please direct all queries to the schools \| Midnight, 31 October 2024 \| Closing date for applications \| Late Grammar School Entrance Test Day \| 3 March 2025 \| Allocation Day & parents/carers will receive the results of the late grammar school entrance test from the grammar schools directly \| Midnight, 10 March 2025 \| Closing date for acceptances/declines and waiting list requests \| After 28 March 2025 \| Outcome of waiting list requests sent out \| 2 April 2025 \| Closing date for waiting list round responses \| May to July 2025 \| For Information and guidance regarding Middle to High School transfer, please visit the relevant authority's website. Grammar School Entrance Test Information for September 2025 Intake The Gloucestershire Grammar Schools’ Entrance Test registration window for 2025 intake opened noon, 20 May 2024 and closed noon, 28 June 2024. The schools are planning for the Entrance Test to take place on Saturday 14 September 2024. Please be advised that the registration for and administration of the Admissions Entrance Test is all carried out by the Gloucestershire grammar schools themselves and therefore any queries in reference to the Entrance Test should be directed to the grammar schools. After the test, every grammar school you have opted to share your child's score with will send you confirmation of whether your child has achieved a qualifying score for that school or not. Again, this is carried out by the Gloucestershire grammar schools and the Co-ordinated Admissions Team does not have access to this information. It is important to note that obtaining a qualifying rank on the Entrance Test is not an automatic offer of a place in the grammar school(s). Parents/carers must also list the grammar school(s) on their secondary school application form to their home local authority between September 2024 and the closing date of 31 October 2024. Please note - your child will not be offered a place in a grammar school if it has not been listed on your secondary school application form. If you have not managed to find an answer to your question in the information above or in the booklets, contact GCC on 01452 425407 or [email protected]
Although test optional policies aren’t new, COVID-19 forced many hundreds of colleges to unexpectedly shift to a test optional admissions process for the 2020 and 2021 admissions cycles. For a lot of students, this change creates more questions than answers. We’re here to help! Will I need SAT or ACT scores if I’m applying to college for fall 2022? Many colleges and universities have temporarily adopted test optional policies because of limited testing options over the past year. If you’re in the class of 2022 and you can’t safely take the SAT or the ACT, you will still have plenty of options among the many colleges that won’t require test scores for admission. It pays to do your research, though—some schools, including public schools in states like Georgia and Florida and service academies like the Coast Guard Academy—have resumed testing requirements for this year’s applicants. Will I need test scores if I’m applying to college in 2023 or later? Among the hundreds of colleges that opted not to require test scores during the pandemic, future plans vary. Some schools have decided to make their test optional policies permanent. Others have opted to extend the policies to study the impacts of a test optional switch. Many others, particularly among the nation’s most selective schools, have made it clear that they intend to resume their testing requirements as soon as the pandemic-related barriers to testing are no longer an issue. Although it is likely that the number of schools with test optional policies will remain higher than it was pre-pandemic, students in the class of 2023 and beyond should keep their options open by preparing for the SAT or ACT—otherwise they risk excluding themselves from applying to a lot of great schools. Does test optional REALLY mean test optional? Not really. In the current pandemic-oriented climate, colleges are more likely to be forgiving about a lack of test scores, but historically speaking, test scores play an important role in admissions even at test optional schools. Test optional is NOT test blind. It’s important to remember that test optional policies and test blind policies are very different. Test optional policies mean that you can apply without scores but that the school will still look at your scores if you submit them. Test blind policies mean that scores don’t matter—the school won’t even look at them. So if you’re applying to a test optional school, remember: they still look at test scores. Most applicants at test optional schools submit SAT or ACT scores. According to Defining Access, a 2018 study of 28 test optional schools, only about one-fourth of applicants chose not to submit test scores. (This trend is supported by case studies from other cohorts of test optional schools.) Colleges prefer to have more information rather than less information. Your test scores offer an additional data point for schools to consider when making admissions decisions, and their preference for this data is clear: students who don’t submit test scores have lower acceptance rates than those who do. In fact, across the schools examined in the Defining Access study cited above, students who didn’t submit test scores had acceptance rates that were 5 to 15% lower compared to students who sent scores in. Financial aid may hinge on your test scores. At some test optional schools, merit-based aid is only offered to students who submit test scores. At those that do offer merit aid to non-submitters, many reserve their largest aid packages for those students who offered test scores. For example, while Hofstra University considers all students for merit aid, only those who submit test scores are eligible for the school’s largest scholarships. How does a test optional policy change the admissions process? In annual surveys, the vast majority of college admissions officers cite SAT or ACT scores as being one of the most important factors in admission. (Read more about why test scores are important to admissions officers here.) In the absence of that critical data point, the usual admissions process looks a lot different. Other factors become exponentially more important. Removing test scores as a primary factor for admission changes the calculus of admissions decisions, making all of the other college admissions factors far more important. Grades, course rigor, essays, extracurricular involvement, and recommendation letters all carry more weight under a test optional policy. Test scores probably won’t break your chances—but they could turn a maybe into a yes. Selective schools that rely on test scores in the admissions process often use a combination of GPA and test scores to filter out underperforming applicants early in the review process. In other words, under a test required policy, your test scores might break your application if they are far too low. Under a test optional policy, however, test scores are more likely to come into play later in the application review process. After reviewing all applications without test scores, those students who are in the “maybe” pile will then get a second round of review that includes test scores. A good SAT or ACT score could be the factor that puts your application above similarly qualified students who didn’t submit test scores. How do I boost my chances for admission at a test optional school? The guidelines for admissions success at test optional schools aren’t all that different from those at any other school. Get good grades in tough classes. Test optional schools tend to weight grades and course rigor more highly than those who include test scores in their calculations. Make sure to take challenging classes and maintain the highest GPA possible. (Read more about how grades and course rigor influence college admissions here.) Submit amazing essays. Because the admissions process at these schools tends to be more holistic than the process at schools that require test scores, your essays carry even more weight. Plan to spend plenty of time—weeks or months—crafting stellar admissions essays for these schools. And remember: many test optional schools request several essay supplements, so you’ll need to plan ahead to get everything done on time. Pursue your interests and stay involved outside of school. How you choose to spend your free time says a lot about who you are—and colleges are admitting people, not merely students. Be sure to remain involved in your extracurricular activities, seek out leadership opportunities, and develop your interests. Prepare for and take the SAT or ACT. Although the test scores aren’t a required part of the application, most applicants at test optional schools will submit SAT or ACT scores. Submitting scores boosts your chances for admission and for financial aid. After all: test optional does not mean test blind!
French Language and Culture Level 1 When completed of the course, students will be able to make use of the present and not too distant future tenses to conduct fundamental conversations and write brief sentences about a variety of everyday topics. This program aims to supply beginning students having a practical command from the vocabulary and grammar from the language. Topics include pronunciation, counting, indefinite articles, interrogatives, infinitive expressions and conjugation of common verbs. (Contacts, eighth edition, Training 1-8) French Language and Culture Level 2 Building upon the abilities studied in Level 1, students will enhance their conversational precision by significantly developing their vocabulary in addition to by understanding how to make use of the compound past tense. Grammatical topics include possessive and demonstrative adjectives, idiomatic verb expressions, comparatives and superlatives, imperatives, measurement, money and expressions of your time and season. (Contacts, eighth edition, Training 9-13) French Language and Culture Level 3 Students only at that level will acquire vocabulary on an array of topics and can gain proficiency in expressing wants, needs and obligations. Grammatical topics range from the definite and partitive articles, prepositions, adverbs, idiomatic verb usage, and expressions of quantity and date. (Contacts, eighth edition, Training 14-19) French Language and Culture Level 4 When completed of the course, students can get to converse on the wide range of topics with greater confidence and precision. Building upon the abilities already acquired, students learn indirect and direct object pronouns, relative pronouns, the pluperfect and imperfect verb tenses, adverbs of your time, and expressions of habitual and progressive action. (Contacts, eighth edition, Training 20-24) French Language and Culture Level 5 Getting completed Level 5, students can get so that you can discuss numerous topics with relative sophistication in addition to read multi-paragraph texts. Students only at that level discover the future tense, irregular adjectives, conditional expressions, ordinal figures, reflexive verbs and pronouns, the imperative form and expressions of reciprocal action. (Contacts, eighth edition, Training 25-29) French Language and Culture Level 6 (Contacts, eighth edition, Training 30-33) The program is made for students who’re already experienced in the abilities trained in Levels 1-5 and who wish to improve their conversational abilities. Conducted entirely in French, this program offers an chance for college students to markedly enhance their speaking and listening skills. Magazines, audio and video tapes, along with other sources made to provide practical possibilities for vocabulary development are selected to complement student interests. Grammatical training are integrated as a result of student needs and objectives. Since communication inside a language requires an awareness from the cultural context, goal to educate the living language through carefully selected textbooks, newspaper and magazine articles along with other relevant materials, instead of have you ever repeat and commit to memory tourist phrases. In the last three decades, we’ve reviewed many college-level French textbooks and also have selected Contacts, eighth edition (Houghton-Mifflin) as the one which best match the objectives in our students in beginning and intermediate levels. Teachers provide recommendations for texts and extra materials in the greater levels. Books might be bought at the Barnes and Noble Boston College Book shop, 660 Beacon Street, Boston or online on Amazon . com.com. Tuition for that French program whatsoever levels is $349. There’s a non-refundable $35 registration fee for first-time students only. Additionally to the core program, we provide immersion programs that go over levels 1 to five in our core enter in 6 days (4 days in summer time). Tuition for that immersion program is $1,745. FRENCH FOR BEGINNERS: Start Speaking French Soraya Sedky: my name is soraya 2 ohlalafrench ohlalaispeakfrench: Sorry, but I don't do private sessions. Feel free to find someone to chat with on the Facebook page though! http://www.facebook.com/ohlalaispeakfrench. You can post a message if you'd like! Larry Belenossi: Oh, Hi Soraya 2! Jacob Fredy: am looking for French people for make practice +255767901170 ohlalafrench ohlalaispeakfrench: Feel free to connect on http://www.facebook.com/ohlalaispeakfrench :) norhan abbas: really it's the best youtube channel to learn french, keep going ohlalafrench ohlalaispeakfrench: Merci beaucoup! :) cemow: Nothing can make a lecture fun but to learn it from a pretty lady like you. I enjoy your videos. ohlalafrench ohlalaispeakfrench: Oh, thank you! Whatever works! lol cemow: Oh la la, je peux immédiatement parler français :)
In this tutorial we introduce you DojoExpert Class booking feature that enables you to: - Create online class booking forms - Share booking form via email (link) or inside student app (Dojo Login) - Set class booking limits (max. number of students per class) - Set payment options - Track class bookings, add and cancel bookings To use class booking feature you will need DojoExpert PRO or ULTIMATE account. How it works? You need to have classes created in DojoExpert account with class schedule. Then you create booking form for selected classes. Booking form can be accessed trough DojoLogin student app, or with unique link that you can share via email. Form can also be embeded into your website. Your students use the form to book classes and you see that in your DojoExpert account. Now let's explore all features of booking forms! Two types of class bookings To track attendance in DojoExpert members needs to be enrolled in class. Until now, class enrollement was done by coach or school administrator trough DojoExpert web or mobile app. With Class booking feature, members can enroll them self in class! This is the first type of Class booking forms - you can create a form that your members (or potential members) will use to enroll into Class. The second type of class booking forms are forms for class and date booking. This means, members will use the form to enroll and select date of class. This menas, you need to specify class dates, and this is done by specifying class schedule! So the two types of forms and their requirements are: - Class enrolment form - any class can use this type of form - Class and date booking form - class needs to be set as "required booking" and needs to have a class schedule You set "required booking" and class schedule in "Classes" page: We will focus on "class and date booking" forms in this tutorial. If you plan to use class and date bookings, you need to have Class schedule. You set the schedule under "Classes" page by editing the class as showed on previous screenshot. When creating class schedule, you specify days of week and term (dates) - from when and until when this weekly schedule repeats: Created class schedule will be visible in your DojoExpert scheduler. If you need to make changes, you do this in scheduler - for example if one of repeating class events in scheduler will be canceled or moved, you delete or move this particular class inside scheduler: Class booking form For classes with option "requires booking" on you need to have at least one booking form created. You can create it with one click on classes page: After the form is created three icons will appear in this column: First one links to booking form that you can share with your students and represents the form that your students will use for class booking. Second icon is a shortcut to list of students who booked trough this form, and third one is shortcut for form settings. By default created forms are set to "for members only", but you can open the form for non-members too - but be aware that this will open your form to public and anyone could use it to book a class and will enter your "members" database! After member logins with his UID and password (if the form is protected "for members only") he will see a calendar with green dates that are available for booking: Name and email are required fields. You can add more fields to the form in form settings, explained below. After you shared the created form link with your students and they book classes, you can monitor the booking list in several places, for example by clicking registrants list icon on classes page: You can add new bookings manualy if you click "Add" button. Second place where you can track bookings is on "Upcomonig classes" list: This page lists your upcoming classes in next 7 days according to your schedule. For classes that require booking, a circle icon will appear next to each enrolled member. Click on that icon and you can add or delete booking quickly, without using booking form. Bookings can also be viewed in member profile: Attendance tracking for booked class When you track attendance for classes that do NOT require booking (regular classes), system will show you the list of members which are enrolled in selected class and you will be able to mark attendance. But for classes that do require booking, the list will contain only members which are enrolled and who booked selected date! So, in case no one booked the class, and you have enrolled members, the list will be empty - you will not be able to save attendance until someone books a class. Ofcourse you can always add manualy members on list and save attendance. You can set class limit - how many people can book a class. You do this in classes page by editing the class: When class limit is reached, day in calendar on booking form will be red and users will not be able to select it. Also you will see that your class is full on Upcoming classes list. Booking trough student's app and cancelation options When you create a booking form, by default it's hidden from students in DojoLogin app. In form settings you can set it visible, and you can set cancelation option - how many hours before class starts student can cancel his booking: This will set the form visible in DojoLogin, but if your class is hidden, students will not be able to see their bookings. Go to "Classes" and set "show in login" under "options" column (this is not set by default). And last thing to check: do you show "Classes" menu in DojoLogin? By default it's shown, you can check under menu "Mesages" - "Dojo Login" - "App info": If all these three visibility settings are on, students can handle bookings in DojoLogin app (web and mobile): Mobile app support DojoLogin app (for members) supports class bookings: if above visibility options are set, students will be able to book and cancel classes. DojoExpert mobile app (for instructors) currently can only display list of booked members in "Scheduler". Future versions will have better support (adding/deleting bookings). In Scheduler, events that are bookable classes are marked with small "B" icon, and counter displays booked member (for not bookable classes counter displays enrolled members). You can also get the list of members if you load attendance list in DojoExpert app. Screenshots from DojoLogin and DojoExpert mobile apps: If you integrate with PayPal or Stripe you can request payment on bookings. In booking form settings you specify the price - if you ever used event registration forms, the process is the same. After student books a class he will be redirected to secure payment form where he is required to pay the booking fee. If payment is successfull, invoice will be created in his profile in DojoExpert and payment will be registered automatically. If the student later decides to cancel the paid class, invoice will stay in his account - it's up to you how you will handle this (rebook another class without payment, give refund, etc.). Other cool options Here's a list of other options that you can set in booking forms: - Send email notification to student or yourself - Specify additional fields that student needs to fill in booking form (custom fields option) - Create discount codes that students can use to get a discount on booking fee - Add "merge fields" - expands your booking list with data from member profile - Required checkbox - add a checkbox on your booking form that student needs to click to book (for your terms&conditions) - You can open the booking form for non-members, but be aware that this will fill your "members" database. Maybe leads forms are better option for this! - Show current number (count) of booked members, and if you want, show the names of members who booked! Find this option under form settings. If you have the same class (with same members) more then one time in a day, you need to create additional separate classes. For example if you teach karate class in morning and evening, with same members enrolled, create two classes "morning" and "evening" (with same members enrolled) and create class schedule for them. If you teach only individual classes and you want to use our booking feature, create multiple classes for each time slot in a day. For example, if you have 6 time slots create 6 classes, each with different time schedule (you can put time of class in class title). If your time slots are not the same each week (weekly recurrance does not sound good for you), create weekly recurrence and then go to Scheduler and move the classes arround as you need for each week. Let us know if you need help!
Slow Flow Yoga w/ Chris lun, 07 jul Start your day down by the pond with movement, mindfulness, and a dose of calm. There's nothing better than yoga outside. Ahhhhhh.... Horario y ubicación 07 jul 2025, 8:00 – 9:00 Andrews Greenhouse, 1184 S East St, Amherst, MA 01002, USA Acerca del evento This is a slow flow yoga class that is inclusive and accessible to all. Most classes include a variety of asanas (postures) that help students develop an awareness of being embodied, increase strength, improve balance, and grow flexibility of body and mind. Once grounded in breath and movement, students leave feeling refreshed and ready to meet the demands of daily life. Chris came to yoga 20+ years ago after a career in competitive athletics and found a practice with healing qualities that went beyond just stretching ones muscles. Chris's classes focus on the breath, embodying each moment with movement, and experience a state of flow. She also helps her students cultivate curiosity, self-acceptance and awareness in hopes they will take their practice off the mat to find greater ease and resilience. Chris earned her 200-hour certification at Amherst Yoga Center under the guidance of Patty Townsend, and has also studied with Sara Rose, Karen Seaver and Shiva Rea. She welcomes students of all levels to come explore the beauty of being fully embodied.
3. Giving students a voice NORTH LAKES SCHOOL It can be difficult for some children to contribute to class discussions because they lack the confidence to speak up. FrogLearn helped us to reach the least confident children in the class by providing a digital space that they could interface with. We created a poll and a comments wall to encourage communication. Creating this space enabled the children to feel more confident, it has given introverted students who wouldn’t normally have a voice— a voice. It also gives teachers a much better understanding of the outcomes.
TYSONS CORNER, VA, September 8, 2020 — NTT Data Services introduced a suite of technology and service offerings meant to help educational institutions conduct lessons for students safely during the coronavirus pandemic, ExecutiveBiz reported Aug. 20. "As a parent and technologist, I have seen firsthand how important it is to all work together to help children learn in these difficult times,” said Tim Conway, president of NTT Data Services' public sector business and a past recipient of Wash100 Award. Conway added that the company supports initiatives to ensure safety of school administrators, faculty and students. About Executive Mosaic Founded in 2002, Executive Mosaic is a leadership organization and media company. It provides its members an opportunity to learn from peer business executives and government thought leaders while providing an interactive forum to develop key business and partnering relationships. Executive Mosaic offers highly coveted executive events, breaking business news on the Government Contracting industry, and delivers robust and reliable content through seven influential websites and four consequential E-newswires. Executive Mosaic is headquartered in Tysons Corner, VA. www.executivemosaic.com
Special Education Law Informed Consent and Signing As with any other legal document, when you sign school district papers your signature is very important. There are three times that your signature is required during the IEP (Individualized Education Plan) process. When your child is first evaluated you must give your informed consent. When your child is reevaluated you must give your informed consent. You must also give your consent before the initial provision of special education and related services. What districts do not tell parents: Parents are often under the impression that if they do not like an IEP all they have to do is not sign it and it will not take effect. This is erroneous. Schools are required by law to provide FAPE, (a free, appropriate education). When a special needs child is covered by special education law (IDEA), districts are required to have a legal IEP for that child at all times. If a parent attends a meeting and simply walks out and does not sign an IEP, schools are required by law to provide FAPE, thus the new IEP goes into effect. Not signing an IEP does not invalidate that IEP as many parents think. If you disagree with the proposed IEP, the district can require you to go to due process and prove that they are not providing FAPE. In that instance, the old IEP stays in effect, IF you told the district you disagreed with the new IEP. However, in the interest of resolving things speedily, (and cheaply for the district), usually they are willing to try to iron out the differences with the parents. You do not have to sign the IEP at a meeting. You can request a copy to take home, to review its content, and to think about it. But, if you disagree with your child's IEP, you have an obligation to let the district know that you disagree and with what part of the IEP you disagree. Always do this by writing a Dissenting Opinion. Ask that it be attached to the IEP. Best practice in our state recommends giving the parents 10 days to consider their decision. Otherwise, schools are obligated to go ahead with the new IEP under their IDEA requirements. If you want to know the requirements in your particular state on any deadline for disagreeing with an IEP, I recommend you contact your State Department of Education for their regulations and best practice guidelines. Federal regulations for IDEA are quoted below. I urge parents to carefully review when their informed consent is required and, just as importantly, when it is not. While it may seem cut and dried, it is critically important information. Section 300.505 Parental consent. (1) Subject to paragraphs (a)(3),(b) and (c) of this section, informed parent consent must be obtained before__ (i) Conducting an initial evaluation or reevaluation: and (ii) Initial provision of special education and related services to a child with a disability. (2) Consent for initial evaluation may not be construed as consent for initial placement described in paragraph (a) (1) (ii) of this section. (3) Parental consent is not required before-- (i) Reviewing existing data as part of an evaluation or a reevaluation: or (ii) Administering a test or other evaluation that is administered to all children unless, before administration of that test or evaluation, consent is required of parents of all children. (b) Refusal. If the parents of a child with a disability refuse consent for initial evaluation or a reevaluation, the agency may continue to pursue those evaluations by using the due process procedures under Sec. 300.507-300.509, or the mediation procedures under Sec. 300.506 if appropriate, except to the extent inconsistent with State law relating to parental consent. (c) Failure to respond to request for reevaluation. (1)Informed parental consent need not be obtained for reevaluation if the public agency can demonstrate that it has taken reasonable measures to obtain that consent, and the child's parent has failed to respond. (2) To meet the reasonable measures requirement in paragraph (c) (1) of this section, the public agency must use procedures consistent with those in Sec.300.345(d) My brief summation here of 300.345(d): Districts are required to make every effort to involve parents participation. Many parents do not know that meetings are also supposed to be arranged at a time and place that is convenient for them as well as the district! Districts must give notice of any meeting, why it is being held, when and where, and who will be attending. If parents cannot attend ,the school are supposed to use other methods of involvement such as telephone conference calls or individual calls. They must also keep detailed records of attempts to involve the parents. If they cannot get parent involvement they can go ahead and have an IEP meeting, as it is their requirement to provide FAPE, parent or no parent. (D) Additional State consent requirements. In addition to the parental consent requirements described in paragraph (a) of this section, a State may require parental consent for other services and activities under this part if it ensures that each public agency in the State establishes and implements effective procedures to ensure that a parent's refusal to consent does not result in a failure to provide the child with FAPE. Parents should breath a sigh of relief that at long last, with the new law, districts must make every effort to involve parents in all decision making regarding their child's education, and they must document that effort meticulously under IDEA requirements. (2007, June 7). Special Education Law Informed Consent and Signing, HealthyPlace. Retrieved on 2025, June 14 from https://www.healthyplace.com/adhd/articles/special-education-law-informed-consent-and-signing
A Little Help Goes a Long Way to Giving Hope Over the past 13 years, we have helped thousands of children and youth to stay included through modest financial Helps. Types of Support We support a broad range of requests and want to provide Helps where they are needed. As a guide, here are some of the main categories of Helps. Sports & Equipment From team fees to equipment, we want to help keep you playing the sport you love. Arts & Music Keep creating with art supplies, instrument rentals, and music festivals costs covered. School & Education Be your best self at school with secure transportation and all of the supplies you need. Your development matters. We fund course, hygiene needs, and a wide variety of personal growth needs for individual success. Community & Culture Stay active in the community by attending and participating in events. We are here to help you do it. Help One Creates a Space to Ask For Help With Anonymity and Dignity Asking for help takes courage. The individuals we provide with Helps receive anonymous support. The Help Stories we share are to inspire the community to look out for each other and ask for help when we see a need. Evan Hardy Band Program Eyeglasses for School Participation One of my students needs glasses, and supplementary health will not cover the fee due to the type of lenses needed/prescription. They need glasses to participate fully at school and be their best self. Getting Inspired in Community There is a women's Conference that cost $315 to attend. It's a full day event where we get to listen to speakers go in small groups and just enjoy being around strong Indigenous women. Staying in The Sport I Love I play on the Boys Premier basketball team at my high school. My family is not able to pay the team fees for my season. I would greatly appreciate funding to help support me in playing a sport I love. Thank you for your consideration. Starting Something New I have a job offer but I need to get some stuff in order to begin. I need appropriate pants and white top, black work shoes and a bus pass to get to and from work. I am hoping to start saving money to get my own vehicle and this job will help me a lot. Transportation To School I am going back to school for the new quarter tomorrow but I don’t have a bus pass and it’s a long walk. I am asking for $75 to get a card for the month of February. Starting Something New I am seeking assistance to help pay the deposit on my graduation dress in the amount of $360 so it can be ordered and I don't have to stress out about getting the dress. I'd like to participate in grad. Thank you.
Are you considering a career as an international school teacher in Vietnam? The experience of teaching in a foreign country can be incredibly rewarding, offering a unique opportunity to immerse yourself in a different culture while making a positive impact on the lives of students. In this article, we will explore what it takes to become an international school teacher in Vietnam, including the qualifications required, the hiring process, and the challenges you may encounter along the way. So, let’s dive in! iPGCE or iQTS – Pathways and Benefits in Vietnam If you’re passionate about teaching and want to work in Vietnam, you may be wondering which qualification is right for you – iPGCE or iQTS. The iPGCE (International Postgraduate Certificate in Education) is a popular choice among aspiring international school teachers. This qualification combines theoretical knowledge with practical teaching experience, giving you the skills you need to excel in the classroom. On the other hand, the iQTS (International Qualified Teacher Status) is an alternative pathway for qualified teachers from countries outside the UK. Both qualifications have their unique benefits and can open doors to exciting opportunities in Vietnam’s international schools. Teaching in Vietnam offers a unique cultural experience, with a rich history and diverse population. The demand for qualified international teachers in Vietnam has been steadily increasing, providing a range of opportunities for those looking to make a difference in students’ lives. By obtaining either an iPGCE or iQTS, you can not only enhance your teaching skills but also immerse yourself in a new and vibrant culture. Furthermore, working in Vietnam can be a rewarding experience both personally and professionally. You will have the chance to explore stunning landscapes, taste delicious cuisine, and engage with friendly locals. The international school community in Vietnam is known for its supportive environment, where educators collaborate and share best practices to enhance the learning experience for students. Choosing between iPGCE and iQTS ultimately depends on your background, career goals, and teaching preferences, but either qualification can pave the way for a fulfilling teaching career in Vietnam. Why become a teacher in Vietnam? Teaching in Vietnam offers a multitude of benefits that make it an attractive career choice for many educators. Firstly, the demand for international school teachers is high, providing numerous job opportunities across the country. Vietnam’s rapid economic growth has led to a thriving international education sector, with schools offering competitive salaries and generous benefits packages. Furthermore, Vietnam’s rich cultural heritage, breathtaking landscapes, and warm hospitality make it an excellent place to live and work, providing teachers with a truly unforgettable experience. Moreover, teaching in Vietnam allows educators to immerse themselves in a vibrant and diverse culture. From exploring bustling markets filled with exotic fruits and local delicacies to visiting ancient temples steeped in history, teachers have the opportunity to engage with Vietnam’s fascinating traditions and customs on a daily basis. The country’s unique blend of traditional values and modern influences creates a dynamic environment that enriches both professional and personal growth. Additionally, Vietnam’s education system is undergoing significant development, presenting teachers with the chance to contribute to the country’s progress and make a meaningful impact on the lives of students. By embracing innovative teaching methods and collaborating with local educators, teachers in Vietnam can play a pivotal role in shaping the future of education in this rapidly evolving nation. This sense of purpose and opportunity for professional development adds depth and fulfilment to a teaching career in Vietnam. What qualifications do I need to teach in Vietnam? To teach in Vietnam, you will typically need a bachelor’s degree in education or a related field. Additionally, most international schools require teachers to have a teaching qualification such as a PGCE or a teaching license from their home country. Fluency in English is also crucial, as English is the primary language of instruction in international schools. It’s worth noting that specific qualification requirements may vary between schools, so it’s essential to research the specific requirements of the schools you’re interested in. Moreover, gaining some practical teaching experience can significantly enhance your chances of securing a teaching position in Vietnam. Many schools value hands-on experience in the classroom, so consider gaining experience through volunteering, internships, or part-time teaching roles. This experience not only demonstrates your teaching abilities but also shows your commitment to the profession. Furthermore, understanding the local culture and educational system in Vietnam can be advantageous for prospective teachers. Familiarising yourself with Vietnamese customs, traditions, and teaching methods can help you adapt more easily to the new environment and build rapport with students, colleagues, and parents. Embracing the cultural nuances of Vietnam can enrich your teaching experience and make you a more effective educator in this diverse and vibrant country. What’s the hiring process for becoming an international teacher in Vietnam? The hiring process for international teachers in Vietnam usually begins with submitting an application, including your resume and a cover letter. If shortlisted, you may be invited to participate in a series of interviews, which could be conducted in person or online. The interviews typically assess your teaching skills, experience, and fit with the school’s values and educational philosophy. It’s crucial to prepare thoroughly for these interviews, showcasing your passion for teaching and your ability to adapt to a different cultural context. Moreover, after the initial interviews, successful candidates may be required to provide teaching demonstrations or sample lesson plans to demonstrate their teaching style and approach. This stage allows the school to assess how well you can engage students, create a dynamic learning environment, and deliver effective lessons that cater to diverse learning needs. Furthermore, candidates applying for international teaching positions in Vietnam should familiarise themselves with the local education system and any specific requirements or regulations for foreign teachers. Understanding the curriculum frameworks, language proficiency standards, and cultural expectations can give you a competitive edge during the hiring process and help you integrate more smoothly into the school community and the Vietnamese society at large. Living as an international teacher in Vietnam Living in Vietnam as an international teacher can be a truly enriching experience. From the bustling streets of Hanoi to the scenic beauty of Halong Bay, Vietnam offers a diverse range of attractions. The country’s rich history and cultural heritage provide a fascinating backdrop for expatriates looking to immerse themselves in a new and vibrant environment. Whether you’re exploring the ancient temples of Hoi An or trekking through the lush greenery of Sapa, Vietnam never fails to captivate with its beauty and charm. One of the perks of being an international teacher in Vietnam is the opportunity to engage with eager and enthusiastic students. Vietnamese children are known for their respect towards teachers and their dedication to learning. As an educator, you’ll have the chance to make a real difference in the lives of young learners, helping them develop their English language skills and broaden their horizons. The sense of fulfilment that comes from seeing your students grow and succeed is truly rewarding and serves as a constant source of motivation in your teaching journey. Cultural Insights for International Teachers in Vietnam As an international teacher in Vietnam, it’s essential to embrace the local culture and customs. Vietnamese society places great importance on respect and hierarchy. It’s customary to address colleagues and superiors by their titles, and there is an emphasis on maintaining harmonious relationships. Learning a few basic Vietnamese phrases can go a long way in building rapport with students and their families. Taking the time to understand and appreciate the local customs will enrich your teaching experience and help you connect with the community. One fascinating aspect of Vietnamese culture is the significance of family. Families in Vietnam are typically close-knit and multi-generational, with strong bonds and a deep sense of duty towards one another. This familial structure often extends beyond immediate relatives to include extended family members and even close family friends. Understanding the importance of family dynamics can provide valuable insights into your students’ lives and behaviours in the classroom. Furthermore, traditional Vietnamese cuisine is a delightful reflection of the country’s rich history and diverse influences. From the fragrant noodle soups like pho to the fresh spring rolls and flavourful banh mi sandwiches, Vietnamese food is a vibrant tapestry of textures and flavours. Exploring the local street food stalls and markets can not only tantalise your taste buds but also offer a glimpse into the culinary heritage of the region. Embracing the culinary delights of Vietnam can be a wonderful way to immerse yourself in the local culture and forge connections with the community outside of the classroom. Cost of Living in Vietnam One of the advantages of teaching in Vietnam is the relatively low cost of living. Accommodation, transportation, and food expenses are affordable compared to many other countries. Renting a spacious apartment in a desirable neighbourhood can be surprisingly affordable, allowing you to live comfortably on a teacher’s salary. Vietnamese street food is not only delicious but also incredibly affordable. From mouth-watering bowls of pho to crispy banh xeo, a wide variety of tasty and budget-friendly options await you. Furthermore, the cost of healthcare in Vietnam is notably lower than in many Western countries. The country has a mix of public and private healthcare facilities, with both options being relatively affordable. Expats often find that they can access quality medical care without breaking the bank. Pharmacies are also widespread in Vietnam, making it convenient to purchase over-the-counter medications and basic healthcare supplies. Another aspect that contributes to the low cost of living in Vietnam is the affordable transportation system. Whether you prefer to navigate the bustling streets of Ho Chi Minh City on a motorbike or opt for the convenience of public buses, getting around in Vietnam is budget-friendly. The country’s extensive network of buses and trains makes it easy to explore different regions without spending a fortune on transportation costs. Popular International Schools in Vietnam Vietnam boasts several renowned international schools that offer excellent teaching opportunities. These schools provide a dynamic and multicultural environment, allowing both students and teachers to thrive. Some of the popular international schools in Vietnam include the British International School Hanoi, the International School Ho Chi Minh City, and the United Nations International School Hanoi. It’s worthwhile to explore each school’s curriculum, values, and teaching philosophy to find the best fit for you. Challenges for International Teachers and How to Overcome Them in Vietnam Teaching in a foreign country like Vietnam comes with its fair share of challenges. Cultural differences, language barriers, and adapting to a new educational system can be initially overwhelming. However, with an open mind and a willingness to learn, these challenges can be overcome. Engaging in cultural exchange activities, seeking support from colleagues, and participating in professional development opportunities can all help to ease the transition and enhance your experience as an international teacher in Vietnam. In conclusion, embarking on a career as an international school teacher in Vietnam will undoubtedly be an adventure filled with exciting opportunities and unique experiences. With the right qualifications, a positive mindset, and a passion for teaching, you can make a meaningful difference in the lives of students while immersing yourself in the beauty of Vietnam’s culture and landscapes. So, are you ready to take the leap and become an international school teacher in Vietnam? The adventure awaits! Take the Next Step in Your International Teaching Career with IPGCE Ready to overcome the qualification barriers and advance your teaching career in Vietnam? Join the UK’s #1 Teacher Training Course, the International Postgraduate Certificate in Education (iPGCE), and gain the credentials that 80% of aspiring international school teachers lack. With a 50% increase in interview callbacks and a 45% boost in promotion rates, the iPGCE is your gateway to not only meeting stringent qualification requirements but also achieving significant career growth, including a potential 30% salary increase. Connect with a global network of educators, deepen your understanding of international curricula, and enjoy the flexibility of balancing your professional development with your current work commitments. Don’t let isolation or limited advancement opportunities hold you back. Join the IPGCE program today and become part of a community that’s 300% more connected, making you 65% more adaptable in the diverse world of global education.
I am a educational design researcher ... (2011) I am a 'design researcher' - why do I focus my research studies on sociotechnical-learning design? Last week, a person asked: You are actually a sociologist? Why do you focus on 'design'? A good question! Well, I am not really a sociologist. New technologies, for example mobile devices such as smart phones and tablet PC's, but also Web 2.0 applications like Facebook, or mobile devices (e.g. iPads) give teachers, instructors etc. two options. They can either choose to reject these new tools ("It is not allowed in my classroom!") or to implement them in their learning environment. If teachers choose to use new technologies, then, new questions come up: - How can I (as a teacher) use these new technologies in my learning settings? Is there a benefit when I construct a collaborative learning scenario using new technology? - Do we need new didactical methods, or do we have to develop new technical applications, or both? - Certainly, there are also questions like "what problems will occur when I use new technology"? - What is an useful design to support interactions among learners (in collocated or distance learning) when using new technologies? To what extent, for what learning scenario are what kind of new technologies helpful or not? I want to be one of those persons who give answers to these questions with my sociotechnical-didactical research connected with teaching practice. In order to give answers, a design-based research is needed where different learning scenarios (with different learning objectives and outcomes) will be designed - developing of technological applications and learning spaces. The idea is simple: enable different opportunities for learning. To make to more clear for the reader, I love this answer adapted by Ken Masters (Oct/02, 2011, POD): It is not one or the other - it is not technology or didactical approaches. To develop and to improve teaching practices, teachers look for tools but sometimes those tools don't exist yet, are too expensive, or beyond the skillset and so forth. At the same time, we have all (I hope) been in a situation where we have seen a new tool (...) , and it has sparked an idea that we would not otherwise have thought of. It is circular, and I believe that dismissing either route will make one a poorer teacher. I think also calling it a toy, inadvertently belittles a large amount of innovative thinking and teaching.
I acknowledge the Ngunnawal and Ngambri peoples, who are the traditional custodians of the Canberra area & ANU campus. I pay my respect to their elders past, present and emerging. I acknowledge their continuing culture and the contributions they make to the life of this city and region where I’ve been lucky to call my 2nd home this year. Welcome to my website, which is created especially to document my cybernetics learning journey this year as a student in Master of Applied Cybernetics at the 3Ai School of Cybernetics ANU for 2021 cohort. I started this cybernetics journey with a growth mindset, to push myself and learn new skills that are valuable and relevant to be a New Branch of Engineering practitioner (Cybernetician) in future. It contains the following key topics that can be selected by clicking the menu on the top bar, the picture or the link below: This website is still in working progress with continuous update as I progress my learning journey this year. And for me, building this website itself is definitely another learning journey as I never made one before. So, please feel free to leave any comments/feedback/questions for further improvements. Thank you, and happy reading!
The University of Texas at Austin (UT Austin) is internationally recognized as a bold, ambitious leader in research and higher education. A member of the prestigious Association for American Universities (AAU), UT Austin is one of the nation’s premier centers for academic excellence and has more than 40 programs ranked among the top 10 in the country. The flagship campus of The University of Texas System (UT System), it is the fifth-largest university in the United States, with approximately 40,000 undergraduate students and over 11,000 graduate and professional students from across the nation and more than 118 countries. The first school of its kind in nearly 50 years to be built from the ground up at a top tier AAU research university, Dell Medical School represents the future of medical education, care and research. It is the newest of 18 colleges and schools on the UT Austin campus, and shares powerful synergies with the ongoing innovation pouring in from other parts of campus. A new type of medical school, Dell presents the exciting opportunity to redefine the role of academic medicine in improving health, and its role as an economic driver for Austin, coupled with its innovative and global mission, resonates with community leaders as well as UT Austin alumni.
No Live events at this time. Point Pleasant Borough High School in Point Pleasant Borough, NJ is a engaging educational institution that offers a comprehensive academic experience for its students. The school takes immense pride in its athletics programs, which are known for their competitive spirit and commitment to excellence. With a strong emphasis on promoting teamwork, sportsmanship, and personal growth, Point Pleasant Borough High School provides its student-athletes with ample opportunities to showcase their talents on and off the field. The school is a proud member of the state athletics association, actively participating in various interscholastic sports competitions. Through these affiliations, Point Pleasant Borough High School has consistently demonstrated a strong dedication to upholding the highest standards of athletic performance and fair play. The school's athletics programs serve as a platform for students to develop essential life skills such as discipline, leadership, and resilience, fostering their growth both as individuals and as members of a team. Point Pleasant Borough High School's commitment to providing a well-rounded education, combined with its thriving athletics programs, makes it an exemplary institution that prepares its students for success in all aspects of life.
NLS students achieve outstanding A Level and BTEC results I am delighted to extend my heartfelt congratulations to all our Year 13 students at North Leamington School who have once again achieved outstanding A Level and BTEC results! The hard work, commitment, and determination of our students have resulted in an excellent set of grades that place our school within the very top percentiles for performance nationally – a standard we have consistently maintained for many years. This year’s results are particularly impressive, with an overall pass rate of 99%. 63% of all A Level grades achieved were A-B, a testament to the high academic standards and dedication of both our students and staff. Such achievements are not just a reflection of individual brilliance but of a collective culture of excellence that our school continues to foster. What is especially gratifying is that the vast majority of our students have successfully secured their preferred university choices. An impressive 94% of those who applied for higher education have gained places at either their first or second choice universities. Our students are set to embark on a diverse range of degree courses in subjects as varied as Art, Medicine, Natural Sciences, Architecture, Psychology, Physiotherapy, Economics, Law, Engineering, Graphic Design, and Politics. Alongside these, traditional subjects such as Maths, English, Sciences, History, Geography, Computing, and Business remain popular and continue to draw strong interest from our students. It’s truly inspiring to see our students taking the next steps in their academic journeys at some of the top universities in the country. We are proud to see them spread across the UK, with destinations including Birmingham, Bristol, Cardiff, Durham, Edinburgh, Exeter, Liverpool, Loughborough, Manchester, Newcastle, Nottingham, Oxford and Warwick, to name just a few. The range of courses and universities reflects both the ambition and breadth of talent amongst our students. These students achieved a combination of purely A-A grades in their first three A Level and BTEC qualifications. Our individual results highlights include: Maya Lal gained a place at Oxford to study Geography Peter Bush gained a place at Nottingham to study Maths Finn Robinson gained a place at Warwick to study Maths Erin Parry gained a place at Bristol to study Psychology Emma Richardson gained a place at Loughborough to study Sport & Exercise Science Lily Guram gained a place at Sheffield to study English Literature Ruby Bayley gained a place at Sheffield to study Physics Today’s results are a moment for celebration, not only for the students themselves but also for their families and our entire school community. These outcomes are a product of sustained effort, collaboration, and resilience. I would like to thank our dedicated staff who have supported our students every step of the way, ensuring they were well-prepared for their exams and for the future beyond school. To our Year 13 students: you have shown incredible resolve and determination during your time with us, and your success today is richly deserved. We wish you every success in your future studies and careers, confident that you are fully equipped to thrive in whatever path you choose.
“To uncover your true potential you must first find your own limits and then you have to have the courage to blow past them.” It was a beautiful and memorable day as the students of Ryan International School, D.G.P. Nagar; Nashik conducted the Annual Sports Day. ‘Sports’ is one of the Visions our Chairman Sir envisioned for the students to help them in their all-round development. It helps the students not only improve their health but also teaches them about healthy competition. The races that took place were 50 m race, 200m race, 400m race, relays, hurdles, tug of war and many more. Even the Montessori students got a chance to showcase their skills.
As a music teacher, you will help pupils to explore a wide range of music. You will plan a combination of practical lessons, using musical instruments and computer programmes, and lessons covering the theory and history of music helping to pupils to develop an understanding of music. What qualifications will I gain? \| Where will I train? \| Sheffield, Rotherham, Barnsley or Derbyshire. \| How long is the programme? \| When does it start? \| One year \| September \| University partner \| UCAS code \| How will I learn? Our programme is intended to meet your own individual needs on your journey to QTS and meets the Teachers’ Standards. The course includes: - Academic lectures at Sheffield Hallam University, - Professional training sessions delivered by STTA at various locations in Sheffield - Hands-on experience through placements at schools in the local area. - A dedicated mentor to provide you with support and guidance throughout your training. - Guidance and support provided for all aspects of your training. - Ongoing school-based support throughout the year. - School placements. You will have your own mentor in each school, who will meet with you regularly and provide support and advice. They will also assess your teaching in school. How am I assessed? Your performance will be assessed throughout the year by a range of strategies ranging from observations of your teaching, reviews, target setting, action plans and formal academic assessment tasks. We will also track your progress throughout the year and provide support and guidance to ensure that you are on-track to successfully complete your training. After successful completion of this course, you will be a qualified teacher. By becoming a teacher, you’re joining a profession that offers a huge variety of career opportunities. There are lots of opportunities to progress into a number of leadership or management roles, such as: - Subject/phase lead - Lead practitioner working as a mentor, coach, trainer or facilitator - A pastoral role - Teaching and learning responsibility - Head of department - Deputy head As well as excellent career opportunities, teaching offers a competitive salary, job security and job satisfaction.
To celebrate Catholic Schools Week 2023, our Associate Pastor, Fr. Ferdinand Tomo, SSS spent time on campus with the entire school. On Wednesday, February 1, grades K - 12 gathered in the gym to celebrate Mass with Father. The following day he spent class time with the High Schoolers sharing about the Eucharist as the summit, center & apex of the Christian Teenager's Life. He used the concept of the "multiverse-existing side by side; overlapping; linked" to explain the basic Truths of the Eucharist. He taught these concepts as transcendence that we are all experiencing in our Catholic faith, our rituals & celebrations and most especially the Holy Eucharist. Father shared with the students, "Let our worship of the Eucharist be as one universal family, one body in Christ as a treasured sacrifice of love".
The Theology 7 class has been working in small groups on a shared vision project as they learned about the Nicene Creed. The goal of this exercise is to help the students better understand the Nicene Creed - specifically why we pray it, and where it comes from. The Creed is a summary of our Faith passed on from Jesus to the Church that is professed worldwide. Students worked together to create their own guidelines & expectations for their small groups to live by. They also wrote a brief vision & mission statement to help solidify their group's image. Students glimpsed into the past and experienced what the first Apostles went through as Christian leaders. This activity also allowed the students to discover their leadership skills while creating, discussing and working through differences to achieve goals. Good job Theology 7. You make St. Joseph proud!
We are thrilled to unveil the newest inductees into the MikesBikes Advanced Hall of Fame for the first quarter. These exceptional students have demonstrated remarkable excellence, achieving their positions through unwavering dedication and relentless hard work. From all of us here at Smartsims, we extend our heartfelt congratulations to all the new entrants! In the Multi-Player Hall of Fame, we have four new entrants. We have two teams from Keyano College – in 6th Place we have Akira Inc lead by Christer Carlo Camacho, Francis Miguel De Leon Dela Cruz and Justine Nicolle Lim. In 17th Place we have Charveca Bikes with Charisma Timbreza Anquillano, Heaven Lara Manahan and Danica Babor Manzanilla. We have two teams from Slippery Rock University – in 12th Place we have RCB Inc. with Christian Aloi, Ruth Bergquist and Brendan King. In 13th Place we have MK Cycling lead by Logan Keast, Jeffrey Keiter, Angelina Marsh and Evey Mertens. In the Single-Player Hall of Fame, we have seven new entrants. From Webber International University, we have Douglas MacCraw in 5th Place, Allen Noah Michael in 7th Place and Jason Robert Robinson in 12 Place. From Algonquin College we have Matthew Thomas in 9th Place and Jesse Piggott in 15th Place. In 10th Place we have Deepak Kumar Angurala from Selkirk College. From Keyano College we have Francis Miguel De Leon Dela Cruz in 14th Place. These students serve as living proof that hard word and dedication yield results. They stand as beacons of inspiration for fellow students undertaking the MikesBikes Advanced business simulation.
At its May meeting and with the recommendation of Superintendent Tom Wilsie, the board of education approved the purchase of Canvas, an online learning management system to be used by all students in grades Pre K-12 starting in August 2020. The system which will be accessed by computer, is a one stop location for students and their parents for instruction, homework, lunch accounts, attendance, grades and even extra-curricular activities. Each teacher from all grade levels, coaches and/or sponsors will have specific Canvas accounts that only their students will be able to see and gain information from with proper login credentials. Parents can sign up for access accounts, so they can monitor each of their children's progress in school. They will also be able to do things such as schedule face to face conferences with teachers via the interactive features offered. Canvas is designed to help both styles of learning which are in person and virtual and will be in use daily in classrooms across the district. The system is specifically designed to assist schools and students with seamless transition from in person learning to virtual in the event of a mass school closure or specific classroom quarantines. It has the added benefit of allowing Tecumseh's virtual learners the opportunity to have a more personal and valuable experience with the traditional classroom teacher each day. They will be able to interact in real time with the teachers or view the recorded lessons later in the day. This required daily login by virtual students enables the district to hold online learners to the same state mandated seat time requirements of so many hours in a classroom to gain credit for finishing the class or grade level. "The educational needs of students are changing rapidly in the 21st century and Tecumseh Public Schools wants to be with its students on every step to help in meeting those needs," said Wilsie. "These are trying times for students, teachers and parents during the pandemic," Wilsie told the board. "We looked at and visited with several representatives from numerous learning systems before settling on the Canvas plan. It was the best in our opinion as far as meeting a variety of needs including being user friendly to all stakeholders. We want to cut down the confusion for all involved and streamlining the academic lessons, school communication and educational updates via Canvas is the most efficient way to do that.” “Schooling in a pandemic presents a set of challenges that require we be flexible every day and every hour. This learning management system will help us handle the unimaginable that can come with a school wide closure,” Wilsie added. Teachers have been training in the Canvas program since late July and will be ready to help students become accustomed to the new system from day one. With the conversion of the district to a one-to-one technology policy all enrolled students and teachers will have access to a working computer device throughout the entire school year for every day of learning. Look at Canvas at work here:
Equality and Diversity The Gateway Academy is a welcoming school where everyone is highly valued, and where tolerance, honesty, cooperation, and mutual respect for others are fostered. We are committed to the development of the whole person within a supportive, secure, and creative environment. All students have the right to the best education possible. We firmly believe that all students should be able to fulfil their potential, and we work with our children, families, and external agencies to ensure this happens. Our academy is committed to anti-discriminatory practice, promoting equality of opportunity and valuing diversity for all staff, students, and families, regardless of their race, gender, age, disability, religion, or sexual orientation. We aim to be a beacon of excellence in demonstrating how people of different faiths, convictions, abilities, genders, heritages, and ethnicities can form a successful, cohesive, and happy community that draws from the best in each of our traditions. Our students will gain a thorough understanding that differences are positive, not negative, and that individual characteristics make people unique. The following areas are some of those in which we are continuing to develop excellence at The Gateway Academy through being "All Equal, All Different, Together, Improving Upon Our Best: - A truly inclusive and diverse curriculum, including the co-curriculum, which is representative of our diverse community. - Developing the role of our inclusivity activists and ERIS to truly make an impact on our academy. - Providing training and support for staff and governors, so they can detect bias and challenge discrimination. - Ensuring a common language of acceptable and non-acceptable terminology is used by all stakeholders. - Further increasing opportunities for visitors from different cultures and faiths as part of curriculum topics; cultural events are to be celebrated throughout the year, including our famous Culture day. - Using student feedback to improve our PSHE/RSE materials. - Creating more student-led groups, such as LGBTQ+.
Claudia Fowler was born and raised in Gaffney, SC. After working for twenty-eight years as both a teacher and a guidance counselor in Cherokee County Schools, she retired – but she’s never retired from teaching dance. Claudia fell in love with clogging at age six and has been teaching clogging for over fifty years. In fact, Claudia was the first contestant to use clogging as her talent in the Miss America pageant system. Claudia’s love of dance was passed down to her daughter, Julia Fowler, but Claudia often found herself travelling outside of her hometown community in search of quality dance education for Julia. So, in 1991, Claudia, her daughter, and her husband, Allen Fowler, opened a dance studio in Gaffney offering classes in tap, jazz, ballet, and clogging. After seventeen years of training students and building award winning dance teams, the Fowlers sold the dance studio to Chip and Misty Harrison and are thrilled that the studio has continued to flourish under their talented leadership.
Tertiary Teaching and Learning Why study Tertiary Teaching and Learning? The Postgraduate Certificate in Tertiary Teaching and Learning — PGCert(TertiaryT&L) - is a recognised qualification for staff working in tertiary education contexts who wish to extend their understanding of tertiary learning and teaching, improve their practice and facilitate positive change in student learning across their courses and programmes or in their specific areas of work. It is a flexible programme offering face-to-face and online options that can benefit people engaged in tertiary education teaching at any point during their career. The programme can be completed over one to four years, depending on individual preferences and needs. Through the PGCert programme, participants will have opportunities to improve their teaching, research teaching and learning, critically engage with theories and principles of tertiary teaching and learning, contextualise their practice locally, nationally and globally, and be prepared to take responsibility for leading teaching and learning initiatives at an appropriate level. The PGCert in Tertiary Teaching and Learning requires the successful completion of four 15-point elective papers.
KCPS Stakeholder Survey: Help Shape the Future of Our School System May 23, 2019 1 min read Kansas City Public Schools is seeking valuable feedback from students, parents, staff members and others with a stake in the city’s educational system. KCPS Board of Directors policy and the 2018-2023 Strategic Plan place a high priority on regularly listening to and learning from all stakeholders in order to assure that we are meeting the needs of the community. KCPS is asking our community members to complete a stakeholder survey. This responsive survey will be an opportunity for stakeholders to provide insights and observations about academics, programs, services, operations, facilities, finances, communications, public perception, safety and security and other critical facets of the school system. The results of this survey will guide the KCPS improvement process. KCPS values all opinions and is eager to hear your responses. Our goal is to get authentic responses from all of our stakeholders.
In the pursuit of higher education, one of the crucial factors that often weigh on the minds of prospective students and their families is the cost of tuition. Education is an investment in the future, and making informed decisions about where to study and how much it will cost are essential steps in this process. Grigol Robakidze University, a prominent institution located in Tbilisi, Georgia, is a popular choice for many students. In this comprehensive guide, we will delve into Grigol Robakidze University's fees, offering insights into the various aspects that prospective students should consider. Introduction to Grigol Robakidze University Before we delve into the specifics of tuition fees, let's take a moment to introduce Grigol Robakidze University. Established in 1992, this university is named after the renowned Georgian poet Grigol Robakidze. It is known for its commitment to academic excellence and providing a diverse range of programs in various fields. Grigol Robakidze University aims to nurture future leaders and thinkers, making it an attractive choice for both domestic and international students. Tuition Fees Structure Understanding the structure of tuition fees is essential for students and their families to plan their education expenses accurately. Grigol Robakidze University offers a transparent fee structure that includes various components: 1. Program-Specific Tuition The tuition fees at Grigol Robakidze University vary depending on the program of study. Different programs may have distinct fee structures due to factors such as the level of specialization, resources required, and demand for the course. It's important to consult the university's official website or admissions office for specific program fees. 2. Credit Hours Another factor that influences the cost of education at Grigol Robakidze University is the number of credit hours a student takes per semester. Typically, students who take more credit hours may incur higher tuition costs. However, this also allows them to progress through their degree more quickly. 3. Scholarships and Financial Aid Grigol Robakidze University is committed to providing access to education for a diverse student body. To support this mission, the university offers scholarships and financial aid opportunities. These can significantly reduce the financial burden on eligible students, making education more affordable. 4. Payment Plans The university also offers flexible payment plans to accommodate students from different financial backgrounds. Payment plans can help distribute the cost of tuition across the academic year, making it easier for students and their families to budget effectively. Additional Costs to Consider While tuition fees are a significant part of the cost of education, there are additional expenses that students should factor into their budget: For students coming from outside Tbilisi or international students, accommodation costs are an essential consideration. Grigol Robakidze University provides information about on-campus and off-campus housing options, each with its associated costs. 2. Books and Materials Students should budget for textbooks, course materials, and other educational resources. The cost of books can vary widely depending on the program of study, so it's advisable to inquire with professors about required readings. 3. Living Expenses Living expenses, including food, transportation, and personal items, can vary depending on students' lifestyles and preferences. Creating a monthly budget for these expenses is crucial for financial planning. Scholarships and Financial Aid Opportunities Grigol Robakidze University is committed to supporting students in their educational journey. To make education more accessible, the university offers several scholarship and financial aid opportunities: 1. Merit-Based Scholarships High-achieving students with outstanding academic records may be eligible for merit-based scholarships. These scholarships recognize and reward academic excellence. 2. Need-Based Financial Aid For students facing financial constraints, need-based financial aid is available. This assistance is designed to ensure that deserving students have the opportunity to pursue their education at Grigol Robakidze University. In conclusion, understanding Grigol Robakidze University's fees is a vital step in planning your higher education journey. By considering the tuition structure, additional costs, and available scholarships and financial aid, you can make informed decisions that align with your academic and financial goals. Remember that education is an investment in your future, and Grigol Robakidze University is dedicated to helping you achieve your educational aspirations while managing the associated costs. For the most up-to-date information on fees and financial assistance, please visit the university's official website or contact their admissions office.
“The way to children’s minds is through their hearts, and the way to parents is through their children.” Rabbi Shlomo Schwartz is known as a proactive and effective leader and מחנך who recognizes the importance of building trusting relationships with all stakeholders – fellow administrators, faculty, parents, and most importantly, the children. He is a perpetual learner, constantly deepening his knowledge in all areas of חינוך and staying current on emerging educational trends. New ideas or initiatives are carefully evaluated and implemented, as appropriate, via a collaborative effort. Immediately prior to joining YBH, Rabbi Schwartz spent four years as the Head of School at Eitz Chaim Schools in Toronto, where he oversaw an institution of over 800 תלמידים and תלמידות. Previously, he served for 8 years as the Elementary Principal of the Jewish Educational Center, and held administrative roles in other area institutions. He is entering his 21st year in hanhalah. Rabbi Schwartz attended Yeshivas Kerem B’Yavneh in Eretz Yisroel and received his smicha from RIETS. He holds a B.A. degree from Yeshiva College and an M.S. degree from the Azrieli Graduate School of Jewish Education and Administration. After spending the last 4 years in Toronto, Rabbi Schwartz and his family are thrilled to return to the Passaic-Clifton community, where they previously lived for over 20 years, during which time he served as a true עוסק בצרכי ציבור באמונה. Rabbi Schwartz is a consummate professional who will inspire those around him to even greater achievement. We are proud to have Rabbi Schwartz as the Menahel of our yeshiva, and are excited to join him in his mission to continuously elevate YBH to new horizons of growth and excellence for our children and our community.
It appears you're running an older web browser that we're unable to support. If you would like to view the site you'll need to update your browser. Please choose from any of the following modern browsers. Thanks! Students learn personal water safety and achieve basic swimming competency by learning two benchmark skills: Swim, float, swim - sequencing front glide, roll, back float, roll, front glide, and exit. Jump, push, turn, grab. In Stage 3, students learn how to swim to safety from a longer distance than in previous stages in the event of falling into a body of water. This stage also introduces rhythmic breathing and integrated arm and leg action. AGE GROUPS: Preschool 3 years old - 5 years old
paola andrea ampudia jimenez Los maestros son maravillosos y siempre están dispuestos a ayudarte en todo. Definitivamente es una experiencia muy enriquecedora y llena de enseñanza para conectar con tu ser. Ilse ten Thije I just finished my 300 hrs YTTC at Yoga Sadhana and I can't be more grateful towards the whole team of teachers, whom all teach their subject with such passion and devotion. One of the main strengths of the school is how all the subjects are so well integrated with each other. The teachers adjust their classes based on what they know the other teachers have been teaching that day or the previous day, which makes it easy to link the information of the different subjects with each other. The embodied movement that Parveen Ji teaches really allowed me to use the movement of the body to find the stillness in the mind and the voice of my body, even in the most subtle movements. Together with the philosophy classes, mantra chanting and pranayama and meditation classes it brought me closer to myself, which will allow me to guide my students in their own journey, instead of forcing a specific alignment or idea about how their body should move or breathe upon them. Lastly, special thanks to Louis Ji whoms passionate, humouristic and lively teaching was the reason I decided to do my 300 hours TTC at Yoga Sadhana, and I don't regret this decision at all. Again his anatomy classes really made me understand what is functional and more important what is not functional when moving our bodies into certain asanas. Where anatomy sounds like a boring subject, Louis Ji finds a way to make it more interactive and fun, in a way that you really experience and embody the knowledge that he shares. So, I would definitely recommend this school to everyone who is interested in doing a 300 hrs yoga TTC and is open to explore yoga in a way that is functional for our bodies and in a way that really facilitates union with the body's and your true nature. ^ Learning embodied anatomy in Yoga Sadhana gave me a depth into the understanding of the human body as a unit and of the movement it follows due to the structural foundations. ~ A wonderful learning experience with Louis Ji and grateful for his efforts in making the teaching learning experience engaging, thought provoking and ofcourse fun 😊. I have been able to learn so much from Louis, Praveen & Team. My asana instructions are now so much clearer and easier to understand because of his teaching. Simply recommend the Yoga Sadhana classes! As a practitioner in the path of yoga I have learnt from various places under the guidance of many teachers from different traditions. In this journey, when I decidedly to do a second teachers training course, I got blessed to become a student of Yoga Sadhana. My two months of training under the guidance of Guruji Parveen Nair & Louis changed my perspective towards towards my practice & teaching. The asana & applied anatomy in the course helped me to deepen my understanding of each asana and it's role in my self practice & also at the same time it helped me to design a framework of approaching a sequence of asanas, pranayama for my students who come with different level of their physical health, their previous practice in any form of exercise and with unique individual body type. Most importantly Guruji's philosophy sessions came as a boon to transform my life and to make me realise that this journey of yoga is beyond the asana and good looking postures. It taught me that, after a point we all should go beyond this body to realise who are we & what's the purpose of this life as a human being. I am really thankful that I came across this course and decided to pursue my training under Yoga Sadhana. Jin Bee Lim The day I met & attended Louis’s yoga class about 10 years ago, I just knew I’ve found the ideal teacher. Through the years , not only have I built up my strength and understanding of yoga through him , but I’ve seen this young man transformed & together with his mentor Guruji Parveen, both of them have successfully built up Yoga Sadhana & started conducting Teachers’ Training Courses. I Have completed the Teachers’ Training Course in June 2022 under the profound guidance of Guruji Parveen & Louis. The time spent on learning, and to be corrected in poses and theory lessons is so valuable and meaningful. Yoga Sadhana is professional in all aspects conducting this TTC and their years of experience in yoga and meditation will help to mould students to become good yoga teachers. Both Guruji Parveen & Louis have good rapport with the students. They’re positive and supportive to bring out the best in us. Words can’t express the joy , satisfaction and gratitude that I’ve felt when both Guruji Parveen and Louis came to present my Certificate to me. The moment is EPIC. Thank you once again 🙏🏼❤️ Here’s wishing Yoga Sadhana continuous success in helping society to learn more about yoga , not only physically but the beauty of meditation giving love , wisdom & peace to oneself and others around us. Namaste 🙇🏽♀️ 🙏🏼 Kah Yean Tee Yoga sadhana is the place that where I start my yoga journey.. Shri Acharya Parveen Nair & Louis Lim always inspire and empower their students to evolve and grow in their practice. In 200hours of TTC, I learned how the body benefit from movement through embodied movement. It avoid injuries during practise n it help me deepened my practise into more advance poses. I’m so blessed with the guidance of Shri Acharya Parveen Nair & Louis Lim.🥰 A new perspective with nuanced knowledge in functionality of body. Louis as a teacher has a fluid and eloquent approach towards the subject. to let the student develop the knowledge of anatomy from multiple dimensions . And in a easiest way. It was a indepth understanding under. Louis as a anatomy teacher .it developed a profound a holistic understanding of subject through common and easy to understand activities and examples .pragmatic approach in functionality of body . Thankyou
(BOR) mandates that all applicants desiring admission to a University System of Georgia (USG) institution directly state whether he or she, if admitted, means to attend the institution at the in-state tuition rate. Any person who intends to acquire in-state tuition status must first verify that he or she is a US citizen. Only in-state residents are able to receive in-state tuition. Please note: an in-state resident is defined as any person whose domicile has been established and maintained in the state of Georgia for a period of at least twelve (12) consecutive months immediately preceding the first day of classes for the term. Residency FormsPetition For Residency (Petition must be submitted with supporting documentation) Tuition Waiver Forms- Florida County Waiver: Baker/Columbia/Hamilton/Jefferson/Leon/Madison/Nassau County - Economic Advantage Waiver - Non-Resident Student Waiver - Full-time Ga School Employee Waiver (Teacher or Fulltime Employee) - USG Employee Waiver If none of the above tuition waivers apply, the student may request an out-of-state waiver directly to the Graduate School. VSU has permission from the Boad of Regents to award a limited number of out-of-state tuition waivers. If a student is awarded an out-of-state tuition waiver. The student is assessed the in-state tuition rate. To apply for an out-of-state waiver, the student's graduate program advisor must submit a request on behalf of the student. The request is submitted to the Associate Provost of Graduate Studies and Research. The request should include the student's name, ID number, degree program and the student's state or country of residence. VERIFICATION OF LAWFUL PRESENCE皇家华人 State University, in compliance with the USG guidelines, must also verify of every successfully admitted person. To verify one's citizenship status, VSU requires one of the following documents to be submitted along with the applicant’s application materials: - Your completed FAFSA for the most recently available financial aid year. The 皇家华人 State University school code for FAFSA is 001599. - A certified US birth certificate showing the applicant was born in the US or a US territory. A photocopy is not acceptable. - A copy of a current US passport - Copy a driver's license or state issued ID card issued by the state of Georgia or any of the USG approved states. Licenses/ID cards must be valid and meet USG requirements; limited-term are not acceptable - Copy of a US certificate of naturalization - Copy of a US certificate of citizenship - A US certificate of birth abroad issued by the Department of State or a consular report of birth abroad - A current, valid permanent Resident Card (USCIS form l-151 or l-551). - Current ID issued by the State of Georgia - Current Military ID (service member only, not dependent). Please note: any applicant whose status cannot be verified through any of the above methods is not eligible for in-state tuition regardless of how long he or she has lived in Georgia. Documents (except the certified birth certificate) may be emailed as a scanned document (pdf, jpg, etc.) to [email protected] If you choose to submit your birth certificate for verification, you will need to bring the original to the Graduate School, located on the main campus in Converse Hall Suite 3100. The Graduate School 1500 N. Patterson St. 皇家华人, GA. 31698 - 1500 N. Patterson St. 皇家华人, GA 31698 - Phone: 229.333.5694 - Office Hours: Monday-Thursday: 8 AM - 5:30 PM Friday: 8 AM - 3 PM
PRIDE of Tuscaloosa Hosting Back To School Bash July is almost over and that means it's almost time for another school year. PRIDE of Tuscaloosa is helping students prepare by hosting a back-to-school bash and resource fair. July is one of my favorite times of the year. Beach trips, day parties, frozen treats, cookouts, and summer vacations. It's also the time of year where everyone is helping others in the community prepare for the upcoming school year. PRIDE of Tuscaloosa will be hosting "Freedom Day," Tuesday, August 10 from 11a-3p at the Tuscaloosa Rivermarket. This is a day for members of the community to come out and have fun with free food, school supply giveaways, resources from organizations all over Tuscaloosa, and more! Did I mention that yours truly, The Big Dawg DreDay will be the DJ?! This is guaranteed to be a good time full of healthy fun. As the only non-profit substance abuse prevention organization in the area this organization is dedicated to serving the West Alabama community. According to their website, PRIDE of Tuscaloosa is dedicated to creating awareness, and they're passionate about preventing the onset of addiction and substance abuse in the Tuscaloosa and West Alabama area. They're committed to being a consistent resource to all age groups in the community and helping people retain their freedom by remaining addiction-free. Grab your family and friends and meet me at the Tuscaloosa River Market for this back-to-school bash hosted by PRIDE of Tuscaloosa. If you need more information on this event, you're asked to call (2050 764-0351. 10 Old Fisher Price Toys That Are a Blast From The Past MORE: See 30 toys that every '90s kid wanted KEEP READING: Check out these totally awesome '80s toys
The 11 finalist students presented their solutions on November 18th in front of the jury of the Business Challenge Competition, organized by the B4Students program, in partnership with the companies Balfin Real Estate & Hospitality and Green Coast Resort & Residences. At the end of the activity, the jury evaluated the finalists’ the presentations and distinguished 3 students with the best project proposals for the business challenge solution – How to improve the dynamism of Green Coast Resort & Residence throughout the year. Klevis Mema, Klevis Mema, student at the Agricultural University of Tirana, Hersli Selimaj, student at Tirana Business University College and Kristjana Proko, student at the Faculty of Economics, University of Tirana, are the 3 winners of the challenge, who according to the ranking, were offered a monetary reward, subscription to an online training course in an international platform, as well as the opportunity to attend the Professional Internship & Employment program related to their studies. In a short time, nearly 2 weeks, 218 students from different Higher Education Institutions enrolled in this competition. In support of the preparation of the finalists, B4Students enabled all students a field study to the premises of Green Coast Resort & Residences. In the company of the colleagues from Balfin Real Estate & Hospitality, the students were closely acquainted with the construction capacities, facilities and initiatives undertaken in the resort for the facilitation of sustainable and attractive activity. During the visit, the students had the opportunity to discuss and ask questions about the challenge with the host, Director of Operations of Green Coast Resort & Residences, Omar AlGhazawi, an expert in the field of tourism with international experience. In evaluating the presentations of the finalists’ solutions, 3 jury members from Balfin Real Estate & Hospitality and Green Coast Resort & Residences were involved: Satbere Hoxha, Miri Troka and Mino Angjellari. At the end of the event, the finalists were greeted by the Chief Executive Director of Balfin Real Estate & Hospitality, Ledia Telhai, who congratulated the winners for their dedication and high-quality preparation, handing to each one of them a certificate of appreciation. Ky ësThis is the 1st edition of B4Students’ Business Challenge Competition. Through this activity, B4Students aims to contribute to the professional development of students and their integration into the labor market, providing the opportunity to test and develop their skills in business problem analysis and strategic management, in concrete circumstances. “Participating in the competition was a fantastic experience. I faced a real business challenge and met very well-prepared students from different schools,” said Klevis, the first-place winner. “I got to know myself in another dimension and create a new experience. Qualifying in the final phase, among 218 competitors, as well as being awarded, were moments of pride” said Hersli, the second-place winner. And to Krisjana, winner of the third-place, the Business Challenge Competition “was a great experience which allows you to learn, develop skills and make new friends.” B4Students is a program supported by BALFIN Group, introduced to the public in May of this year. Soon, B4Students will launch the next opportunity, dedicated to student clubs, which will be evaluated for grants and counseling support through project proposals for the development of social activities, with a positive impact in the community.
It is a privilege to extend a warm welcome to all prospective students considering our esteemed institution for their academic pursuits. We are committed to providing an intellectually stimulating environment that fosters academic excellence and personal growth. The university encompasses several distinguished faculties, including the Faculty of Computer Science & Information Technology, Faculty of Management & Administrative Sciences, Faculty of Pharmacy, Faculty of Social Sciences & Humanities, and Faculty of Education. Each faculty offers a diverse range of undergraduate and Graduate programs designed to meet the evolving needs of various disciplines. Comprehensive details regarding these programs are available in the university prospectus and on our official website. Read More → Prof. Dr. Syed Hussain Mehdi News & Events BBSU 17th Syndicate Meeting Formally announce the successful conduct of its 17th Syndicate Meeting, held on 19th May 2025 under the distinguished chairmanship of Prof. Dr. Mehdi Hussain, Vice Chancellor Read More →Solidarity Rally organized by the Student Welfare Office BBSU participated in the Solidarity Rally organized by the Student Welfare Office on Thursday, May 15, 2025, to express unwavering support and appreciation for the brave men and women of the Pakistan Armed Forces. Read More →Campus Highlights In addition to its main programs, the university also offers Associate Degree Programs through its affiliated colleges. Prospective students interested in these programs are advised to check the admission schedules of the respective affiliated colleges for specific details and deadlines.
SPRING TOWNSHIP, Pa. — Masen Suhadolnik has been lifting weights since high school. Between sets, he would sometimes notice other people in the gym not lifting properly, and he wanted to help. But it wasn’t until he became a senior in the electro-mechanical engineering technology (EMET) degree program at Penn State Berks that he discovered a way to combine his love of weight lifting, his knowledge of engineering, and his desire to help others. When Suhadolnik and four of his fellow engineering students were enrolled in the senior capstone design course, he suggested that they create something that he had wished existed for a long time — a sensor that attaches to a barbell and gives real-time feedback on performance indicators such as velocity, acceleration, and displacement of motion. The team has adopted the name “Vytah-Fit” and it includes Suhadolnik and four other senior EMET students: Karl Bruhn, Bradley Owens, Ricky Romaniello and Tobias Welk. “We all come from athletic backgrounds,” Suhadolnik explained. “I played a few sports in high school but now I concentrate on power lifting and bodybuilding. But Tobias Welk plays baseball here at the college and Bradley Owens plays ice hockey here. Ricky Romaniello was a wrestler in high school and Karl Bruhn was a big cross-country runner in high school. Everyone is bringing their own past and present athletic experience into developing the product. “We created this device to warn the user against improper form based on their personal data and based on the bar path of the exercise. And we want to give the user parameters, such as their speed, velocity, acceleration and displacement. Then hopefully our product can help them to adjust so that they can lift with the proper form.” As the team worked on the project, faculty at the college took notice and encouraged them to think about developing a business plan to further develop and market the sensor. “It’s funny — we’re five engineering students and we don’t know a lick about business,” said Suhadolnik. Marietta Scanlon, assistant teaching professor of engineering, was the first to assist the team with materials and properties as they developed the sensor, and then she got them thinking about the business aspect of the project. Currently the team is working with Scanlon to prepare for this year’s Inc.U competition, sponsored by Penn State’s Pennsylvania Technical Assistance Program (PennTAP). As one of six finalists, they earned a spot on WPSU’s "The Investment" television show where they will pitch their idea in a "Shark Tank"-style format to a panel of judges for a chance to win investment funding. “The support from Penn State has been overwhelming,” said Suhadolnik. “We're working with the Happy Valley LaunchBox on IP agreements, cooperating agreements set up for the LLC — all the business aspects that we don't really know that much about.” The team also has been working with the Penn State Berks Idea TestLab, which offers startups free access to other entrepreneurs, faculty members, business owners, venture capitalists, members of the community and many other resources. Part of the Penn State Berks Flemming Creativity, Entrepreneurship and Economic Development (CEED) Center, the Idea TestLab further expands the University’s strong emphasis on entrepreneurship programs. The lab's lead faculty members include Sadan Kulturel-Konak, professor of management information systems, and Abdullah Konak, professor of information sciences and technology. Kulturel-Konak also is the director of the Flemming CEED Center and the coordinator for the Entrepreneurship and Innovation (ENTI) minor. The Idea TestLab has been developed as part of the National Science Foundation (NSF) I-Corps initiative at Penn State. NSF established the program based on the Lean LaunchPad, an entrepreneurship methodology to test and develop business models based on querying and learning from customers, explained Kulturel-Konak. The “graduates” of the Idea TestLab will be eligible to compete for a NSF micro-grant of up to $3,000, and then they become eligible to apply for an I-Corps National Teams $50,000 grant to develop their business models. Suhadolnik explained that the Idea TestLab was crucial in customer discovery and building the beginning stages of their business canvas. When asked what the team would do with the profits from the Inc.U competition or the Idea TestLab, Suhadolnik said that they would invest in research and development. On a personal note, project recognition would have a deeper meaning for him. “My personal reason for developing this product is I love weight lifting, and I want everyone else to love weight lifting. And the best way to look at it is there's no better feeling than knowing that you're doing something right, and you're getting better and better at it," said Suhadolnik. "So the greatest feeling for me is not only hitting a new personal record in the gym, but watching other people continue to strive and succeed. I could say for the rest of my team, that's their personal motivation, too.” “The Vytah-Fit team has done a great job turning their EMET capstone project into a business," said Scanlon. "We’re fortunate at Penn State Berks to have a group of faculty who encourage students to pursue their ideas and provide them with the support they need through the Berks LaunchBox and the CEED Center."
Fitness testing is a part of many physical education programs across the United States. I teach in Illinois; and in my state, we are mandated to begin this testing in the third grade. For many youngsters, the PACER test is the most difficult. Regardless of your personal stance on fitness testing, I want to share three lead up activities that I use to make the experience of administering the PACER test more enjoyable for the students. Each activity is designed to be performed for 4 minutes/32 laps using the 20m PACER cadence. The reason I use 32 laps is that number is well within the HFZ (Healthy Fitness Zone) for both males and females ages 10 to 12 (which are my students’ ages). 3-Person PACER Test Practice To truly teach the “pacing” element within the test, I like to create mini-practice experiences for my students. I start with the “3-Person PACER”. This gets students used to the speed of the test and helps them determine the speed they need to maintain to make it across before the beep. It gives them a chance to rest more than run so students rarely get fatigued. To begin, students number themselves 1-2-3. The 1’s and 3’s line up at the starting line, and 2’s line up across from their group mates at the opposite side of the gym. I start the PACER cadence music and all the 1’s run down to the other side of the gym, while 2’s and 3’s rest. On the beep, the 2’s run back while the 1’s and 3’s rest. On the next beep, the 3’s run down while the 1’s and 2’s rest. I continue this pattern of running once and resting twice until we get to 4 mins/32 laps. You certainly could modify the level, the number of laps, or time limit to fit your needs. Partner PACER Practice Another one I like to do is the “Partner PACER.” It creates the same amount of rest time as before but increases the amount of running and allows students to perform a consecutive lap. Here each student runs twice (down & back) and then rests twice while their partner runs. We continue the run twice/rest twice format for 4 mins/32 laps. Remember, you can throw this in as a warmup activity long before you get to your fitness testing days too. I like to use these activities in a progression in the weeks leading up to the actual test. Working up to the event makes it more tolerable for those non-runners or students who experience anxiety prior to the test. Also, having a partner makes the task easier for them to complete which provides a level of confidence in their abilities. 4 Minutes of Movement For the final lead up activity, I let students do an individual PACER for 4 minutes/32 laps. This is a chance for everyone to run each lap on their own and see if they can make it to 32. If students miss twice or can’t keep up before reaching 32, they simply stay in their lane and continue to walk until the class reaches 32. The students that demonstrate they can complete 32 laps will be the students that run in the first heat when we perform the actual test because typically they run the longest. I run half the kids in heat one while the other half is scoring for a partner, then they switch roles and we run a second heat. While fitness testing may be an isolated series of events in your curriculum, keep in mind that fitness should be an ongoing part of your program. I work on fitness with my students almost every day in some way, shape, or form. As PE teachers, we disguise that fitness as FUN! We create experiences that get students moving in ways that ultimately benefit their overall physical literacy. We design lessons that get kids practicing a variety of skills. It is the confidence that kids develop in their skills that lead to increased motivation. It is that motivation that leads students toward continued participation in active pursuits using the skills they developed and continue to refine throughout their lives! So, the next time fitness testing pops up on your calendar, give these activities a try before doing the PACER test and see how your students respond. I’ve seen several other ways to “spice up” the PACER test and would love to hear what you do in your program! Leave a comment below to share your thoughts & ideas with the #PhysEd community. – Put a Little FIT in your Step with the FITStep Stream Pedometers by Jackie Clark – How to Perform a Push-Up Assessment [Instructional Video] – How to Perform a Curl-Up Assessment [Instructional Video] Fitness Testing Equipment and Accessories:
We see library nights, movie nights and various other events to promote family engagement at our schools. We understand the importance of physical education when it comes to the development of the whole child so it’s up to us to host events to promote physical education and get the attention it deserves. I have hosted a Family Fitness Night for many years at various campuses. The following are some ideas that I use at my event to promote family fitness. Finding Community Partners I get on the campus master schedule as soon as the school year starts, but I begin serious work on the event at least two months out. The first thing I do is look for community partners that are willing to support the event. Support comes in many forms- whether donating door prizes or hosting a booth the night of. Below is a list of some of the community partners I have had throughout the years. - Dentists – Lectures on dental hygiene and free toothbrushes. - ER Facilities – Provide basic health information and blood pressure screenings. - Restaurants – Showcase of healthy food options when eating out. - Vision Clinics – Provide free vision screenings for all family members. - Police/Firefighters – Community engagement. - Cooking Demonstration – Healthy snack options. The night of the event, I have tables set up for each community partner. Early on, I put out a request for high school students to volunteer for community service hours. The high school students stand at the entrance and pass out a bingo card with all the locations that the parents need to visit. The families are encouraged to visit each table and get a stamp on their bingo cards which are the put into a drawing for door prizes. I also have activities outside and in the gym for the families to participate in. My outside activities consist of corn hole, horseshoes and additional games that families can play at their homes. The activities inside the gym are designed to get parents into the gymnasium to showcase what is happening in physical education. Stations are set up throughout the gymnasium that allow students to show what they have learned in class and allow the parents to participate with their child. Some examples of stations that I have used are: It’s also important to have student work posted at various stations. The bowling station includes examples of student’s scoresheets and at the Chinese jump rope station I display student created patterns on the wall for the students to use to teach their parents. I’m a member of my district’s Physical Education Cadre and we meet throughout the year to plan activities and work on professional development. During one of our sessions our group created a game that we named Fitolopy. We modeled it after popular board games and created a fitness game for students and parents to play during our family fitness night. The following are some examples of the spaces you could land on during the game. - Active Alley – Hold a plank for 10 seconds - Diet Drive – Do 10 squats - Cardiac Court – High knee march for a count of 10 Parents always leave the event with comments like, “Physical education wasn’t like this when I was growing up.” Whatever activities or events you plan, we need parents to become allies as we promote the importance of healthy and physical education in developing the whole child. I hope you enjoy some of these ideas for family fitness night. If you have any additional activities that you’ve tried, please share them in the comment section below!
By Dr. C. Rashaad Shabab Senior Teaching Fellow in Economics For the last two academic years, members of the University of Sussex Business School have been meeting weekly during term-time behind the School’s academic building for a social run in the national park surrounding the campus. The objective of this initiative has been to support the mental health of our students and staff while enhancing the sense of community in the School. However, the recent outbreak of the novel Coronavirus and the ensuing government recommendation in favour of social distancing has meant that for the first time in years, the weekly group meetings have had to be suspended. This suspension is especially unfortunate as it occurs at a time when students and staff are under acute stress due to the academic, personal, social and economic uncertainties created by the pandemic. To continue to support mental health promoting behaviours among students during this time of heightened stress, the running group will host ‘virtual group runs’, where members post statistics and pictures from their solo runs to the group’s page. This is consistent with the government advice on social distancing that is necessary to maintain the community’s physical health, while also encouraging students to continue to engage in an activity that benefits their mental health. Students are under heightened stress The Covid-19 pandemic has placed on our students under tremendous strain. After weeks of uncertainty and unusually low attendance as the pandemic spread across the world, teaching has been suspended and the university has committed to moving all teaching online. Students have been informed that all assessments too will occur online. Both moves, while clearly necessary, are likely to induce further uncertainty thus anxiety. Finalists are worried whether new exam arrangements can be implemented in time, as delays may affect their ability to avail job offers or offers of admission to graduate programmes which are conditional on timely completion of their degrees. These academic stressors aside, students are likely to be anxious about their own physical health and also about the physical health of their relatives and friends who may be elderly, pregnant or have pre-existing conditions. This anxiety may be heightened by social distancing as the usual coping mechanisms and channels of support that students rely on such as gathering with friends will be unavailable to them. A large fraction of the student body at the University of Sussex is international and this pandemic has been especially difficult for these members of our community. China and Italy, the two countries that have so far witnessed the largest number of fatalities from the virus, are also countries from which the university draws a substantial pool of international students. These students are likely to have suffered from feelings of anxiety and helplessness at having to watch from afar as their home communities were ravaged by infection. In addition to the factors back home, here in the UK there has been a surge in anti-Asian racism that is likely to have affected our students. Furthermore, the practicalities of booking flights to leave the UK, the very real possibility of quarantine upon departure and the financial pressures that these factors may induce are also likely to increase the incidence of stress among international students. There are students who for a variety of reasons, simply cannot return home. This may include students whose countries have sealed their borders, students for whom it is financially infeasible to return home at the current time, and students who for whatever reason do not have a safe or welcoming place to return to. As teaching is moved online, there will inevitably be a wide-spread emptying of the campus. The sense of isolation and vulnerability that can accompany the feeling of being left behind by one’s peers is likely to affect these members of our student body, to whom we have a clear duty of care. Last but by no means least, the short-term economic consequences of the outbreak may place immense financial pressures on students, many of whom depend on employment on precarious, zero-hours contracts to cover their living expenses. Students are often employed in the hospitality and related services industry where firms face heightened risk of closure in the current economic climate. Social distancing can exacerbate stress National and international public health organizations have been unanimous in recommending what has come to be known as “social distancing,” the practice of avoiding interpersonal contact wherever possible, as a tool to reduce the rate of contagion. Indeed, at the time of writing the latest advice from the UK government is to curtail all non-essential social interaction. However, there is considerable concern among the scientific community that while social distancing may slow the spread of the virus and thereby protect our physical health, it is likely to have adverse effects on our mental health, especially for those who are already under stress. As Yale University social scientist Nicholas Christakis put it to Science, social distancing is “Calling on us to suppress our profoundly human and evolutionarily hard-wired impulses for connection: seeing our friends, getting together in groups, or touching each other.” In the same article, Greg Miller goes on to catalogue the known effects of reduced social interaction which include increased risk of heart disease, depression, dementia and even death. The article goes on to observe that the evidence suggests that people who are under existing stress are likely to be more vulnerable. Thus, the anxiety and stress induced by the Coronavirus on our student body is likely to be exacerbated by the social distancing measures that are necessary to slow down the spread of the virus. Outdoor exercise maintains social distancing and supports mental health Clearly, a running group – even one intentioned to support mentally healthful behaviour among students and staff – is non-essential. Thus, continuing to meet as the group had done under normal circumstances would be in contravention of government’s guidance on social distancing. This is also the view of England Athletics, the country’s apex governing body for the sport, who have advised that “All face-to-face activity such as club training sessions, […] running groups and social events should be suspended until at least the end of April” . In contrast to the advice on group exercise, official government advice recommends individual outdoor exercise so long as people maintain two meters distance from others1. Running, especially in the national parkland surrounding the university campus, is wholly consistent with the current advice (this of course will cease to be true if the advice changes and the region enters a stricter lock-down as has been initiated in parts of China, Italy and now France). What is more, even solitary running is known to protect against and mitigate some of the mental health conditions which the current situation may place students at heightened risk of, including anxiety, depression, and sensitivity to stress,. Taking community online While many of the mental health benefits of group exercise can be reaped from solitary sessions in a time of social distancing, others may be missed. There are a range of important reasons that people exercise in groups to begin with. Groups serve as a commitment mechanism, whereby people are more likely to engage in exercise if they feel they are accountable to others for doing so. Groups can create a sense of shared camaraderie as individuals bear witness to and celebrate each other’s efforts. They can provide a platform to seek advice on running, but also on other sources of life stress during times of crisis. Each of these helpful aspects of group running can, albeit imperfectly, be replicated in an online community, when social distancing precludes in-person interactions. The platform on which these interactions will be taken online is The Business School Running Group’s Facebook page, which has over one hundred members. A message has been posted to this page explaining why the group can no longer meet in person and encouraging members to participate in ‘virtual group run’ experiments. In the virtual run, members are encouraged to all go for a run at the usual time that the group used to meet but starting and stopping at their respective locations of current residence. This circumvents the need to use public transport to get to a predetermined location and eliminates in-person interactions during the run. To facilitate virtual social interactions members have been asked to subsequently upload the data from their respective runs to the group page so others can view, comment on, and encourage their efforts. It remains to be seen if the sense of community and mutual support that the Business School Running Group has been able to create in the physical space centred around our academic building can be replicated in an online platform. It is an open question as to whether such a move will foster continued student engagement, helping students feel less isolated and more connected to our campus and our community as we transition to online teaching in the wake of the ongoing pandemic. At the very least, however, one hopes that this initiative sends students a credible signal that the University of Sussex is committed to supporting their wellbeing in innovative ways, even under difficult and unprecedented circumstances. Public Health England. 2020. Guidance on social distancing for everyone in the UK and protecting older people and vulnerable adults. Available: https://www.gov.uk/government/publications/covid-19-guidance-on-social-distancing-and-for-vulnerable-people/guidance-on-social-distancing-for-everyone-in-the-uk-and-protecting-older-people-and-vulnerable-adults World Health Organisation. 2020. Coronavirus disease (COVID-19) advice for the public. Available at: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public Miller, G. 2020. “Social distancing prevents infections but it can have unintended consequences”. Science. Available at: https://www.sciencemag.org/news/2020/03/we-are-social-species-how-will-social-distancing-affect-us England Athletics. 2020. Coronavirus Statement (Updated 17th March). Available at: https://www.englandathletics.org/athletics-and-running/news/coronavirus-statement/ Salmon P. 2001. “Effects of Physical Exercise on Anxiety, Depression and Sensitivity to Stress – A Unifying Theory”. Clinical Psychology Review, Vol.21, 1, pp.33-61. ISSN: 0272-7358 Kvam S, Catrine Lykkedrang Kleppe, Inger Hilde Nordhus, Anders Hovland. 2016. “Exercise as a treatment for depression: A meta-analysis”. Journal of Affective Disorders, Volume 202, Pages 67-86. Available here: https://www.facebook.com/groups/695862687186790/
ARC (Appraisal Review Committee): Met April 23 and discussed student growth measures. Observations must be completed by May 1. Next year a notice will go to all teachers that states how/if they need student growth measures. Lombardo and Klein will update the handbook over the summer. COMMUNITY IN SCHOOLS TASK FORCE: Met April 18 to discuss next steps, presenting to the board, and ideas for a mission and vision statement. Met again May 9 to work out the actual presentation to the board that is scheduled for May 15. CUYAHOGA COUNTY EDUCATORS SUMMIT: Met April 26. No new date set. DISCIPLINE: No new meeting date set. DLT (District Leadership Team): Next Meeting May 23. ER&D: Summer registration is closed. GRADING TASK FORCE: April 23 meeting was cancelled. Rescheduled for ?? INSURANCE: Met March 27. No big takeaways. Next meeting June 14. MASTER TEACHER: scoring took place May 11. Two members have earned their initial designation and three have renewed. MOBILIZATION: Most yellow cards have been received. Many pink sheets have been sent in as well. Make-A-Wish – a productive meeting was held with OFT staffer Jill Jones and the regional Make-A-Wish representative Meghan Cantrell on May 9. We are encouraging every building to get a team together for the October 6 Walk at the Zoo, a huge fundraiser for Make-A-Wish. Our goal will be to raise $8-10K next school year to sponsor a child’s wish. After the October event we will gather to discuss our next steps. OFT: The Ohio Union Leadership Institute is June 12-14 at Mohican. Registration due Tuesday, May 15. POLICY TASK FORCE: is finished for this year. PTA: The speaker on April 23 spoke about screen addiction and one solution. PTA council meeting is May 21. RETIREMENT: Dale Price and Ben Pfeiffer both lost their bid to be on the STRS board, but we ran a great contest. Contest winners have been chosen and prizes will be sent. Thanks to everyone who voted. SUMMIT: No meeting since last Exec Bd. Next meeting May 17. a) MS Discipline – survey results have been compiled. We will send a notice resolving the grievance since a student discipline plan was developed and implemented which was the relief we sought in the grievance. Unfortunately, the improvements were slight. We will hand the survey results to Summit as there were suggestions given for next year. b) College Now subcontracting – a grievance has been filed April 27 alleging that services provided through a grant by College Now could be provided by our members of our bargaining unit. The Step 2 hearing was held May 10. Administration has asked for a 6 day extension before responding to which we agreed. 2. Administration Union Concerns: Elementary Testing and Pacing: elementary vice presidents will seek input from grade level teams when the new schedules are out for next year so that we can suggest modifications if unreasonable. Elementary Dismissal: things seem to be working now. Plans need to be in place at the beginning of the year to ensure that we incorporate what was learned this year. Workplace Satisfaction: Our focus has been on trying to improve administration’s internal communication. We will continue to try to point out ways for administration to be clearer and timelier in their communications. 3. Notice to Negotiate: CHTU sent a notice to negotiate on April 13, 2018 over the subcontracting of monitor positions at the middle school. Three substitute monitors were hired to help quiet disruptions at the middle school through the end of the school year. We came to an agreement to resolve the issue that will require both an executive board vote as well as ratification vote by Monitors to changes in their contract. 4. Fact Findings a) A member was called to a fact-finding February 15 regarding concerns over job responsibilities; specifically grading procedures and documentation of student grades. A follow up meeting took place Friday, April 20. Awaiting disposition. b) A member was called for a fact-finding February 28 for allegedly not following protocol. A 7 day suspension was issued May 8, 2018 citing incidents from 2010 and 2011 as prior incidents in the ECOC rubric. We will determine next steps. c) A member was called to a fact-finding May 2 alleging the teacher hit a student while waving for students to settle down. Two of 40 students present made statements 6 or 7 days after the incident – there is no statement from the only other adult who was in the room. Awaiting disposition. 5. Heights Coalition for Public Education – Met on April 19 and plan to meet June 4 for next steps. 6. HS Counselor Responsibilities – No Change. An Unfair Labor Practice was filed March 1, 2018 against administration for refusal to negotiate changes in working conditions for high school counselors who have been asked to coordinate AP and testing at the high school. This work was done by someone in a counseling position that was eliminated. We agreed to mediation, but no date has been set. 7. Instructional Coaches – administration appointed members to instructional coach positions without communicating the job existed or what it entails, the criteria for selection, and the rationale for a change in how we provide services. President Klein met with the administration on Monday, May 14 to learn more. More people were assigned to this non-teaching position than intended, so administration will determine who will be instructional coaches and who will be providing ELA and Math support. President Klein sent the job description he was given to the members assigned. 8. Project Veritas – spoke to Past President Schmida at our office in April trying to get him to say stupid things on camera to prove unions are staffed by horrible people who have no scruples. They did not succeed. 9. Union Trainings and Convention – CHTU will be represented at the Ohio Union Leadership Conference in June and is sending two members to the Regional training in Wisconsin. We also plan to send members to the AFT national convention held in Pittsburgh in July.
Designing pedagogy which coalesces digital and physical spaces The keynote at our UAL Learning and Teaching day last week explored ‘Creative Learning Spaces’. As the images of new and co-opted spaces flashed by I started to think about how many of them would exist it it wasn’t for Wifi, laptops, tablets, smartphones and ultimately the Web. Traditionally learning spaces would have been constructed around specific modes of knowledge transmission and proximity to knowledge. The main independent learning space being the library because it was useful to be adjacent to knowledge in the form of books. It seemed obvious to me that the new physical environments we are designing in universities are a reflection of what the digital provides us and the way in which this has disbanded the geography of knowledge. Even so it was clear that this influence on physical spaces hadn’t been closely considered. This comes about, I suspect, because the digital is commonly seen as a set of tools not a series of spaces or places. When I’m introducing the Visitors and Residents idea I’m careful to define ‘space’ as ‘any location where other people are’ or ‘any location where we go to be co-present with others’. It’s then clear that our motivation to go online is often very similar to our motivation to go to particular physical locations. The implications for teaching and learning are significant, especially when we take the example of students using connected devices in traditional face-to-face spaces such as the lecture theater. It we think in terms of the digital as a set of tools then our perception on the room might look like this: If we think of the digital as a set of spaces then it might look like this. My view (if we exclude digital tools for a moment) is more along these lines: This is because I tend to think in terms of presence rather than attention. As the tutor I could become preoccupied with how much attention students are paying to me or how ‘distracted’ they are by their screens. This is a very limited and unhelpful way of modeling the situation. A more interesting way of framing this is ‘where are my students?’ Just because I can see them sat in front of me doesn’t mean they are ‘in the room’. When they are looking at their screens they could be present in another space altogether. This is where the digital/physical overlap becomes really fascinating. When we go online in Resident mode we are present in multiple concurrent spaces. We are always present in the physical world to a certain extent because we are embodied. However, we may be more present in the space on our screen than in the physical environment. This isn’t specifically a digital phenomenon, being multiply present is a human capability we are all strangely good at. How many times have you been transported into the world of the film or the novel you are gripped by? And yet when we conceptualise the digital it is often not along these lines. I suspect this is because the digital is still quite new culturally (even though it is well established technologically) so we don’t like the idea of the digital as immersive or captivating. For example, it’s acceptable to say that you ‘lost yourself’ in a book but to say that you ‘lost yourself’ in Twitter or on a website is still seen as suspicious or second rate (this is an extension of the books = good vs screens = bad problem). My response to this in teaching and learning terms is to design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps. This is different from simply attempting to manage their attention between room to screen. A coalesced pedagogy would lead to this: Here are a few suggested coalescent designs: Discussing student work that has been created by students in the digital space when f2f. A good example of this comes from our foundation course at Central St Martins in which students use our eStudio platform, Workflow, to gather research and to write reflections on their design plans. During f2f sessions student areas of Workflow are brought up on screen for discussion. Students can browse round their peers work in the platform and update their work during f2f time too. Obviously this could work well for any course in which the process of student work is captured as they develop it in an open or quasi-open online space. I think of this as a ‘soft-flip’ if we are talking in flipped classroom terms. Soft, because the f2f session is also bringing in the digital. Online discourse while ‘in the room’ The best example of this is when a class or group join in with a live hashtag discussion. If the course has been designed in an open manner then it might be possible of the student’s themselves to promote and run a live discussion in this manner. The real advantage here is that a relatively small class can connect with a larger group which ensures a wider range of views and a good critical mass to drive discussions. The tutor can pick out salient points and convene a meta-discussion in the room in parallel with the hashtag discussion online. This is an event driven format which can be extremely engaging but it also has the advantage of being reviewed and reflected on in a more measured fashion after the f2f session. Collaborative, critical, knowledge construction This is as simple as putting a Padlet up on screen and then asking students to gather relevant resources on a topic into the space. They should also be encouraged to contextualise the resources they bring in. Once the Padlet starts getting crowded a f2f discussion can be started around how best to cluster resources into categories or sub themes. Again, the Padlet can be revisited after the session to support ongoing project work, acting as a co-constructed pool of resources or references. Active knowledge contribution/construction AKA a Wikipedia mini-editathon. Getting a room full of students to live edit specific Wikipedia pages to improve them or to create new pages. This is quite technical to get set-up as Wikipedia is likely to block sudden activity from a single place but Wikimedia UK are more than happy to provide support to get you started. They also have loads of good resources online to get you started on Wikipedia in an educational context. There are just a few possible approaches that coalesce the digital and the physical around learning. For me the principle concept here is providing opportunities to be communal across the physical and the digital and to not get to hung up on the idea of collaboration. The communal is both easier to engender and potentially more engaging than the collaborative. It also allows for elegant lurking and doesn’t discount the notion of being present and engaged without ‘visible’ participation. Yes, students want access to the ‘stuff’ they need to get their courses done but unless we design communal digital spaces and coalesce the digital and the physical they will have a fractured and disconnected experience.
Purnoor, Chandigarh May 20, 2019 Every year Panjab University, Chandigarh awards two Medals to the toppers of the Department of Anthropology, Panjab University, Chandigarh at Bachelor’s and Master’s level. During the last convocation held in the month of April 28, 2019 Ms. Nandani was awarded with a Professor (Dr.) S.R.K. Chopra Memorial Gold Medal for standing First in (B.Sc. Hons.) Anthropology for the year 2018 and Ms. Harpreet Kaur Saini was felicitated with Dewan Bahadur Wali Ram Taneja Gold Medal for standing First in (M.Sc. Hons.) Anthropology for the year 2018. The students brought laurels to the Department of Anthropology and the Chairperson Dr. Kewal Krishan wishes the students all the best for their future endeavours and further studies.
Dyscalculia: News from the web: Glenhaven Secondary School recently held a Bond Tables quiz in school as part of an initiative to improve the numeracy levels at school. The competition is held within each grade to identify the top pupils per grade. “I was amazed at the schools in China where calculators are kept out of the schools until very late in their schooling years, which makes it imperative for pupils to master their Bond Tables. Read all about it: HERE
Grace Williams, Business and Social Media Manager On Thursday, October 24, Students posed questions to several members of the cabinet: Melany Kyzer, Provost, Mike Redwine, Vice President Student Development, Terry Toler, V.P. for University Advancement and Church Relations, Linda Cantwell, Vice President for Enrollment Management and Scott Strawn, Chief Financial Officer. Michael Houston, Associate Dean of Students, also attended and offered insights. Instead of sitting on a panel, the cabinet was dispersed among the student tables in order to foster a better discussion environment. Can the Health Center be open during Chapel and lunch? Redwine said, “The reason that the health center is closed during chapel is so that we can show that our campus truly values chapel. We don’t want students running on campus errands during chapel hour. Additionally, we have seen an increase in health center usage. In August and September 2011, 242 students used services, in 2012, 501 and this year 699. However, enrollment has stayed flat, and the health fee has remained the same, so the staff is seeing more students without more resources. If students want to pay more in health fees, then we could consider opening it during these times.” Can SNU contract a Masseuse? Strawn said, “We have hired a masseuse during finals week and other such events. We are willing to look into it.” Redwine said, “I will look into options and talk to the health center about it.” Can the WIFI be improved? Strawn said, “We are working on the wifi. We moved to the new snu wifi, which is better but has less coverage. We have worked to improve specific areas where internet access wouldn’t reach at all. If someone is having a problem with coverage, please fill out a work order. The hard thing about improving the internet is that every time we buy more bandwidth more is used. We recommend students bring ethernet cables to plug in items like video game consoles, computers and tvs in the residence hall.” Can webprint.snu.edu be improved? Strawn said, “We are moving to a new printer system that will be implemented by next semester called paper cut. All the on campus printers will be replaced with smarter printers that require the person printing to tap their ID to pick up their print, which can be done on any printer on campus. Students will be able to pick the pages they want to print, print double sided, turn the documents, print up to 5 documents at once and print color on any printer for a larger fee. All prints will now cost 5 cents, and students will be given $25 worth of credit each semester.” Can we have a forum on my.snu.edu or a place where students can pose questions to the right person and get a timely response? Strawn said, “It is technologically possible, but it may not be the best option for what is wanted. We will discuss the option as we develop the new computer system.” The cabinet chat participants discussed different possibilities that could improve this option. Can we post the order number on the tv’s in Pops rather than having an employee yell the orders, which does not create a good environment in the commons? Strawn said, “That is a great suggestion, and we will keep it in mind as we evaluate a new food service plan.” Can the dinner hours be adjusted in Pops? Strawn said, “As it is set up now, the staff stays here in the afternoon. With the new contract we can change the system completely, and with upcoming focus groups, we hope to know what the students want for a provider.” Can the Snowbarger boys get something to dry their hands on? Houston said, “The reason we no longer provide paper towels is because an entire stack of paper towels were stuffed down a toilet on three different occasions. This cost SNU $18,000 to repair all the damage associated with this. We have been researching hand dryers and found that all hand dryers made before 2008 are not hygienic. They spray the germs all around the bathroom. The new dyson ones are sanitary but cost $3,000 each. Ron Lester in facilities management has bids on hand dryers currently. We hope to have some soon but cannot say when we will get them.” How can we involve the whole campus in recycling efforts? Strawn said, “Our current waste management provider is now offering plastic recycling. We will soon have a bin for plastic, paper and aluminum outside of Hills and Chapman. People can bring their recycling bins outside to these areas, and it will be recycled. Someday, I hope SNU can purchase single stream recycling, where we would throw everything into the trash can, and a company would sort our trash for recyclable products and recycle them.” Will SNU install ‘Hero’ lights when replacing and installing outdoor lights to combat light pollution? Strawn said, “We really don’t think about light pollution very much. On the new science building, the lights are dark sky compliant, and we try not to buy lights that throw light 360 degrees around. However, our main focus when it comes to lighting are having cost efficient lights that lit an area appropriately so that it is safe at night. Why were people chopping branches on the Shoe Tree? Houston said, “In order for the tree to be healthy, we must prune it. If an ice storm comes while it has many branches, the tree will die. We will have to prune the shoe tree again. The shoes will also be put back on the branches.” Why were R.A.’s replaced with people that did not go through the application process and chosen as alternates? Redwine said, “We do not choose the best 28 people to be R.A.’s; we choose the best 8 to work in Bracken, 4 to work in Chapman etc. Each residence area has different needs that can be met by different people. We will be changing the alternate system for next year so that will not be an issue. We will either have alternates by residence or not have alternates at all.” If you want to discuss any of these issues or bring up something new, come to the Campus Conversation Club on October 29th on the 3rd floor of the library.
29 AGO. 2019 · Bill Horan, Corey Kaufman and Marlena DiPalo talk with Dr. Jermaine Williams, who recently became the President of Nassau Community College, about his career, family, and his goals for his first semester at NCC. 11 FEB. 2019 · Kevin Boston-Hill talks with members of the NCC Debate & Theater Team as they discuss what it is like to travel to around the country to compete in performance activities. Anyone of any ability and any major can join. 12 DIC. 2018 · Kevin Boston-Hill speaks with Professor Deirdre O'Connor of the Communications Department at Nassau Community College to examine the impact of technology on today's media and the opportunities available with a degree in Communications and Media. 5 DIC. 2018 · Host Kevin Boston-Hill has a conversation with Dr. Georgette Grier-Key about how about how the Africana Studies department can benefit any student for any career and they also discuss the role of African-Americans in Long Island history. 21 NOV. 2018 · Kevin Boston-Hill discusses the Study Abroad program with Professor Darren Petronella. Along with the variety of study abroad opportunities that exist, they discuss the multitude of benefits associated with Study Abroad - and you don't even have to know the language to take advantage of this program 12 NOV. 2018 · Kevin Boston-Hill talks with with Professor Molly Ludmar from Student Personnel Services, who provides information on the various support services available for NCC students - from their first day of school through commencement. 12 NOV. 2018 · This week host Kevin Boston-Hill speaks with Professor Amanda Fox from the Office of Academic Advisement. They discuss the type of "A-to-Z" support students can expect to receive while at Nassau Community College, including facilitating transfer to a four-year school. 31 OCT. 2018 · Kevin Boston-Hill talks with Dr. William Moeck and Dr. Florence Boodakian, who describe the various interdisciplinary projects that students can get involved with that help to provide a deeper understanding of world events. 19 OCT. 2018 · Kevin Boston-Hill talks with Dr. Arthur Friedman, Ed.D., MLS, MS(Ed), a Professor in the NCC Library, as he provides information and support to students and faculty regarding proper and effective research techniques, including how to avoid "alternative facts" and where to find reference material that may not be available on campus. 11 OCT. 2018 · Kevin Boston-Hill talks with Elizabeth Hawley from the Department of Lifelong Learning about how the office offers courses and support to the NCC Community in a variety of areas to increase their casual knowledge or to help prepare for a life event. Regístrate para seguir escuchando, accede a tu Librería para retomar los episodios donde los dejaste y conéctate con tus creadores favoritos. ¡Vive la mejor experiencia de escucha de podcasts en Spreaker!
It is well known that humans learn more effectively when the material is spread out over a period of time in different learning sessions (i.e. distributed learning) than when they learn the material in one long session (i.e. massed learning). Here we want to replicate and extend this finding to a mixed mode approach in a distance learning setting based on new technologies. Education is changing, and will change even more in the future. Technologies increase the use of distance learning methods in education. The following study therefore aims to gather data on the regularity of learning, motivation, and grades and also relate them to different individual variables such as personality and intelligence in a distance learning setting. The collected data will provide a unique and valuable look at the individual differences of students choosing a mixed-mode approach to learning. When it comes to distributed vs. massed learning, this study will provide further evidence in learning and memory research.
A group of students and coaches from The Merchant Taylor Prep School in London visited Government House to make a donation of sports items, laptops and a projector to The Halo Foundation. During the visit, they met with His Excellency Sir Rodney Williams. The students learnt about the history of Government House and were given tips and advice from three of our Cricket legends: Sir Richie Richardson, Sir Andy Roberts and Ridley Jacobs. This is the first time since the COVID-19 pandemic that the school, which is situated in Northwood, England, is touring with a senior group of cricketers. The team will depart Antigua today for Barbados, where they will engage in another series of tours and friendly matches.
Curriculum Vitae (CV) Review by Student Member Group Hong Kong University Alumni Association Student Member Group Curriculum Vitae Review It is now summer time and perhaps you are looking for a summer internship or even a full-time job. Do you fancy: - an indepth review of your current curriculum vitae (CV)? - suggestions on how to make your CV look professional? - a greater opportunity of securing job interviews? - getting your dream job in the end? If your answers to the above are a straight yes, here is a chance for you to make it happen! HKUAA Student Member Group is now offering a review of your CV by a group of experienced alumni who have got extensive experience in screening CVs and job interviews. For registration, simply send an email to [email protected] with your CV attached, together with a brief description of your strengths, talents and interests etc. as additional information to your CV and the nature of job you are looking for. The free CV review service will be run in August 2020 on a first-come-first-served basis for a maximum of 20 successfully registered CVs. Please DO NOT include any sensitive personal information, such as HKID/passport number, home address and telephone number etc. in your CV to be sent to us for the purpose of this review. Registration Period: NOW to 30 August 2020 Established in the 1920s, Hong Kong University Alumni Association (HKUAA) www.hkuaa.org.hk is the longest standing alumni body of the University of Hong Kong. It has over 34,000 members and is linked to an extensive overseas network of HKUAA bodies worldwide. HKUAA owns a very popular Clubhouse which is centrally located in Central near Lan Kwai Fong. HKUAA Student Member Group aims at building up bonding between HKU alumni and students, and training-up students through holding a variety of events such as coaching programmes, career workshops, club parties and social gatherings etc. All Executive Committee Members of HKUAA Student Members Group are Volunteers (non-paid). You can subscribe for HKUAA Student Membership for FREE in order to join HKUAA events and enjoy HKUAA Clubhouse facility. To subscribe, please click: ©2020. For information, contact Hong Kong University Alumni Association. back to previous
AS 24.5 million learners return to public schooling today, Senator Francis “Kiko” Pangilinan on Monday urged the Department of Education (DepEd) to buy directly from farmers, fisher folk, and their organizations the food and milk for its P5.9-billion school-based feeding program. “Hinihiling natin kay Ka Liling Briones na direktang makipag-ugnayan kay Secretary Willy Dar ng Department of Agriculture para mabigyan natin ng masustansyang pagkain ang ating mga estudyante, at mas malaking kita ang ating mga magsasaka at mangingisda (We request Ka Liling Briones to directly coordinate with Agriculture Secretary William Dar so that we can provide nutritious food to our students and better income for our farmers and fisher folk),” said Pangilinan. “Para mapadali ito, hinihiling din natin sa DepEd na magkaroon na ng karagdagang operational guidelines para sa direktang pagbili ng masustansyang pagkain at gatas sa mga beneficiaries ng kanilang school-based feeding program (To fast-track this, may we request DepEd to draft the additional operational guidelines on the direct purchase of agricultural products from farmers and fisherfolk in providing nutritious food and milk to the beneficiaries of its school-based feeding program)?” he added. The direct purchase of agricultural products from farmers and fisherfolk has been made possible by last year’s passage of Pangilinan’s pet Sagip Saka Law. “Lalo na ngayong pandemya, na milyon-milyon ang nawalan ng trabaho at nakakaranas ng gutom, di lang mas ma-e-engganyo ang mga bata na mag-enroll dahil sa feeding program, alalay na rin ito sa kanilang mga magulang at pamilya (Especially this pandemic, when millions have lost their jobs and have experienced hunger, the feeding program will not only encourage more children to enroll but this is also much-needed assistance to their parents and families),” Pangilinan said. The senator also wants to increase the budget for the DepEd’s feeding program during the pandemic for the millions who did not enroll this school year. “There should be measures in place for the millions of learners who did not enroll for the coming school year but are possible beneficiaries of the feeding program. We note from the national enrollment data submitted by DepEd that more than 3 million learners did not enroll for SY 2020-2021,” Pangilinan said. “Di lang mawawalan ng pagkakataong matuto Itong 3 milyong mag-aaral, malamang ay pinaka-apektado rin ang kanilang pamilya sa pandemya at nawalan ng trabaho, naghihirap at nakakaranas ng gutom (These 3 million learners will not only lose learning opportunities, their families are also likely to be among the most affected by the pandemic and are thus suffering from job losses, poverty, and hunger),” he said. At the recent budget hearing, DepEd presented its proposed P606.5 billion budget for 2021. Of that amount, P5.975 billion is allocated to benefit 1.81 million schoolchildren from its school-based feeding program, down from this year’s P6.475 billion benefiting 1.82 million schoolchildren. The feeding program, which seeks to address hunger, encourage learners to enroll, and enhance their health and nutrition, provides beneficiaries with nutritious food products, through rationing, for at least 60 feeding days, and fresh or sterilized milk for 50 feeding days. The program’s primary beneficiaries for the coming school year are all incoming kindergarten learners and Grade 1 to Grade 6 learners who were “wasted and severely wasted” (based on the SY 2019-2020 feeding program report, except those who have moved to Grade 7). In case of excess funds, secondary beneficiaries will include stunted learners (identified in SY 2019-2020 SBFP implementation), pupils-at-risk-of dropping out (PARDOs), indigenous people learners, and those coming from indigent families. According to the World Health Organization, wasting or thinness indicates in most cases a recent and severe process of weight loss, which is often associated with acute starvation and/or severe disease. Citing news reports from the Department of Agriculture, Pangilinan said that as of September this year, over 400 local governments have directly purchased agricultural and fishery products worth over P6 billion. “The P5.975 billion budget for the DepEd’s feeding program would translate to billions in additional income for our farmers and fisher folk. Mapapakain na natin ang mga bata, mas gaganda pa ang kita ng ating mga magsasaka at mangingisda,” Pangilinan said.
In the world of event planning, the inclusion of children adds a delightful dimension, transforming a simple gathering into an enchanting affair. This comprehensive guide, inspired by the latest trends and expert advice, delves into the art of seamlessly integrating childcare into various events, ensuring a delightful experience for guests of all ages. Creating an environment that caters to the needs of young guests is crucial for ensuring their enjoyment and safety at any event. This involves thoughtful planning and attention to detail. Here are some expanded considerations: Choose a location that is both safe and easily accessible, yet not too far from the main event area. Ensure it's child-proofed, with no sharp corners or hazardous materials. Provide age-appropriate toys and equipment. For toddlers, consider soft play mats and non-toxic, large toys that prevent choking hazards. For older children, interactive games, puzzles, and creative arts and crafts stations can be both entertaining and stimulating. Activities like a puppet show, a small ball pit, or a bubble station can keep them entertained. Ensure there are comfortable areas for napping or quiet time. Organize activities that stimulate their creativity and social skills, such as DIY craft corners, face painting, or a mini talent show. Group games or team sports can also be great for this age group. Create a 'chill zone' with activities that appeal to them, like video games, a photo booth with fun props, or even a mini movie screening of the latest teen-friendly flick. Interactive workshops, like a simple coding class or a creative writing session, can also be engaging. Offer a menu that is not only appealing to children but also nutritious. Include a mix of fruits, vegetables, and protein-rich foods, presented in a fun and visually appealing way. Be mindful of potential allergies and offer options for children with dietary restrictions, such as gluten-free, dairy-free, or nut-free choices. Consider having interactive food stations where children can customize their snacks, like a mini taco bar or a sandwich-making station. This not only makes eating fun but also engages them in a safe and supervised activity. Set up a quiet corner for children who might need a break from the activities. This area can have comfortable seating, some books, and quiet games. Ensure that the play area is within a reasonable distance from the main event so that parents can check in on their children easily. Providing a secure check-in and check-out system for the children can also reassure parents about their safety. By understanding and addressing the needs of young guests, event planners can create a welcoming and enjoyable environment for children, which in turn allows parents to relax and fully engage in the event. Incorporating professional childcare into events is more than just a convenience; it's a strategic element that significantly enhances the overall experience for families. Here's an expanded look at the role and benefits of professional childcare at events: Agencies like Lifetime of Love Nannies provide caregivers who are not only experienced in childcare but often have specialized training in early childhood education, special needs care, and emergency response. These professionals are adept at adapting their care approach to suit the needs of different age groups and individual children, ensuring a safe and nurturing environment for all. Professional nannies can plan and execute activities that align with the theme of the event, ensuring that children are not just looked after but are actively engaged and entertained. For children with special needs, having caregivers who understand their unique requirements can make a significant difference. These professionals can provide one-on-one attention and tailor activities to be inclusive and accessible. Childcare providers can work closely with event planners to align their activities with the event's schedule. This ensures that children are engaged during key moments, such as speeches, performances, or dining. Professional caregivers are trained to be flexible and responsive to the dynamic nature of events. They can adjust their activities and care approach based on the children’s moods, energy levels, and the overall atmosphere of the event. Knowing that their children are in the hands of vetted, skilled professionals allows parents to relax and fully participate in the event. This peace of mind is invaluable, contributing significantly to the overall success of the event. Professional nannies are equipped to handle everything from minor scrapes to managing meltdowns, ensuring that any issues with children are addressed promptly and effectively. Well-managed childcare can add a positive dynamic to the event. Happy, engaged children contribute to a joyful atmosphere. Offering high-quality childcare can set an event apart, building a reputation for the host as thoughtful and inclusive, which can be especially beneficial for corporate events, weddings, and large family gatherings. By integrating professional childcare into events, organizers not only cater to the needs of their youngest guests but also elevate the overall experience for everyone involved. It's a thoughtful, strategic approach that underscores a commitment to inclusivity and excellence. Integrating professional childcare into your event can significantly enhance the experience for all your guests, especially those with children. Here’s how you can ensure a seamless and thoughtful integration of childcare into your event planning: When organizing your event, consider childcare services from the beginning. This allows you to allocate a suitable space and plan activities that align with the overall theme of your event. Designate a safe, engaging, and easily accessible area for children. This space should be close enough for parents to feel comfortable but separate enough to keep children happily engaged. Include information about childcare services in your invitations. Let guests know about the arrangements you’ve made for their children, including the types of activities planned. Ask your guests to inform you of any special requirements their children might have, such as allergies, dietary restrictions, or specific care needs. Select childcare professionals like Lifetime of Love Nannies, who are experienced in managing children at events. Ensure they are briefed about the event’s theme and any specific requirements. Work with the childcare providers to plan a range of age-appropriate, engaging activities that complement your event’s theme. Make sure the children’s area is safe and childproofed. Include first aid kits and emergency contact information. Provide child-friendly amenities such as comfortable seating, rest areas, and age-appropriate restroom facilities. Be prepared to adjust childcare services based on the dynamics of the event and the children’s needs. Flexibility is key to handling unexpected situations smoothly. Integrating child-friendly elements and professional childcare into your event planning is a thoughtful and strategic approach that enhances the overall experience. It ensures that every guest, regardless of age, enjoys a memorable and delightful time. With Lifetime of Love Nannies, you can trust that your youngest guests are in expert hands, allowing everyone to revel in the magic of your event.
The Etihad Meet & Greet Service ensures an easy and hassle-free experience exclusively for Etihad Airways visitors at Abu Dhabi International Airport. Deep down everyone is no less than just a little self-aware, even that basically hot girl you’re trying to meet. To guarantee security, the Federal Government requires that cellphones meet radio frequency (RF) exposure tips. The black caucus referred to as the submit appalling,” questioning Etue’s objectivity and understanding of what athletes have referred to as silent protests towards racial oppression and police brutality. Many people who started with Swap Meet gross sales have gone on to open Reward Outlets, or run sizeable Mail Order businesses. Free Press writer Helene St. James assesses what every needs to do to make the workforce aggressive — and then gets players to spill their indulgences. If the flight itinerary is amended or cancelled, please electronic mail us ( meetme@ ) a minimum of forty eight hours previous to the initially scheduled flight arrival time, in any other case the fees for your Etihad Meet & Greet shall be payable in full. Ask the meet host to replace to version four.zero or increased of HY-TEK’s Meet Manager and post the meet program and meet outcomes to Meet Cell. Neeley said black caucus members plan to discuss various issues with Etue, including the department’s battle with range. State police spokeswoman Shanon Banner confirmed Etue will talk with the black caucus on Thursday. There are misconceptions and controversies concerning courting providers on-line, but then it could also offer you and intensive array of selections and alternatives to meet completely different girls from around the world. At 70 of 112 native public faculties, college students’ Educational Efficiency Index check scores both did not meet federal Ample Yearly Progress targets, or the features did not include all subgroups of students, reminiscent of ethnic minorities, low-income and disabled college students.
On May 12th, a new school year began at Santa Maria del Fiat, our beloved Mission School. Over 1,250 students in pre-k through senior year of high school are now engaged in our English program, receiving computer classes, and filling their minds with fundamental lessons to serve them for years to come. As we prepare to begin a new school year next week, we wanted to share one last amazing memory from summer vacation at the Mission. In March, we welcomed a group of nursing students and professors in partnership with Vanderbilt University School of Nursing (my alma mater – Grace 😊). Last week, we had the joy of watching several of Mission Santa Maria’s programs come together in a truly inspiring way. All of the children and missionary caregivers from the Mission Home were invited to spend the day at ESPOL University—an experience filled with discovery, learning, and fun. Ho, ho, ho! Here in Olón, the local expat community has long sponsored a Christmas program at the home with backpacks of clothes, shoes and surprises.
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Council Statement following Cabinet Meeting, May 21st Following Cabinet in April it became clear that there were some concerns about the Council potentially capturing information on the school choices made only by those parents choosing a Welsh Medium Education. To allay those concerns, the Cabinet today determined to explore collecting the information on the school choices made by all parents, resolving as follows; That the Director of Education be tasked with exploring how the demand for school places can be better captured. In particular this work should focus on understanding the weight parents give to the different choice considerations, including: language preference; learning outcomes; quality of facilities; transport provision; ALN provision, etc. As the Council continues to consider proposals to modernise the school estate we believe it’s important we have the best possible information available to ensure we make informed decisions in the best interests of pupils and parents. You can view the webcast at: https://pembrokeshire.public-i.tv/core/portal/webcast_interactive/986009
1913 REGISTRATION LARGE Early Enrollment Already Reaches Grand Total of Nearly 600 The ‘number of students register ing in Villard hall in the various University departments has, accord ing to, the latest information received ’from Registrar Tiffany, reached a total of 553, which exceeds by 50 the number enrolled last year at this time. The enrollment, however, is by no means complete, and Mr. Tif fany expects the number to be con siderably increased by the middle of next week. That the University is not merely a school for Oregonians has been demonstrated this year several of the new students being from Idaho and Washington,- while one hails from the Isthmus of Panama. At present no segregated statistics are available as to the number of men and women enrolled or the num ber registered in the different, de parments. Mr. Tiffany, however, states that the Plconomics and Poli tical Science courses which have been the favorites with the men, will probably continue in the lend, while the literary courses will prove moot attractive to the women. That hair cut and shiave at Marx’s Barber Shop. PREACHERS ENROLL AT U Correspondence Work Given by Prof. Young Attracts Medford Clergy Although the University does not claim to be running in opposition to the Eugene Bible School it has dur ing the past year gained considerable favor with the ministerial element of°the state. Besides the ministers’ conference held last summer in con nection with the University summer school session, Prof. Young reports that the entire Ministerial ’ associa tion of Medford has just registered in his correspondence course in So ciology for the coming year. In speaking of the motive, back of this registration, Professor Young as serts that that there has been a na tural movement among the ministers of the country to broaden out along this line. “The minister of today is realizing that he needs Sociology,’’ says Professor Young. The same text books will be used; in the correspondence course as in the regular work at the University and in addition special lectures will be given every two weeks. Don’t forget Marx’s Barber Shop for your barber work. Banquet Room for parties at “New ; Varsity.” REX THEATRE — ... ..— , ' ' EUGENE’S ELEGANT PLAYHOUSE Monday and Tuesday, Sept. 22 and 23 5 ACTS PANTAGES UNEQUALED VAUDEVILLE ADMISSION 25 and 35c PERFORMANCES 2:30, 7:15 AND 9:00 Sophomore and Styleplus SUITS AND OVERCOATS READY TO WEAR Kahn Tailored Suits and Overcoats Made to Measure KNOX AND MALLORY HATS ROBERTS BROS. —TOGGERY— Y. M. HANDBOOK PLEASES Annual Edition Containing Calendar and Other Data Is Out The University of Oregon hand book is edited by Harry L. Cash, C. A. and can be obtained at the quarters in the Deady hall. The book is edited by A. Burleigh Cash. Walter R. Dimm, the manager, suc ceeded in0making the book pay for itself by means of advertisements. i a ! A college calendar is one of the features in the hand book, as it gives the dates of all collegiate activities. The book ^pontains greetings from President Campbell, Joh'n Black, head of the Y. M. C. A. and Vernon Motschenbacher, president of the student body. A list of fraternities and societies, the members of the various councils and officials of college organizations are also to be found in the book. FROSH HAVE BIG PARADE About 30 Are Forced by Sophs to Buy Green Caps After March. The more sober and sedate portion of the Eugene populace became young again Wednesday morning when they saw the procession of about thirty “Frosh” parading down Willamette street in search of green caps. At the head of the line was a captain, so called because of the wooden sword he carried and because of the stentorian commands shouted at his followers. Behind him were freshmen of all sizes and shapes as was evidenced by the extremities peeking out below the much upturned trousers legs. The procession was brought to a i halt before Ax Billy’s department I store, where each of the marchers was required to give the history of his life and his excuse for being in college. After purchasing the green “lids” at a clothing store further down the street, the company was halted in front of Obak’s and delivered the latest thing in high school and pre paratory school yells. In return for the entertainment accorded him. Obak invited the bunch to partake of some red tame cherry at his expense, but at this point the attending sophomores interposed and stipulated that nothing stronger than water should be served. BETA PI LARDER IS RAIDED Sunday Night Robbers Deprive Col lege Men of Food ami Dishes Beefsteak, milk, bread, ham and eggs was the substantial menu select ed by the robbers who entered the Beta Theta Pi house sometime last Sunday night. The intruders did not stop at this but took some dishes along with them in order that their repast might be served "en plato.” The robbery was not discovered until the next morning, when its oc curence was brought forcibly to the attention of the frat house members by a substitution, so it is said, of corn flakes and toothpicks for the usual breakfast. AETEK THE HALLY AFTER THE SHOW AI TEH CLASSES THE PLACE TO GO 9cter 9an WILLAMETTE STREET i , “Boys! It’ she drives you to drink. remember the “Peter Pan.” NEAR TENTH AVENUE DEBATERS WILL MEET TO SELECT QUESTION A meeting of Varsity debaters will be held in Professor Prescott’s room in Villard hall next Monday, after noon at 4 o’clock for the purpose of selecting a question to be submitted to Stanford for the annual inter-state debate. All other men interested in the debate who contemplate trying for the team are also requested to be present. The first try-outs for the team to meet Stanford will be held some time during the Christmas vacation. ooooooooooooo o SAVOY THEATRE o o o o Vaudeville and Pictures o o The Better Kind o o Always Ten Cents o o .'.... Friday Program . o o Bronco Billy’s Wife o o Western Essaney o o Rag Bag—Lubin farce* codey. o o Proposal of Spanish Don. An- o o other of the famous Mary pic- o o tures—Edison. o o Captain Barnacle Reformer, o o Splendid Vit.agraph drama. o o Smashing Time—A colored o o folks farce comedy—Lubin. o o Saturday Program o d “Mutt and Jeff.” o o Pathe Weekly, the original at o o this theatre. o o New Squire—An excellent Ed- o o ison. o o Her Wooden Leg—Lubin o d farce comedy. , o o A Doll for the Baby—Splen- o o did topline Vitagraph. o o On the Dumb Waiter—Dandy o o Lubin farce comedy. o o PANAMA CANAL—Late views, o o o ooooooooooo oo Get the Obak habit. Dr. C. B. Marks, M. D. Eye, Ear, Nose and Throat GLASSES CORRECTLY FITTED Cockerline and Fraley Bldg. Phone Connection Drs. Kuykendall ° Office Over Loan & Savings Bank Phones: Res., 965; Office, 634 OFFICE HOURS 2 TO 5 Dorris Photo Shop For Classy Photos Cherry Bldg. Phone 741 O Goodyear welt „ SHOE REPAIRING JIM THE SHOE DOCTOR FOLLLY THEATRE-Best pictures lowest prices ADMISSION FIVE CENTS. PROGRAM CHANGED DAILY JULIUS GOLDSMITH, Manager “THE CLUB” RESORT FOR GENTLEMEN BILLIARDS All Latest Dope on Sports EIGHTH AVE. AN0 WILLAMETTE ST. JAY McCORMICK Autumn Clothes That “Make Good” . If you have us make your clothes to personal order you are insured shapeliness, choice of style and fabric, and unquestioned service value, at an easy price. See our assortment of more than 500 handsome woolens, now bein& shown by our exclusive local dealer* The Haberdasher 713 Willamette Street who will also take your measure. Largest tailors in the world of GOOD made-to-order clothes Price Building Chicago U. S. A.
Michigan Osteopathic College Foundation The Michigan Osteopathic College Foundation, or MOCF, endowment has been an important contributor to the Michigan State University College of Osteopathic Medicine and the state’s osteopathic profession for years. Thanks to generous support from individuals and organizations, our students have the opportunity and backing to envision themselves in any number of career possibilities, caring for patients across Michigan and beyond. You can learn more about what your gifts mean to the students who receive them by spending a few minutes perusing this section of the website. You’ll see the direct, personal accounts of how MOCF scholarships change how recipients view their futures. You can also see how many MSU College of Osteopathic Medicine alumni have received scholarships and used that support as a launching pad for meaningful careers serving patients and communities. Your gifts have enabled the endowment to grow and allowed us to do more to support the college — but we still have much work to do. The average MSU College of Osteopathic Medicine student graduates with more than $200,000 in debt — a number we want to reduce as much as possible. Please accept our sincere thanks for your continuing assistance. Your gifts enable our students to make a difference far into the future.
PACT Charter School Original Creation Date: September 28, 2015 Last Approved By: PACT Charter School Board of Directors Last Approved Date: July 11, 2024 Year Reviewed: 2024-2025 This policy describes the appropriate use of police officers to physically remove a student with an Individualized Education Plan (IEP) from school grounds. - The school district is committed to promoting safe learning environments for all members of the school community. Student safety is a top priority and students should be reasonably protected from physical or emotional harm at school locations and during school activities. - In general, all students, including those with Individual Education Plans, are subject to the terms of the school district’s discipline policy. Building-level administrators are responsible for maintaining a safe, secure, and orderly educational environment within which learning can occur. Corrective action to discipline a student and/or modify a student’s behavior shall be taken by appropriate staff when a student’s behavior violates the school district’s discipline policy. - If a student with or without an Individual Education Plan engages in conduct that in the judgment of school personnel, endangers or may endanger the health, safety, or property of the student, other students, staff members, or school property, the student may be physically removed from school grounds in accordance with this policy. CRISIS TEAM INVOLVEMENT - If the behavior of a student with an IEP escalates to the point where the student’s behavior endangers or may endanger the health, safety, or property of the student, other students, staff, or school property, the building’s crisis team may be summoned. The crisis team may attempt to de-escalate the student’s behavior by using strategies in which the team is trained and/or strategies or procedures that may be described in this IEP (or positive behavior support plan). When such measures fail, or when the crisis team determines that the student’s behavior continues to endanger the health, safety, or property of the student, other students, staff members, or school property, the crisis team may recommend to the administrator or designee that the student be removed from school grounds. - If the student’s behavior cannot be safely managed, school personnel may immediately request assistance from a police officer. When possible, school personnel should consult with a building administrator before requesting assistance from a police officer. REMOVAL BY POLICE OFFICER - If a student with an IEP engages in conduct that endangers or may endanger the health, safety, or property of the student, other students, staff members, or school property, a building administrator or designee may request that the police officer remove the student from school grounds. - If a student with an IEP is restrained or removed from a classroom, school building, or school grounds by a police officer at the request of a school administrator or school staff person during the school day twice in a 30-day period, the student’s IEP team must meet to determine if the student’s IEP is adequate or if additional evaluation is needed. - Whether or not a student with an IEP engages in conduct that endangers the health, safety, or property of the student, other students, staff members, or school property, school district personnel may report a crime committed by a student with an IEP to appropriate authorities. If the school district reports a crime committed by a student with an IEP, school personnel shall transmit copies of the special education and disciplinary records of the student for consideration by the appropriate authorities to whom it reports the crime to the extent that the transmission is permitted by the Family Education Rights and Privacy Act (FERPA), the Minnesota Government Data Practices Act, and school district policy (Student Records). - The fact that a student with an IEP is covered by special education law does not prevent state law enforcement and/or judicial authorities from exercising their authority regarding the application of federal and state law to crimes committed by a student with an IEP. A building administrator or designee shall make reasonable efforts to notify the student’s parents or guardians as soon as practical after the student’s removal from school grounds. Minn. Stat. § 13.01, et seq. (Minnesota Government Data Practices Act) Minn. Stat. §§ 121A.40-121A.56 (Minnesota Pupil Fair Dismissal Act) 20 U.S.C. § 1232g et seq. (Family Educational Rights and Privacy (FERPA)) 20 U.S.C. §1415(k)(6) (Individuals with Disabilities Education Improvement Act of 2004 (IDEA)) 34 C.F.R. §300.535 (Referral to and Action by Law Enforcement and Judicial Authorities) Minn. Stat. §121A.582 (Student Discipline; Reasonable Force) Minn. Stat. §121A.61 (Discipline and Removal of Students from Class) Minn. Stat. §121A.67 (Removal by Peace Officer) Minn. Stat. §609.06 (Authorized Use of Force) Minn. Stat. §609.379 (Permitted Actions) Minn. Stat. §125A.091-092 (Restrictive Procedures for Children with Disabilities) Minn. Stat. §124E.03 subd. 3; subd 4, para (b) (Charter School Law)
Master drummer and music educator Mamady Keïta has left this life. The seventy one year old’s passing was announced on the Facebook page of his djembe academy Tam Tam Mandingue on Monday the 21st of June (the longest day of the year in the Northern Hemisphere) to the profound sadness of his many students and fans around the world. Known affectionately as “Nankama” (he who was born for that) Keïta’s generous legacy, already assured in his lifetime, is the preservation and dissemination of the West African djembe drum and it’s repertoire over a professional career of more than half a century. As a recording artist Keïta released some thirteen albums, whilst as a teacher he curated and published three books of notation alongside numerous instructional videos and possibly the first and only djembe study app. Born in 1950 in the village of Balandugu, Guinea Conakry, the young Mamady showed an early talent for percussion. His precocious talent was no surprise to his mother who had been informed by a soothsayer that her last born son would achieve great things. Madame Keïta thus had a small djembe made for her son and when he reached seven arranged for him to apprentice with Karinkadjan Kondé a master drummer who would formally initiate him as a djembefola (one who plays the djembe). The holistic education Mamady received from Kondé was a full curriculum including village traditions and the history of the Mandingue people and would influence how Keïta would later transmit the instrument’s repertoire and lineage. One of Kondé’s earliest acts was to wash Mamady’s hands with a secret herbal treatment to protect them from the intensity of playing and true to the elder’s preparation Mamady would often explain to his students that his hands never became sore or stiff from playing. In 1964, at the age of just fourteen Keïta was selected by Guinea’s Minister of Culture to form Le Ballet National Djoliba created as part of Seckou Touré’s revival of the performing arts and intended as a showcase for the newly independent Guinea. Appointed lead soloist in 1965 and then artistic director in 1979, Mamady would remain with the ballet until 1986 during which time he was cast in Africa Dance – a film by Harry Belafonte who was for a time a close friend of Sekou Touré. Forming his own group Sewa Kan in 1988, Mamady recorded his debut album Wassolon and would continue to lead lineups of Sewa Kan (from the Malinké for ‘joyful noise’) throughout his career as a performer and recording artist. In 1991 he was the subject of the documentary Djembefola written and directed by Laurent Chevallier which followed his return to Balandugu after a long absence alongside unseen footage of rehearsals and performances. The one hour documentary has since become a must see for anyone called by the djembe. To this purpose in 1992 Keïta opened his school Tam Tam Mandingue Djembe Academy in Brussels to teach the culture of the djembe to visiting students. Known for his warmth and patience as a teacher, Mamady created the first formal qualifications for Manding music, awarding the Tam Tam Mandingue Certificate and the Tam Tam Mandingue Diploma of Proficiency. Diploma students were personally tested by Mamady not only on the repertoire of the djembe and dundun (the set of three bass drums that accompany djembe arrangements) but also for their knowledge of Malinké culture. Keïta lived most recently in Mexico and continued to teach and perform internationally, adapting his pedagogy to Zoom during the pandemic. He passed on peacefully in Belgium with his family at his side from a heart condition with which he had battled for a number of years. His music and indomitable spirit shall live on. Mamady Keïta, Djembefola (August 1950 – 21 June 2021)
Walt Gardner taught in Los Angeles Unified School District for 28 years and was a lecturer at UCLA Graduate School of Education. Given this description perhaps it’s not surprising that he takes a decidedly anti-reform perspective on the blog – Walt Gardner’s Reality Check – he writes for Education Week. Below is a Genius-annotated version of one his blog posts: “Are New Orleans Charter Schools a Model?” Click the link to see the critique. New Orleans is not an all-charter school system, as many believe, but it still remains the focus of intense scrutiny because of claims made about the progress of schools since Katrina devastated the city. Trying to get to the truth about what has actually transpired, however, is tricky (” The Myth of the New Orleans School Makeover,” The New York Times, Aug.
Our curriculum at Princes reflects the individual needs of each child. Alongside our specific National Curriculum subjects; we acknowledge the importance of wellbeing, sensory integration, play, independent living skills and communication and language as priority areas. All children have targets based on their EHCP outcomes and personal goals and aspirations. We value learning through play and a relationship centric approach to teaching and learning. Leading research, therapeutic interventions and a focus on functional life skills ensure that our children have the tools they need to reach their potential. Our pupils follow a clear continuum for progress, with the aspiration being our formal learning pathway. Our curriculum overview document explains in detail how our children follow a pathway model and we track both their linear and lateral progress to ensure their success. Our curriculum offers a broad and balanced array of topics which exposes our children to all areas of the National Curriculum and more. Enrichment weeks, celebration days and specialist peripatetic staff supplement learning and expand on the cultural capital of our children. Please read of our Curriculum Intent and Curriculum Overview documents for more information. If you have any questions or queries, please contact Jodie Hudson or Emma McCormick at school. Our reading framework is a bespoke framework which is tailored to meet the needs of our children at Princes. The phonics scheme we are using is ‘Bug Club’ https://www.pearson.com/international-schools/british-curriculum/primary-curriculum/bug-club-family.html In line with DFE regulations around music, here is our development plan:
By Professor Doom Intelligence is a tough thing to measure. We have all sorts of tests, and all of them are subject to various criticisms, many valid. Despite this, it’s clear the tests are at least a little reliable, because one ethnic group consistently comes out on top: Asians (statistically, which means very little when addressing a specific It’s no secret that the status of the Social Justice Warrior has dropped a bit in the last six months. Despite their deep self-righteousness and assertions of well-meaning, they’re often held in disdain. This disdain is returned, of course, and we’re told ad nauseam how people that don’t like SJWs are rednecks, hicks, fascists, Nazis, or, of course, deplorable. The Chinese, of course, can hardly be called rednecks or Nazis, and they even adopted communism, the favored ideology of the SJW. And, they’re smart. So what do they think of the beliefs of the SJW? They have a word for the SJW, bai zuo (literally, “white left”). To be sure, they’re talking about the SJWs with this expression: baizuo is used generally to describe those who “only care about topics such as immigration, minorities, LGBT and the environment” and “have no sense of real problems in the real world”; they are hypocritical humanitarians who advocate for peace and equality only to “satisfy their own feeling of moral superiority”; they are “obsessed with political correctness” to the extent that they “tolerate backwards Islamic values for the sake of multiculturalism”; they believe in the welfare state that “benefits only the idle and the free riders”; they are the “ignorant and arrogant westerners” who “pity the rest of the world and think they are saviours”. While there’s no assertion of insanity in the above, it’s a fairly close description to what a deplorable would call a SJW. What’s interesting here, is this loathing comes from Chinese who have no actual personal experience with SJWs. Yet, they still can formulate a strong opinion. For quite some time, the US higher education system has had, especially at the graduate level, a high number of Chinese students. While not true today, the US higher education system used to be the best in the world, and we still have that momentum which causes wealthy Chinese to send their kids here to study. For a while, we worried about “the Chinese problem,” wherein China sends so many students here that it overwhelms our system. Luckily (?), our leaders in higher ed have corrupted and debased higher education to the point that there’s little risk of that anymore. Chinese higher education system is now getting the good reputation, and they’ve opened their borders enough to accept foreign students onto their campuses. This is a big deal—as a visitor to China, I assure you a non-Chinese person really, really, stands out in a way that someone born and raised in America can’t readily appreciate. In any event, Chinese universities that quite literally have never had a non-Chinese student on campus now are getting “foreigners” in numbers. This provides a unique opportunity to see the ideas of social justice in action. professor at one of these “newly integrated” universities in China is in a unique position to observe how this is working out: particularly well positioned because my university has an especially large number of students from Pakistan and sub-Saharan Africa. As one of the few white people in my province, I am able to witness interactions between these diverse racial groups who have rarely, if ever, come into contact before they went to college. Some of my students have told me I’m the first white person they’ve ever seen, and almost all say the African students are their first It’s not so rare for have white professors in Chinese universities. Due to the massive glut of Ph.D.s in America, we have lots of scholars looking for work, and there’s great demand for English teachers in China, whatever their doctorate may be in (I myself have even considered it). He may be an English teacher, but he’s a scholar, and thus knows to have a nuanced view of around 200 students every semester, and about 90 percent are girls. This has something to do with the way the system approves students for certain areas of study, and a lot more girls than boys end up in my English classes. In a class of 30, it’s not uncommon to have no male students. As a result, I am far more familiar with the girls’ perspectives than with the boys’. The average age of these girls is 19-21, so they are fresh enough not to have fixed views about race, but old enough to want to explore the question. So, the professor breaks views down by gender, and has some fascinating insights (although I’m so jealous that his classes only contain 30 students…). So what do his female The girls’ disgust is often combined with fear, and they associate blacks with crime… Part of why the SJW is hated in the US is because of their blatant lies, lies in obvious contradiction with truths most people can see with their own eyes, in addition to their willingness to use violence to silence any who dare speak truth. university also takes students from Pakistan, a largely Muslim country. How’s that working out? Pakistani boys have mixed results. Some of them are successful, but if they are too traditional in their Islamic behavior, the Chinese girls reject them. Obviously, dating is a big deal for Chinese females. With different priorities, the Chinese males have a different view of African students: opinions of Chinese boys about black people are almost exactly the opposite of the girls. To understand this difference you must understand how important basketball has become in China within the last few years. universities don’t have the corruption and foolishness of official sportsball teams, but they do have courts and such for the students. I do hope they don’t make the mistake of going the route of having school teams. They probably won’t, though if they do, I suspect it’ll be little different than the U.S., with sportsball players completely isolated from the “normal” students. In this case, it’ll be even more clear that the sportsball players are not even remotely related to the actual students on campus. Dating is still a factor to the boys, of course, and their views are as insular as anyone familiar with Chinese culture would expect: Chinese boys are not attracted to black women and would never think of marrying one. I was once in a group discussion in which it was jokingly suggested China should invade Africa to acquire women to fill the sex gap plaguing China (thirty million Chinese boys have no girl to marry). One of the Chinese men in the group looked perplexed, and said: “But there are no women in Africa for us to marry; there are only dark-skinned people there.” thinking person who does not wish to be highly alarmed should under no circumstances consider how those 30 million males will eventually get wives… interesting about these views is the students are not getting this message through the official Chinese government schooling. One might suspect as much, as these students do get some of their views from government school (much like in the U.S.): their obviously low opinion of blacks, when I ask my students whether blacks are as intelligent as whites and Asians, they almost universally reply, “Yes.” This is because of their [Chinese] schooling… when a child learns something in school from a government official, it’s generally taken as fact (there’s a reason government wants control of your children, after all). But, at some point, a child grows and is exposed to the real world and, well, reality sets in: I often get interesting reactions when I explain the actual IQ scores for each race. My students’ first reaction is laughingly to celebrate the Asian results: “Ha! We’re smarter than white people!” After we joke about this, I ask them what they think about blacks being so far below whites and Asians. Almost without exception, they cite the arguments made by the American Left: “It’s because of white racism,” “It’s because of European colonialism,” “It’s because they have bad nutrition,” or “It’s because they don’t have proper education.” Hey, there are some issues with racism on intelligence tests, and absolutely “intelligence” is a vague concept even on a good day…but it’s funny to hear the Chinese students recite the same things our kids recite. Funny, but no accident. propaganda is one thing, reality is another: When African students began arriving at my university in higher numbers last year, the Pakistani and Chinese students were initially excited about getting to know them. I watched the excitement turn to confusion and disgust. Now anecdotes like the above are essentially meaningless. Some things, some people need to see with their own eyes. On the other hand, for the sufficiently intelligent, reviewing data and considering empirical evidence can help: One of my Chinese friends couldn’t believe there was evidence for blacks having lower IQs and higher crime rates than whites and Asians. I pulled up Jared Taylor’s American Renaissance video “Race Differences in Intelligence” on YouTube and let her watch. I then showed her videos of the Ferguson riots, flash mobs carried out by “youths,” and videos of the knockout game. Her perspective changed in a single evening. She was shocked, and told me her whole perception of America and race relations had changed. She’s been “red-pilled” Now, I’ve quoted lots of “unpopular” things from the article above (and left a few things out that are just too dangerous for me to even quote), things that would easily cost a person his job if he dared say them in the United States. As always, one must review the comments section to see how well the ideas fly. None of the comments dispute what’s being said above, none of them are particularly critical, and most are in agreement. On the other hand, when I look at an article that says the things SJWs say are politically correct to say, the comments—the few articles that even allow them—consistently have people laughing at how ridiculous the ideas are. Why is that?
CURIOUS MINDS NEED AUGMENTED REALITY LEARNING Augmented reality is a powerful tool when it comes to education. Student engagement is on the decline every year as schools focus on standardized modes of teaching rather than giving students opportunities to use the information to create a memorable experience. Boredom accounts for nearly a third of the variation in student achievement and half of the high school dropouts cite boredom as their primary motivator for leaving. Engagement is required for education because no learning happens until students agree to become engaged with the material. Augmented reality assists to engage students in the experience of learning. Augmented reality allows for better explanations of complex concepts. When students can actually see objects in three-dimensions, they are able to understand difficult topics and have fun interacting with the material. Augmented reality is easy to implement in the classroom today. Starting in middle school, most students come to class with their own phones within easy reach. These smartphones are already equipped to run augmented reality experiences with the right educational elements. Teachers do not need to invest in additional technology to incorporate the interactive experiences into their classrooms. Augmented reality can be used beyond the classroom. With AR apps the users can learn anytime and anywhere from their smartphones. It is the best way to replace paper books, posters, huge physical models, and even field trips. While curiosity and engagement from students tend to wane as they grow, using new technologies like augmented reality in classrooms can reignite their passion for learning.
Many parents, upon researching the Montessori method, come across their first snag at the three-year cycle. Questions arise like, What is it? and Is three years in one classroom really necessary? For many parents that last question hits home in kindergarten. It’s the year many children enrolled in Montessori preschools may switch to a non-Montessori public or private school setting. Rest assured that the third year in the Montessori 3-year cycle is worth staying for as it plays an essential role in a student’s cognitive, social, and emotional development. The Planes of Development & 3-year cycle The reasoning behind why the kindergarten year (or any final year in the Montessori 3 year-cycle) is so important starts with the four planes of development. The First Plane: Infancy (Ages 0–6) This is a stage of physical independence where students ask “What?” as they absorb information and adapt to the world around them. The Second Plane: Childhood (Ages 6–12) Children focus on “Why?” and “How?” as they gain a sense of self and mental independence. The Third Plane: Adolescence (Ages 12–18) This is a time to ask “Who am I?” as students gain social independence. The Fourth Plane: Maturity (Ages 18–24) Now as young adults, students determine their place in the world as they gain a sense of moral independence. During each plane, students first work through an intense developmental phase of introduction and rapid growth followed by a consolidation phase in which those skills are strengthened before moving onto the next plane. In essence, each plane can be split into two, three-year subplanes which are the basis for the Montessori 3-year cycle. The Montessori Three-Year Cycle The Montessori three-year cycle affords children the opportunity to reach developmental goals in the same classroom of mixed-age groups, but at their own pace. While each student is unique in their own development, part of what drives that growth is due to the mix of ages. The age groups for Montessori three-year cycles are: - 0–3 years - 3–6 years - 6–9 years - 9–12 years - 12–15 years - 15–18 years Because many parents wonder about the efficacy of the kindergarten year, let’s analyze the three- to six-year cycle in which kindergarten is the final year. Year One: Explorers In their first year of the Montessori 3-year cycle, three-year-olds become explorers. They are exposed to new content and skills and are encouraged to explore their classroom environment independently. Year Two: Experimenters In year two, four-year-old students begin experimenting with the same skills they learned in their first year, but on a deeper and age-appropriate level. They also begin to incorporate group work over independent exploration. Year Three: Experts The final year is also considered a capstone or leadership year. These are five-year-olds who have the experience of two years in the same classroom. At this point, they should be confident in themselves and their skills. They are now classroom experts who can use their knowledge to help younger students. The Importance of the Kindergarten Year The third year in a three-year cycle corresponds with kindergarten, third, sixth, ninth, and twelfth grades. However, it’s important to highlight the kindergarten year because it’s a time when many parents show interest in pulling their children after two years in a Montessori preschool and enrolling them in a public or private non-Montessori school setting. But the third year is important because: It’s Developmentally Appropriate The activities created by Maria Montessori accurately reflect the emotional, social, and cognitive needs of students in a given plane. Skipping the third year, or enrolling a student in a non-Montessori setting, risks placing them in an environment where the skills and lessons don’t follow with best practices for their developmental needs. It Helps Solidify Skills The third-year gives kindergarteners a chance to continue developing the skills they have been learning. This allows them to work on higher-order thinking skills, move from concrete to abstract processes, and become a “teacher” to younger students. Teaching a skill might seem simple from the outset, but it shows a student has a firm understanding and mastery of a given concept. The third-year is when students truly consolidate their learning and move onto the next plane with a solid foundation from the previous one. It Builds Confidence Finally, when students are allowed to complete their third year, continue in a known setting, and gain leadership experience, it builds their confidence and self-esteem. They can leave the three-year cycle with a sense of accomplishment and purpose going forward to the next cycle. Is the Third Year of a Three-Year Cycle Important? Yes. Incredibly so. It allows students an extra year working with developmentally appropriate content and gives them the opportunity to solidify their learning, become leaders in the classroom, and build confidence—all skills that are well worth the wait. Cheers and don't forget to subscribe!
The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth. College and Department Family, Home, and Social Sciences; History BYU ScholarsArchive Citation Dowdle, Brett David, "A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930" (2011). Theses and Dissertations. 2470. Church and State, Educational History, Mormon History, Progressive Era, Religious Education, Utah History, Religion Class Program, Seminary, Institute, Depression of 1890, Fundamentalist Movement, Polygamy, Sexual Revolution, Granite Utah Stake, Joseph F. Merrill, Moscow Idaho, Salt Lake City Utah
SPRINGFIELD – State Senator Cristina Castro (D-Elgin) released the following statement in response to the governor’s proposed budget: “As someone who represents many schools in the second-largest school district in Illinois, I am pleased to see that the governor is proposing $350 million for evidence-based funding for our schools to ensure teachers, students with disabilities and English language learners have the support they need to succeed. Our students have endured so much over the last few years – it is time we fully invest in the high-quality education they deserve. “Shoring up our labor force and investing in education should be top priorities. I remain committed to supporting green energy workforce initiatives that align with our state’s clean energy goals, and will continue working to make sure these programs are set up for success in this year’s budget. “I look forward to working with my colleagues to negotiate a budget that moves our economy forward and fulfills our responsibilities to the working and middle class families in our state.”
Seeking for Textbooks for Rent Online Textbooks play a crucial role in offering learners with a resource for the desired range of information. Textbooks are however costly and this is one of the big challenges that face learners as they seek for certain books. It is for this reason that textbook for rent become an ideal choice and a great platform when learning. Textbook rental companies in this regard charge a small fee to learners and provide them with the desired books for an agreed period of time. Cost of learning continues to rise with time. It is a responsibility of the students to ensure they source for the basic textbooks they require and this continues to increase the cost of learning. This serves as an increase in the cost and hence it becomes a major challenge. Majority of the books required in this regard become in accessible to the learners owing to this reason. Renting textbooks therefore come as an ideal choice for learners where the cost of access to the books is made cost effective. Use of textbooks is important for only a specified period of time which is at the time of learning. After completion of the course, it means the textbook is no longer important and it becomes useless. Renting textbooks however does not generate waste as the books have to be returned after the agreed time. In such way, there is a great reduction in chances of wastage and savings to the students. Textbooks for rent are available through various platforms. Most of these resources are not easily accessible to the learners however. Sourcing for platforms such as the online text book rental platforms is however as better option where the learners can access the books with ease. Learners who use this platform not only enjoy saving time sourcing for books but also do so with utmost convenience. The process to seek for textbooks to rent online is simple. Learners in this respect need to source for an ideal platform offering the books and move further to seek registration. Students need to follow the set regulation in the registration process to be offered the opportunity for access. Once registered the student can request for a particular book and have it shipped upon payment of the required fees. Learning is an ever prevalent need. Learners have a big advantage if they seek to embrace the modern resources for the desired textbooks. By having a wide range of textbooks’ in place they provide a reliable resource for any student. Learners therefore have a shoulder to lean on when they need textbooks. Further to this, it is a big boost to the learning practices all across the globe by giving access to learning materials.
SIC’s Free Book Rental Program is a Big Help for Students For students heading to college for the first time, all the costs involved with attending can be overwhelming. Southeastern Illinois College is helping students heading back to class by easing one of their costs with the establishment of the Free Textbook Rental program. “The sticker shock of book prices for students has grown everywhere, and SIC knows that during these tough economic times,” says Dr. Jonah Rice, SIC President. “Free book rental is a way to help students afford college and keep more money in their pockets.” The Free Textbook Rental program began in April to assist students enrolled for summer classes. The college is once again offering the program to their students enrolled for the upcoming fall semester. More than 70% of SIC’s student body receives some form of financial aid or scholarships to offset costs. With the additional help from the Free Textbook Rental program, students can put the money they save to other necessary costs such as gas to drive back and forth to classes, bus passes, and other necessary educational supplies. This program is projected to save the average student $200-300 or more depending on the required textbooks for each class. “This was one major way we thought we could use the funds we have been given to help students succeed,” says Dr. Tyler Billman, Executive Dean of Academic Services at SIC. “This will save students hundreds of dollars, positively impacting them financially and academically.” One such student seeing the benefit of the SIC Free Textbook Rental program is college sophomore Isaiah Francis. Francis is from Marion and is majoring in Engineering at SIC. He plans on becoming a chemical engineer in the future. Recently, he utilized the program to rent the five textbooks he needs for his fall semester classes. He was amazed to see the program saved him $800. “It’s made it a lot easier to afford (college) for sure because I already get financial aid here, and this is just more assistance on top of that,” says Francis in regard to the Free Textbook Rental program. “It was easier than having to pay for them, too. I just picked out what books I wanted, walked up to the counter, and it was already done from there. It’s definitely made me recommend SIC to a lot of my friends.” All students enrolled at SIC for the fall semester can participate in the program. Students need to bring their class schedule and student ID to the bookstore in order to receive their textbooks. Once they have the books they need, they simply complete and sign a rental agreement provided by bookstore staff to participate in the rental program. The program is available for all classes with some book exclusions. Books that can only be used one time are not included in the Free Textbook Rental program. This includes, but is not limited to, books that have a one-time use code in them, loose-leaf paged books, and lab manuals. If a student has not acquired their Student ID yet, they may do so by visiting the information desk in the Learning Commons located on the first floor of building A at SIC’s Harrisburg campus. “Everyone seems to be very pleased with the program,” says Stacy Moore, Director of Auxiliary Services at SIC. “They love not having to spend the extra money for their books. It has made college more affordable.” The SIC Bookstore expects to see an increase in students utilizing the bookstore this fall due to the popularity of the Free Textbook Rental program. The bookstore not only offers all the required textbooks for courses, but also various supplies a student might need including, pencils, calculators, goggles, notebooks, spirit wear, ear buds, and more. There is no deadline to pick up textbooks, but students should get them before the start of classes on Aug. 16. During summer session, the bookstore is open Monday through Thursday 8 a.m. to 4 p.m. Beginning Aug. 2, the Bookstore will resume operating under their normal business hours of Monday through Friday 8 a.m. to 4 p.m. For more information about SIC’s Free Textbook Rental program, please email [email protected] or call (618) 252-5400, ext. 2530. To register, email [email protected] to get started. Available courses can be found at www.sic.edu/course-schedule.
1/12/2010 Forrest Iandola Written by Forrest Iandola As any visitor to libraries and coffee shops around campus knows, students have long worked together in study groups to collaborate on projects and to help each other learn challenging material. Through the work of a team of computer science and communications faculty at the University of Illinois, students may soon have a better way to tap into their peer networks for learning. The team is working on a test bed for peer-to-peer Mobile Learning Communities (MLC), sponsored by the National Science Foundation planning grant, Vodafone and Qualcomm, which seeks to enable students to share trusted educational services with each other via iPods, cell phones, and other handheld mobile devices. The team is tackling the challenge from every angle. Led by computer science professor and multimedia expert Klara Nahrstedt, the team includes faculty in social computing (Karrie Karahalios) distributed systems (Roy Campbell and Indranil Gupta), networking (Robin Kravets), educational technology (Sam Kamin), communication (Scott Poole, LAS), and trust (William Sanders, ECE). Students will be encouraged to develop MLC software applications and to share these applications with other students. To facilitate peer-to-peer sharing and community building, Mobile Learning Community faculty will offer a repository for student-designed MLC applications. Students in the CS 425 (Distributed Systems) course are creating some of the first these kinds of student-designed MLC learning tools. Under the guidance of Prof. Nahrstedt, these students are developing a variety of MLC features, including chat clients and peer-to-peer file sharing programs. The class is using Android-based G1 phones thanks to the generosity of Vodafone and Qualcomm, who are sponsoring portions of the project. As part of the first live testing of the technology, Illinois computer science students in selected courses will soon be able to receive their homework and machine problems though the MLC. (Read about the apps that CS 425 students created here.) To help facilitate communication between users in the same geographical area, Prof. Karahalios is working to apply augmented reality to the platform. Augmented reality combines real and virtual three-dimensional imagery to offer a real-time interactive experience. Augmented reality interfaces often draw on common mobile device features such as internet, GPS, a digital compass, map software, and a camera. “An augmented reality map could provide information about other MLC users in the same geographical area and encourage face-to-face interaction,” said Karahalios. Augmented reality maps would allow users to create educational tours of a geographical location. For example, a senior in computer science could employ augmented reality in MLC to create an interactive tour of the engineering campus. Augmented reality also has the potential to provide real-time, three-dimensional maps of MLC users in the surrounding geographical area. Through these maps, MLC users would share basic personal profiles and arrange face-to-face meetings. The team is also investigating how MLCs might link to existing social networking platforms to provide an even greater pool of resources for students. MLC users could draw on Facebook and Twitter connections for finding known, trusted friends in the Mobile Learning Community. MLC might also draw from trust and valuation models utilized in networks like LinkedIn, which emphasize the value of personalized introductions to mutual friends. The team is also considering the system-level infrastructure needs of such a network, and are researching viable approaches using 802.11 wireless, ad-hoc wireless networks, and possibly Bluetooth to provide connectivity among learning community users. The MLC faculty looks forward to working with computer science students to develop creative, unique applications for the MLC platform. Through the Mobile Learning Community, students will have a new avenue for collaborating with classmates and making new connections.
Student making waves in radio “Journalism is a lifestyle, not a career,” said Fanshawe College student Elyse Skura, who was awarded the Jim Allard Scholarship from a pool of Radio Broadcasting students from across the country. Skura, who graduated from Fanshawe's Radio Broadcasting program in June and is now studying Media Theory and Production at the college, was granted the honour during a Canadian Association of Broadcasting (CAB) Awards Breakfast on November 4 at the CAB Convention where a large number of scholarships were handed out. Skura is only the second recipient in Fanshawe's history to have received this prestigious scholarship. The $2,500 CAB National Scholarship is awarded annually to an aspiring broadcaster presently enrolled in a journalism program at either college or university and “best combines academic achievement with natural talent.” Skura is also a two-time winner of the Television and Radio Director's Association of Canada National Scholarship, totaling $4,000. Crediting her great, knowledgeable professors, Skura admitted to feeling a little surprised by the entire experience. “To be the one to receive this award is just overwhelming because anyone could've gotten it,” said Skura. “I feel like there are not enough people who take advantage of applying for scholarships.” Skura's achievements do not come as a surprise to her professors. “Skura was very adaptable and fully committed. She was always the person who would be early to arrive and late to leave,” said Bob Collins, a co-coordinator / professor of the Broadcast Journalism, Radio Broadcasting and MTP Programs at Fanshawe College and Western University. Originally from Toronto, Skura was not always sure what she wanted to study come time for college. “I did not decide on journalism until I was in grade 12. All together I think I've applied to about seven different programs which were all different,” said Skura. Skura admitted to originally wanting to accept going to Carlton University for their Journalism program, but then decided to accept the Western / Fanshawe joint program because it was a better fit. The joint program offers students more options and choices when considering television, radio or print mediums. “Your first year is primarily spent at Western University. The second year is spent at Fanshawe where students have to partake in one evening class per semester,” she explained. Skura appreciates the opportunity she was given to work as News Director at Fanshawe's 106.9 The “X”. “Working at the “X” was a good amount of extra work but it was nothing too overwhelming. It was nice because I got to have a little bit of extra say,” she recalled. According to Collins, Skura was involved with the direction of approximately 70 fellow students when working as a News Director for 106.9 The “X”. “Skura has great leadership skills,” Collins said, “and her peers looked up to her.” The program has allowed Skura to explore all her options when considering job options for her future. “In this program you're doing things that you wouldn't think of doing before. You're talking to people that you never would've had the opportunity to talk to before,” admitted Skura. As for the bright 22-year-old's future, Skura admitted there are no limits. Skura has already completed a four-month internship at City Television working for the program “CityLine.”
A lot of young junior golfers have aspirations to play college golf, the reality of course is that it is very competitive world out there and in order to be a true contender the junior must be shooting low golf scores and scoring high on the SAT and ACT exams. Eligibility Center (EC): - At www.eligibility.org you will find the Division 1 Initial NCAA Eligibility Requirements. These are academic requirements for student athletes. It is highly recommended to sign up as a Sophomore. - Grades are extremely important and a Counselor should be consulted to make sure the correct courses are being taken for academic qualifying status. - Home-schooled Players - it is very important to ensure that their curriculum equates to mainstream public/private schooling. Contact with Coaches: - According to new NCAA Golf Recruiting Rules effective May 1, 2019 Division 1 coaches can have their first recruiting interaction on June 15 after Sophomore year. This includes correspondence, private messages and incoming/outgoing telephone calls. - Visits - whether unofficial or official - and any form of off-campus contact can only take place after August 1 before Junior year. - Contact should be initiated by the Player (not the parents) and the Player should be well prepared with academic record as well as tournament scores, swing video, references etc. - All scores should be sent to coaches, i.e. no cherry picking good tournaments that result in "gaps" in the golfing resume. Coaches expect that players will have less than desirable tournament rounds from time to time and often it is good to see how a junior can bounce back after a tough round. - Resume should include: graduation year, golf scores, academics, hobbies, volunteering / community service. - Unofficial visits to colleges are encouraged but as per new rules effective May 1, 2019, can only take place after August 1 before Junior year. - Coaches are very focused on academics. There are consequences for schools that have athletic programs that cannot achieve academic levels, e.g. the college can lose post-season playing privileges, face reduced playing time, suspension, reduced funding etc. - It is recommended that the Player start taking SATS and ACTS in 9th grade. - No official offers in writing will be made until June 1 of Junior year. Verbal offers can be made any time but often don't hold and are not binding. - Signed National Letters of Intent are binding, but the Player can still back out. It does, however, mean that the Player cannot be approached by other schools. - It is best to play National tournaments, but coaches will look at scores on yardage, course ratings etc. for all tournaments played. - Funding varies a lot by team. It will depend on the make-up of the team. Sometimes seniors take up a lot of the funding and there is little available for new students. - Often it is not that a coach doesn't want to provide funding, it may be that it is just not available. - There are about 300 Division 1 schools. About 70 of them have a lot of money while the rest try to "break even". - There are a minimum of 400 scholarships (200 men, 200 women). Men's scholarships get used up quickly. Finding the right school: - It is important to try not to let scholarship attractions over-shadow finding the right school to fit the player's academic and golfing objectives. - Parents need to be very pro-active in helping the Player find the right school and getting communications going. - Go to college golf tournaments and observe interactions between coaches and players, e.g. how does the coach react when a player makes a bogey or gets down. - Juniors should introduce themselves to the coach at a college tournament and follow up later with a call. - Networking between players and also between parents is highly recommended. - Having your name on your golf bag is recommended. If no name on the golf bag make sure to have a clearly visible bag tag with full name. Names should be visible on the practice range. - Don't wear college logos until you are committed to a college. Coaches could be adversely influenced by a player wearing other college attire. - Keep a notebook to record all people you meet, tournaments attended etc. Be organized and reference previous meetings. - Coaches may look at all Social Media sites of players and parents. - As the junior golfer gets older and plays high level tournaments around the country, college coaches are going to start watching their golf and behavior on the course. They should not be able to tell, while watching the player, whether they are having a good or bad day. Attitude is very important on the course. The player can be shooting in the 60's - but if he/she throws a golf club after a bad shot, chances are the coach will turn and walk away. - Grades are also very important. Golf scores in the 60s accompanied by a C average will probably not get the college scholarship the player might want. College coaches also want coachable kids - not someone who may be brilliant but can't get along with themselves or others. - So keep a good posture and positive attitude - not only on the golf course, but in life in general.
The year 2024 is shaping up to be an exciting one for martial arts enthusiasts in Albany, NY. As the headquarters for the Japan Karate Association (JKA) in the region, JKA Albany is set to offer a variety of events, classes, and programs that cater to both beginners and seasoned practitioners. Whether you’re looking to start your journey in traditional Shotokan karate or enhance your existing skills, JKA Albany NY 2024 has something for everyone. This article provides complete information about what to expect from JKA Albany in 2024, including class schedules, special events, instructor profiles, and how to get involved. JKA Albany NY: A Hub for Traditional Karate The Legacy of JKA The Japan Karate Association (JKA) is recognized globally as a leading authority in traditional Shotokan karate. Established in 1949, the JKA has maintained a strict adherence to the principles of traditional karate, emphasizing not just physical training but also the mental and spiritual aspects of the martial art. JKA Albany continues this legacy, offering authentic Shotokan karate training that is in line with the standards set by the JKA headquarters in Tokyo, Japan. Why Choose JKA Albany? JKA Albany stands out for its commitment to preserving the traditional aspects of karate while also embracing modern training methods. The dojo offers a supportive environment where students of all ages and skill levels can thrive. With certified instructors who have decades of experience, JKA Albany ensures that every student receives high-quality training tailored to their individual needs. What to Expect from JKA Albany NY 2024 In 2024, JKA Albany is expanding its offerings to include a variety of new classes, workshops, and events. These additions are designed to provide students with more opportunities to deepen their understanding of karate and to engage with the broader martial arts community. Training Programs at JKA Albany NY 2024 Regular Classes: A Structured Path to Mastery JKA Albany offers a comprehensive schedule of regular classes that are designed to help students progress through the ranks of Shotokan karate. These classes are structured around the traditional belt system, with separate sessions for beginners, intermediate students, and advanced practitioners. Each class focuses on different aspects of karate, including kihon (basic techniques), kata (forms), and kumite (sparring). For those new to karate, JKA Albany’s beginner classes provide a solid foundation in the basic techniques and principles of Shotokan karate. Instructors place a strong emphasis on proper form, discipline, and respect, which are essential elements of karate training. As students advance, they move into intermediate classes where they begin to refine their techniques and explore more complex kata and kumite exercises. These classes are designed to challenge students and help them develop a deeper understanding of the art. Also Read: nadiasuhaima.blogspot.com: Complete Review Advanced classes at JKA Albany are tailored for students who have achieved higher ranks and are preparing for black belt examinations. These sessions involve rigorous training that focuses on advanced techniques, strategy, and the philosophical aspects of karate. Special Programs: Beyond Regular Training In addition to regular classes, JKA Albany NY 2024 is introducing several special programs aimed at enhancing students’ skills and broadening their martial arts experience. Women’s Self-Defense Workshops Understanding the importance of self-defense, JKA Albany is offering specialized workshops for women. These sessions focus on practical techniques that can be used in real-life situations, empowering participants with the confidence and skills to protect themselves. Children’s Karate Program JKA Albany places a strong emphasis on youth development. The children’s karate program is designed to teach young students discipline, respect, and perseverance, all while having fun. The program is structured to accommodate different age groups, ensuring that the training is appropriate for each child’s physical and emotional development. Senior Karate Classes Acknowledging the benefits of karate for people of all ages, JKA Albany offers classes specifically tailored for seniors. These classes focus on gentle movements, balance, and flexibility, making karate accessible to older adults who wish to stay active and healthy. Private Lessons: Personalized Instruction For students seeking more personalized attention, JKA Albany offers private lessons with its experienced instructors. These one-on-one sessions allow for customized training that targets specific areas of improvement, making them ideal for students preparing for belt exams or competitions. Special Events at JKA Albany NY 2024 Annual Karate Tournament One of the highlights of the year at JKA Albany is the annual karate tournament. This event draws participants from across the region and serves as an opportunity for students to showcase their skills in kata and kumite. The tournament is open to all ages and ranks, providing a platform for healthy competition and camaraderie. Categories and Divisions The tournament is divided into various categories based on age, rank, and gender, ensuring that everyone has a fair chance to compete. Participants can enter both kata and kumite divisions, with awards given to the top performers in each category. Importance of Competition Participating in tournaments is an important aspect of karate training. It not only allows students to test their skills under pressure but also teaches valuable lessons in humility, sportsmanship, and perseverance. In 2024, JKA Albany will host a series of instructor seminars led by senior JKA instructors from around the world. These seminars are an excellent opportunity for both instructors and advanced students to deepen their knowledge and refine their teaching techniques. The seminars will cover a wide range of topics, including advanced kata analysis, kumite strategies, and the philosophy of karate. Participants will also have the chance to engage in Q&A sessions with the instructors, gaining insights into the finer points of karate. Who Should Attend? While the seminars are primarily geared towards instructors, advanced students who are interested in teaching or simply wish to deepen their understanding of karate are also encouraged to attend. Cultural Events: Celebrating Japanese Traditions Karate is not just a physical practice but also a cultural experience. To celebrate the rich heritage of karate, JKA Albany will host a series of cultural events throughout 2024. These events will include traditional Japanese tea ceremonies, calligraphy workshops, and film screenings related to the history and philosophy of karate. Connecting with Tradition By participating in these cultural events, students can gain a deeper appreciation for the roots of karate and how it is intertwined with Japanese culture. These experiences also provide a sense of community and connection among practitioners. Instructor Profiles: Meet the Experts at JKA Albany NY Sensei John Doe: Chief Instructor Sensei John Doe is the chief instructor at JKA Albany, bringing over 30 years of experience in traditional Shotokan karate. A 7th Dan black belt, Sensei Doe has trained extensively in Japan and has competed in numerous international tournaments. His teaching style emphasizes the importance of discipline, respect, and continuous improvement. Achievements and Contributions Sensei Doe has been instrumental in developing JKA Albany’s curriculum, ensuring that it adheres to the high standards set by the JKA. He is also actively involved in promoting karate within the community, organizing events and workshops to introduce more people to the benefits of martial arts. Sensei Jane Smith: Senior Instructor Sensei Jane Smith is a 5th Dan black belt and senior instructor at JKA Albany. With a background in education, Sensei Smith excels in working with children and beginners, making karate accessible and enjoyable for all. Her classes are known for their positive energy and emphasis on building confidence. Philosophy and Teaching Approach Sensei Smith believes that karate is not just about physical strength but also about developing mental resilience and a positive attitude. She encourages her students to push beyond their limits while maintaining a sense of humility and respect for others. How to Get Involved with JKA Albany NY 2024 Joining JKA Albany: Membership Options Joining JKA Albany is straightforward, with various membership options available to suit different needs. Whether you’re interested in regular classes, special programs, or private lessons, there’s a membership plan that can accommodate you. Types of Memberships - Standard Membership: Access to all regular classes and events. - Family Membership: A discounted plan for families enrolling multiple members. - Student Membership: A reduced-rate membership for students. - Senior Membership: Special rates for seniors participating in the senior karate classes. Trial Classes: Try Before You Commit For those who are unsure about committing to a full membership, JKA Albany offers trial classes. These sessions allow prospective students to experience the dojo environment and training methods before making a decision. How to Register for a Trial Class Registering for a trial class is easy. Interested individuals can sign up online or visit the dojo in person. Trial classes are available throughout the year, and no prior experience is necessary. Community Involvement: Beyond the Dojo JKA Albany is more than just a place to train; it’s a community. The dojo actively participates in local events, charity drives, and community outreach programs. Members are encouraged to get involved in these activities, helping to spread the positive impact of karate beyond the dojo walls. There are numerous opportunities for members to volunteer, whether it’s assisting with events, teaching in community programs, or helping to maintain the dojo. Volunteering is a great way to give back and to strengthen the bonds within the JKA Albany community. The Future of JKA Albany NY: Looking Ahead to 2024 and Beyond As JKA Albany continues to grow, there are plans in place to expand its facilities and offerings. This includes the addition of new training spaces, more specialized classes, and even the possibility of opening satellite dojos in neighboring areas. New Programs in Development In response to feedback from students, JKA Albany is also developing new programs that focus on specific aspects of karate, such as competitive training, advanced kata workshops, and self-defense courses. These programs are expected to roll out in the latter half of 2024. Continuing the Tradition While JKA Albany is expanding and evolving, it remains committed to its core mission of preserving the traditions of Shotokan karate. This balance between honoring tradition and embracing innovation is what sets JKA Albany apart and ensures its continued success in the years to come. JKA Albany NY 2024 promises to be a dynamic year for martial arts enthusiasts in the area. With a wide range of classes, special programs, and events, there’s something for everyone, whether you’re a beginner looking to start your karate journey or an advanced practitioner seeking to deepen your skills. JKA Albany remains committed to preserving the traditions of Shotokan karate while embracing new opportunities for growth and community engagement. As the dojo continues to expand and evolve, it stands as a beacon of excellence in the martial arts community, offering high-quality training and a welcoming environment for all. Whether you’re interested in traditional karate, self-defense, or simply staying active, JKA Albany is the place to be in 2024. What is the Japan Karate Association (JKA)? The Japan Karate Association (JKA) is a leading organization dedicated to the practice and promotion of traditional Shotokan karate worldwide. Established in 1949, the JKA is known for its strict adherence to the principles of karate, focusing on both physical and mental training. Do I need prior experience to join JKA Albany? No prior experience is necessary to join JKA Albany. The dojo offers classes for all skill levels, including beginners. Trial classes are also available for those who wish to try out karate before committing to a membership. What is the difference between regular classes and special programs? Regular classes at JKA Albany focus on the foundational aspects of karate training, including basic techniques, kata, and kumite. Special programs, on the other hand, are designed to provide additional training in specific areas such. As self-defense, competition preparation, and cultural appreciation. How often are the tournaments held? JKA Albany hosts an annual karate tournament, typically held in the spring. This event is open to all members and features competitions. In both kata and kumite across various age and rank divisions. Can children participate in the karate programs? Yes, JKA Albany offers a comprehensive children’s karate program designed to teach discipline, respect, and perseverance. The program is structured to accommodate different age groups, making it suitable for young students at various stages of development. How can I stay updated on JKA Albany’s events and programs? The best way to stay updated is by visiting JKA Albany’s official website, where you can find information. On upcoming events, class schedules, and special announcements. You can also subscribe to their newsletter or follow them on social media for the latest updates.
Course Title: BASC2001 Essential skills for undergraduates: The Leadership Development Course on Culture, Science and Society (ES4L) The goal of this course is to prepare HKU students for a lifetime of engaged, responsible and active community involvement and leadership on- and off-campus and after graduation. Leadership is explored as an integral component of a student’s career and life plan, focusing on the theory of relational leadership along with the importance of interpersonal skills and group dynamics. The methodology employed in this course will be one of knowledge acquisition, practice, and reflection through the exploration of theory, case study analysis, and active design of a performance-based leadership experience. The course is designed around the principles of team and organizational leadership, intercultural leadership, community leadership and personal leadership development. Purpose of this Session On this day the two sections of the BASC2001 course will be meeting together and will be doing final presentations on their Fieldwork projects. Students were organized into small groups (2 to 4 students) to complete a fieldwork project that centred on creating a ‘product’ which promoted knowledge and understanding about a specific focus of Intangible Cultural Heritage (ICH) in Hong Kong (Learn more about ICH here). Each group will give a 4 minute presentation followed by 6 minutes of Q&A. The goal of the fieldwork project, in the design of the overall course was to (i.) provide students with groupwork experiences in which to apply theoretical leadership and teamwork concepts presented in the course into a real life situation, and (ii.) increase the cultural awareness of student participants and explore ways to apply leadership skills in a culturally relevant manner. Role for Observers We are hoping that observers that choose to participate will engage in two ways, (1.) by asking questions during the Q&A section following each of the 8 groups presentations, and (2.) complete a short feedback from (on Google Forms) for each presentation, which will provide valuable feedback to each group of students.
A bit more about us Established in 1987 (as Melody Childcare Centre), we are a not-for-profit community-based childcare centre located in the luscious grounds of the Ruakura Research Centre. Wondernauts is a charitable trust governed by a Board of Trustees made up of interested parents and local community members. Our large purpose built centre boasts three individual rooms with expansive adjoining outdoor environments. We pride ourself on the quality of our resources and world-class facilities. Our latest addition to our already awesome facilities is a purpose-built bike track and set of quality bikes, which provides a great physical challenge for our children. We have qualified and experienced staff, sensitive to the needs of the children, who offer an atmosphere that invites a child’s interest, stimulates creativity and satisfies their innate need to explore and discover the world around them. We have developed unique education programmes children have the option to participate in. Check them out here. We operate an all-weather curriculum and we believe strongly in getting out and about no matter what the weather. We provide high-quality wet weather gear to enable children to be outside in nature every day. Research outlines the importance of education outside the classroom on children’s development, both physically, mentally and spiritually. We strongly believe in encouraging risk-taking with children. Taking risks is a vital part of a child’s success for learning and development. For us, this means supporting children to take challenges which help increase their confidence and sense of capability through opportunities with potential risk. By involving children in the process of risk assessment within these opportunities we support them to make their own judgments on safety through thinking and reflecting on any potential harm from their play. We strive to meet the needs of the child, the parents, and the wider whānau by providing high-quality childcare enabling parents to feel secure in the knowledge that their child is well cared for, confident and happy. Hours and Fees Wondernauts is open 7:30am – 5:30pm, Monday to Friday. We are closed on all public holidays and for up to two days per year for teacher only days. There is no charge on these days. Priority is given to current families; followed by children whose parents work for AgResearch and Innovation Waikato, and then the general public. There is a minimum attendance booking of 6 hours per day, three days per week. Charges are for booked or attended hours, whichever is the greater. Current fees as at 24th July 2023: Over two’s $6.00 per hour, maximum of $230 per week. Under two’s $7.00 per hour, maximum of $260 per week. Over threes – 20 hours Free Wondernauts daily fee – $3.00 per day Wondernauts subscription fee – $2.50 per week. There are six weeks per year at 50% fees for a holiday booked two weeks in advance. Services we provide Wondernauts pride ourselves on the exemplary care and educational services we provide. We strive to go above and beyond to help you and your family. Unique educational programs There are regular opportunities to participate in Kapa Haka, farm walks, exploring the campus, trips and excursions in the local community and our CROWN Programme (Children Reconnecting Outdoors with Nature). Healthy nutritious meals Wondernauts promotes healthy eating. We provide nutritious morning and afternoon teas. We also have the option of your children being provided with a healthy cooked lunch via the Wondernauts Lunch Scheme. Hearing and vision checks Each term a hearing and vision technician visit our four year olds to complete hearing and vision testing as part of their Before School checks. We believe in the value of children interacting with animals. Wondernauts has egg-laying chickens, frogs and fish. Regular visits from kittens, dogs and rabbits also provide opportunities to interact with animals. Nappies, wipes and sunscreen We provides nappies, wipes and sunscreen. Amazing facilities and resources Qualified experienced teachers Wet weather gear We provide wet weather gear for all ages to enable children to get outside regardless of the weather. Individual & class photos Each year we have a professional photographer who comes to Wondernauts to take individual and sibling photos as well as the memorable class photos.
Welcome to our Computing & Digital Showcase. On this page, you will find a mix of video games, images, coursework and videos showcasing just some of the fantastic work that our students have done while studying one of our computing and digital courses. We hope you enjoy their work and perhaps find some inspiration from it. Our courses run from the introductory level all the way up to the Degree level. No matter your background we have a course for you. Sam & Les - Computing and Digital lecturers UHI Argyll Year 3 Interactive Media - Advanced Design Techniques Student Project: Design Museum Identity Redesign Students were tasked with creating a new visual identity for the Design Museum, covering print, digital, and environmental applications. The project included developing typographic guidelines to communicate the Museum’s mission and values. The Design Museum, based in London and internationally recognised, showcases a wide range of design disciplines such as architecture, fashion, graphic, industrial, and product design. The challenge was to create a flexible identity that reflects this diversity without relying on a single visual style, works across all media, and appeals to both local and international audiences. DipHE Interactive Media - Bitmaps and Vectors project Project Brief: Rosehall Forest Trails Map Evaluation This project involved evaluating the design effectiveness of the Rosehall Forest Trails map through a series of mock-ups simulating real-world use. Two scenarios were tested: Poster Display (Urban Setting): The map was displayed at large scale in a busy environment to test visibility and clarity. Its illustrative style, vibrant colours, and clear iconography allowed quick recognition and easy navigation, making it suitable for public spaces and promotional use. Mounted Wall Display (Natural Setting): The map was presented as a framed print in a visitor centre context. Hand-drawn illustrations, a natural colour palette, and high-resolution vector graphics ensured both decorative appeal and functional legibility for tourists. The mock-ups demonstrate the map’s versatility, aesthetic value, and usability across different environments, supporting its suitability for a diverse visitor audience. Project Brief: Gothic RPG Region Map Design This project involved designing a region map for a Gothic RPG-style game world, blending dark fantasy and steampunk influences. The map was developed to serve both as a functional navigation tool and a storytelling aid, capturing the industrial and atmospheric tone of the setting. Clear visual choices support usability while maintaining narrative flexibility. Techniques included custom Photoshop brushes, texture building, and vector-based elements in Illustrator for scalable icons and labels. The SCAMPER method guided creative experimentation, with ongoing visual feedback used to refine composition, clarity, and thematic consistency. Fully designed digital map exported in PNG and PDF formats. Organised asset folders containing icons, layers, and design elements. Combination of bitmap and vector graphics for detailed yet functional design. High-quality mock-ups demonstrating real-world applications. Research and development documentation supporting the design process. The final map successfully balances aesthetic atmosphere with practical usability for RPG players. Struan loved playing computer games, but he never imagined he could turn that passion into a career—until he joined UHI Argyll. “They all believed in me, which I loved. The staff were just incredible from day one. They always had my back.” “There’s so much being added to the course every year and I absolutely love it and I grew a lot with it." Struan has been forging his path to a career in computer games right here in Argyll. “I’ve been coding in Scotland, I’ve been making games, I’ve been meeting people and it’s been absolutely fantastic. If it’s something you’re interested in, I would absolutely give it a shot because I did and I didn’t look back.” Games Development - try out the games! Platform games like Mario and Sonic have captured the attention of many as an enjoyable escape from daily life. The focus of this project is to create a short and engaging platform game that offers a fun diversion, rather than a time-consuming hobby. Students are tasked with designing a game layout that includes a player, collectable items, and a defined endpoint. The game must feature at least four platforms (excluding the ground), functional gravity, and three or more moving enemies. It should also contain at least six collectables, as well as a working lives or score system. The game's theme is open to creativity, provided it avoids sensitive or political topics. Students are encouraged to use their earlier game design ideas and innovate further. They can alter the initial layout, for example, by incorporating flying enemies or other dynamic elements. Assets for the game can be sourced online (with appropriate references) or created by students, but at least three assets must be original creations. This approach ensures a blend of creativity, originality, and attention to detail in the final submission. Students were tasked to create a brand identity for a new music streaming service. Sonik is a UK-based company with a head office in Glasgow. Sonik aims to provide a music streaming service that is artist-friendly, offering higher royalty rates than their competitor. Sonik is a fictitious company, but representative of who you might be working with They are modern, forward-thinking, and professional, offering a premium service that is at the higher end of competitors’ pricing but more ethical. They are encouraged to explore different concepts. They begin by analysing competitors, generating ideas, sketching those ideas and working with Adobe Illustrator to create a professional logo that can be used across multiple platforms. Photoshop is used to mock up the logo for different use cases. Target audience: Males/females, primarily aged 16 – 44, secondary 45+, music fans, professionals, students, families, and conscious consumers. The Gin Project The students were tasked with branding a fictitious Gin Company. To create a brand identity for West Highland Gin, a fictitious Gin Company based in Ullapool, Scotland. The company are proud of their beautiful location in Ullapool in the north of Scotland. They are a family business that prides itself on creating high-quality drinks, using natural ingredients which are locally sourced where possible. You are encouraged to explore different concepts. Target Audience: Gin fans, mainly male, 30 - 44, professionals, supporters of local businesses, and those who appreciate a quality product. Introduction to Animation Studying Introduction to Animation Techniques we immerse you in the world of creativity. Begin by developing your character concepts, and sketching out ideas that will soon come to life. Using state-of-the-art tools, you’ll model these characters into 3D forms, applying textures and lighting to show off their full potential. Once your characters are ready, it’s time to get them moving. Explore animation techniques to make your characters feel truly alive, every moment is crafted with care. Finally, you’ll take your polished work and render them into stunning animated short films. Share these creations with peers who will provide valuable feedback, helping you refine and elevate your craft. Digital Media Video with Compositing & Motion Graphics The project brief is to create an opening scene for a new thriller tv series. The sub-genre can be anything they like, horror, family-friendly. We analyse different opening scenes from the thriller genre. Understanding how different shots impact the viewer and set the tone. Students then go off and film, eventually pulling it all together in premiere with backing tracks, and foley. The compositing section takes the form of creating a title sequence that requires animation. They don’t just create a slide show, they use aftereffects to combine multiple elements on the screen to form a bigger design They may choose to animate text, use masks to overlay elements over video etc, colouring grading, particle effects. Find out more and apply now Computing & Digital Media courses start September 2025 Thank you for taking the time to explore the incredible creations of our Computing and Digital Media students. We hope their work has sparked your interest and inspired you to embark on your own creative journey. If you're curious about developing these skills yourself, visit our subjects page to explore the wide range of courses we offer. You might even qualify for full funding! Have questions about studying or funding? Our team is always happy to assist. You can find your local learning centre details here - why not drop by for a friendly chat?
A conductor, artistic director and documentary host added “Augustana music professor” to his list of titles this fall. After applying to several jobs during the pandemic, David Chin wasn’t sure where his study of renowned composer and musician Johann Sebastian Bach would take him. He ended up in South Dakota, a state far from his home in Malaysia and his performances across the globe. “You always feel like you have this goal. You have this direction, and as a conductor you're supposed to know what you’re going to be like in 10 to 20 years,” Chin said. “An American or a Malaysian, you're supposed to know what to do. I have learned, so far in the past 20 years, that it [never] happens the way you think it will.” Chin became a long-term visiting professor for the School of Music in September, bringing his musical talents and knowledge to Sioux Falls. At Augustana, Chin will direct the Bach Cantata Series, a collection of vocal pieces accompanied by instruments, and conduct several ensembles. This semester, he teaches “The Understanding of Music” and “Music History and Literature to 1750.” Chin earned his doctorate and master’s degree from Eastman School of Music in Rochester, New York. “I am a third generation Chinese from Malaysia,” Chin said.“I have been in the United States since 2005 and have done all of my degrees here.” Today, Chin is known as the founder and artistic director of Bachfest Malaysia, a festival of singers and orchestras that tours major cities. He is also the conductor of the award-winning Malaysia Bach Festival Singers and Orchestra. Chin’s experience in music and expertise in the music and life of Bach led him to be named the senior fellow of Bach-Archiv Leipzig in 2022, a center for Bach scholarship in Germany. Chin became the fourth individual to have the title since the organization’s founding in 1950. Chin’s knowledge of Bach has also appeared on film. In 2020, Chin hosted a documentary film titled “Encountering Bach,” in which he visited related landmarks and talked to 15 well-known German Bach scholars and musicians. Peter Folliard, the dean of the School of Music, met Chin in 2014 when they both were doctoral students at the Eastman School of Music. Folliard said they had been professional acquaintances since then, and with that friendliness came respect and support. In need of a new faculty member in vocal studies, Folliard reached out to William Weinert, the director of choral activities at the Eastman School of Music. Weinert quickly recommended Chin for the job and submitted a letter of recommendation on his behalf. Folliard then contacted Chin about the opportunity. “The rest, as they say, is history,” Folliard said. Chin said he was excited to hear about the open position at Augustana. “A colleague of mine told me there was an opening, so I thought this must be sent by God, because I didn’t apply for it, and [the School of Music] came to me,” Chin said. Now several months into his teaching career at Augustana, Chin said he relates to the freshman class because he has just started at the university and is learning day by day, just like they are. “He's a really good teacher,” sophomore Alex Folgar, who is currently taking Chin’s music history class, said. “He makes everything fun.” Folgar said one of the most memorable parts of Chin’s course has been the students’ trip to a renaissance concert that featured a choral group known as Transept. “[Chin] brought us to watch it because it was going to be the new unit that we were going to be working on,” Folgar said. “Beforehand, he had us come in 30 minutes early so we could talk to the performers and talk about the music and the importance of it.” Chin is currently on a trip to Asia to conduct a rehearsal for Beethoven’s Missa Solemnis, which will perform in March. "It is very rare that you have a school of music in a university,” Chin said. “But here, people think more communally [and ask] ‘What can I contribute to a greater society?’ That's why you have all these choirs and orchestras. People like to do things together.”
Our recent service trip to Cambodia was an unforgettable experience that combined historical learning, community service, and cultural exchange. Students began by visiting the Killing Fields and S21, gaining a deeper understanding of Cambodia’s history and the challenges it continues to face. This perspective set the tone for our service work, highlighting the importance of bringing hope and practical support to underprivileged communities. Students engaged with Restore One projects, which empower small businesses to become sustainable. They honed their bargaining skills while purchasing supplies for Kompong Village, where our fundraising efforts funded three new amenities blocks for families. While local builders constructed the facilities, our students painted them with symbolic designs, joined by enthusiastic villagers. Children’s laughter filled the air as they practiced their English and taught us Khmer – often with amusing results!Our group also ran hygiene lessons for 100 public school students, teaching handwashing and dental care to help prevent disease. They led English and art classes in preschool, primary, and high school. They also organised an athletics carnival for over 200 energetic primary children. Despite language barriers, the joy of connection shone through in laughter, hugs, and high-fives. At the high school, students varnished external walls, installed bamboo ceiling panels, and improved airflow by removing walls. A highlight was the final evening, where students cooked meals for five families, sharing laughs and sampling local delicacies.The trip concluded in Siem Reap, where students visited several inspiring NGOs dedicated to transforming local communities through sustainable initiatives. Students fine-tuned their bargaining skills at local markets and visited the ancient temples of Angkor Wat and other archaeological sites provided a connection to Cambodia’s rich cultural heritage. Through moments of prayer, impromptu singing, and shared reflections, students forged deeper bonds with each other. These experiences increased their understanding of global challenges and inspired a renewed appreciation for the blessings in their own lives. Thank you for your generous support in making this incredible adventure a reality! Type on the line above then press the Enter/Return key to submit a new search query
Amity University, Noida B.Com Admissions 2025 ApplyRanked as India’s #1 Not for profit pvt. University by India Today No data provided by the college for admission procedure for the latest year Kamla Lohtia Sanatan Dharam College, Ludhiana, offers a structured and merit-based admission process for its various undergraduate and postgraduate programs, following the guidelines set by Panjab University and the State Government's reservation policy. Kamla Lohtia Sanatan Dharam College offers courses in disciplines such as commerce, arts, computer applications, and management. Kamla Lohtia Sanatan Dharam College admission to most programs is merit-based. Kamla Lohtia Sanatan Dharam College prepares a merit list of eligible candidates based on their academic performance in the qualifying examinations. As the Kamla Lohtia Sanatan Dharam College does not conduct its own entrance exams, prospective students are advised to check the Kamla Lohtia Sanatan Dharam College admission website regularly for updated information. Kamla Lohtia Sanatan Dharam College, Ludhiana, Admissions Announcement: Successful completion of 10+2 education from a recognised board. Specific eligibility may vary depending on the chosen program. Kamla Lohtia Sanatan Dharam College currently provides 11 courses. Students can check the course details mentioned below B.Com and B.Com (Hons): Kamla Lohtia Sanatan Dharam College admission is merit-based, with candidates selected based on their academic performance in the 10+2 examination. The BCA program follows a merit-based admission process, considering the academic scores of applicants in relevant subjects. Kamla Lohtia Sanatan Dharam College admission is based on merit, considering the candidate's performance in the 10+2 examination and relevant subjects. Kamla Lohtia Sanatan Dharam College admission is merit-based, with candidates selected according to their undergraduate performance. The program may include specialized streams like Entrepreneurship and Family Business. Kamla Lohtia Sanatan Dharam College admission is based on merit, considering the undergraduate academic performance of applicants in relevant disciplines. The MA Economics program follows a merit-based selection process, considering the candidate's undergraduate performance in related subjects. Kamla Lohtia Sanatan Dharam College admission to these postgraduate diploma programs is likely merit-based, depending on the applicant's academic background. Candidates must submit the following documents: Candidates must submit the above-mentioned documents as applicable, for verification to confirm Kamla Lohtia Sanatan Dharam College admission. I have done my B.Com in this college and in my experienced all the teachers are good and experienced. Their teaching style quality is good. Yes our college follow latest curriculum and activities like project work and many more. The faculty is amazing, professors are very learned and supportive. The curriculum is just like any other pu college . The commerce syllabus is alright and the faculty is great as well as already stated above My course is b.com.I am currently in the third year of this course.I am pursuing this course because in future I want to opt of a job in banking sector.The syllabus is updated but not very frequently . Ranked as India’s #1 Not for profit pvt. University by India Today UGC-approved and NAAC-accredited B.Com program affiliated with HNB Garhwal Central University. NAAC A+ Grade \| Among top 100 universities of India (NIRF 2024) \| 40 crore+ scholarships distributed Ranked amongst top 3% universities globally (QS Rankings) NAAC A++ Grade, Ranked #4 India by NIRF 2024 \| Accorded Institution of Eminence by MoE, Govt. of India \| 19 LPA Highest CTC #41 in NIRF \| Highest Package 1.3 CR, Ranked #1 in Academic Reputation in India by QS World University Rankings \| Last Date to Apply: 23rd June
Rebecca Santalo has dedicated herself to coaching dance. Her journey commenced at Ballet Concerto, where she delved into Ballet, Jazz, and Flamenco. Graduating with a BFA in Dance Administration from Florida International University, she paved the way for a dance program at her alma mater, Our Lady of Lourdes Academy. Currently serving as the Activities Director at Coral Reef High School, Mrs. Santalo remains at the helm of both the varsity and junior varsity dance teams. Her leadership extends beyond the dance floor; she held the presidency of the Dade Association for Dance Educators from 2009 to 2018, and presently serves as a board member and consultant. Throughout her career, Mrs. Santalo orchestrated numerous performances, including the ambitious full-length Nutcracker Ballet with a live orchestra. Her core values revolve around teamwork, unity, and fostering school spirit, instilling a love for dance in her students. Many of her proteges have gone on to become professional performers in both commercial and contemporary realms, while others have initiated competitive dance teams in Miami and South Florida.
Thank you for your support during this warm weather in reminding young people to come to school with a refillable water bottle (which they should fill at break and lunchtimes to prevent missing learning time) and suncream/a hat if they are planning to be out of the shade during break and lunchtimes – many are taking advantage of the shade of the trees around the site. I have relaxed the uniform allowing young people to remove their ties and untuck their shirts during this warm spell which I hope will help them to stay as cool as possible. Congratulations to our Athletes who returned from their day of competition as area champions on Wednesday. It is so good to see and hear about our young people enjoying their sport. It has been Literature Festival here at Hardenhuish this week and we have been lucky enough to welcome two authors who have worked with Year 7 and 8 , inspiring them to read and perhaps even write their own best seller! The Carnegie Shadow Group also had the opportunity to meet with one of the judges, which I am sure they found intriguing ahead of the winning announcement next Wednesday. I have enjoyed reading the shortlist this year and look forward to hearing who will win. Next week is a busy one! I am looking forward to attending the Chippenham Games on Tuesday and Wednesday where our new Year 7 for September will be taking part in some amazing team building, sporting and fitness activities. We have Successful Lives day on Thursday and Sports Day on Friday so there will be lots to report in the Headlines over the next couple of weeks. Have a good weekend. Parent Survey Feedback In May of this year, as part of our ongoing commitment to school improvement, we sent parents a request to complete a Parents’ Survey in order to find out their opinion of the school and to help us consider what aspects we could further develop. Please click on the link below to view the report: History Department Primary Transition Workshop On Tuesday this week, we were extremely pleased to welcome six of our primary schools from across the area into school, for a two-hour workshop looking at primary and secondary links regarding history. We looked at curriculum content and shared the glories of primary school teaching before looking at what we teach to Years 7 through to 9 at Hardenhuish. The history team then delivered four punchy activities focusing on some of the important skills that pupils learn in their history lessons; chronology, change and continuity, source work, interpretations and significance. There was a wonderful atmosphere and to be able to have direct communication with our primary colleagues was excellent. It has helped us to learn how advanced primary pupils are when they arrive in September regarding some of these skills already, whilst allowing us to share where we take the pupils upon arrival in Year 7. From a recent survey by the Historical Association only 6% of primary and secondary schools collaborate. This is a trend we want to buck and hopefully this workshop will be the first stepping stone into further workshops at Hardenhuish and opportunities for our staff to work more closely with individual schools. One exciting outcome of our workshop were two invitations to look at the history curriculum within two local primaries. Let’s see what next year brings. Many congratulations to the following students on their superb music exam results Ben Woodhead (13 JDW) – Grade 8 Flute (Merit) Claudia Irving (10 LEB) – Grade 6 Flute (Merit) Trystan Stovell (9 HRV) – Grade 5 Flute Lucy McCoy – Grade 2 Drumming (distinction) On Wednesday 7 June, 10 Year 8 pupils represented Hardenhuish in a county rounds cricket tournament, playing against five schools and winning the first 4 matches. Our final game was against Devizes who managed to get our strongest hitters out early doors. Devizes came out on top and just beat us in the final game. The final positions were close and came down to the amount of players out as we finished on the same points and rounders difference to Sheldon. Sheldon got 13 people out and we got 11 out over the whole tournament meaning we came out on top and won the whole tournament! Special mention to our dynamic trio of back stop (Hannah M) , 2nd base (Amelie GV) and 4th base (Amelia S) who worked so well and super quick at stopping the other teams scoring points and getting the majority of players out. They were like lightening! Since making our Pre-loved uniform available to buy through Arbor we have checked, washed and sold well over 200 items. Thank you to everyone who has donated unwanted uniform to the school already; if you have any uniform that your child has outgrown or no longer needs please consider donating it to the school so that it can be used again. Available uniform is listed in the school shop on Arbor, this is updated as more stock becomes available so please keep checking if there is something you would like. Purchased items can be collected from Reception between 2.30pm and 4pm.
Textile & Fashion Futures – a celebration of new talent, innovative design, and the transformative power of fashion Exit25 – fashion show and exhibition The Exit fashion show took place at Borås Congress Centre where 17 graduates from the Bachelor’s and Master’s programme in Fashion Design showed their graduation collections. The audience was treated to innovative design related to everything from traditional crafts to the exploration of the human body. After the fashion show and exhibition, scholarships were awarded to design students. Professor Clemens Thornquist, Head of the Department of Design, addressed the students, saying, “I want to celebrate your courage and bravery to stand out and to be different – it's the cornerstone of freedom and democracy – so I want to highlight the courage it takes, but also the unease to be different and to stand out." One of the award recipients was Paul Frankenius, founder of the “Paul Frankenius Foundation for the Swedish University of Fashion & Textiles.” He summed up this year's fashion show and exhibition, saying, “What you have done is absolutely fantastic. Compared to previous years, I think the works are getting a little better every year and this was the best year so far, and I've been around since forever.” Sweden's first showing of the UN collection The day began with a showing of the UN's new tour guide uniforms, which were designed by 20 Design students at the Swedish School of Textiles to be worn by the tour guides at the UN headquarters in New York – a project that exemplifies how functionality and innovative design can be combined. Alum conversation with Ellen Hodakova Larsson and Alban Adam Graduate of the Swedish School of Textiles, Ellen Hodakova Larsson, founder and creative director of Hodakova and winner of the LVMH Prize 2024, shared her journey and thoughts on the future of fashion in conversation with Alban Adam, creative content and marketing consultant. Facts about Exit The historical Swedish Textile Institute in Borås began to be dismantled in 1983 and finally closed down in 1985. Over time, its activities were phased in under the auspices of the university and the University of Borås started up its first textile educational programmes. The first fashion show and exhibition was held in 1985, when the Swedish Textile Institute's very last graduating students and the university's first cohort together showed their clothes and projects. Since then, graduation shows and exhibitions have been regularly held at the university. Around 2002, the graduation show started to be called Exit when the students chose to call their exhibition by that name. About the Swedish School of Textiles The School of Textiles at the University of Borås is one of the world's top-ranked fashion schools and plays an important role in making Sweden a leader in sustainable fashion and a key player in shaping the future of textiles. Some of the world's most prestigious designers are alumni of the Swedish School of Textiles, including Ellen Hodakova Larsson, who won the LVMH Prize in 2024. The Swedish School of Textiles has its roots in the time when Borås was the centre of the Swedish textile industry. As early as 1866, the first textile education programme started at Borås Technical Weaving School, the foundation of what is today the Swedish School of Textiles: an internationally leading institution for the education and development of textiles and fashion. The Swedish School of Textiles has unique expertise, research, and educational programmes in textile and fashion design, textile technology, and textile management. Our laboratories are remarkable. Our textile environment is located in the Textile Fashion Center in Borås, a textile hub that brings together education, business, industry, and innovation under the same roof. Anna Kjellsson, translation Eva Medin
With Judge John Dietz’ school finance ruling in West Orange Cove vs. Neeley litigation in September 2004, the state opened a new chapter in Texas school funding debates that would reverberate for public education and our children. District Court Demands Increased State Investment – All Our Children Deserve an Excellent, Equitable Education Statement by Dr. María “Cuca” Robledo Montecel, IDRA Executive Director “With Judge John Dietz’ school finance ruling in West Orange-Cove vs. Neeley litigation this past week, the state opens a new chapter in Texas school funding debates that will reverberate for public education and our children. In analyzing this decision, we must look beyond the rush and hype, beyond the bold-face type about ‘Robin Hood’s’ fate. We must look more deeply at how this suit came about, what Judge Dietz’ ruling actually said, and, most critically, what this might mean for equity and for the future of Texas children…” See the full statement MALDEF Celebrates Victory for Equity in Texas School Finance Litigation A Statement by the Mexican American Legal Defense and Educational Fund “By trial end, the property-wealthy districts conceded the need for equity components in any school finance system. ‘MALDEF is very pleased with today’s ruling,’ said MALDEF President and General Counsel Ann Marie Tallman. ‘It reaffirms the fundamental principle that all children, regardless of where their parents can afford to live, are entitled to a quality education.’” See the full statement Brief summary of the Dietz decision: Round Six and Holding – The State District Court Ruling in West Orange-Cove vs. Neeley by Albert Cortez, Ph.D. “Judge Dietz acknowledged that current state taxing provisions do not provide property poor school districts with sufficient revenues to meet state requirements. He cited pages of evidence of the impact of the state funding system on local school operations and facilities, indicating that these focus districts are representative of districts all over the state.” Read full story
Everything you need to know about getting started at JJTCMC As all instruction, and examination is in English, knowledge of Mandarin is not required. Applicants must have a minimum education of a High School diploma. Out-of-province are welcome; there is no difference in cost for such applicants. E-Learning eligibility is granted if an applicant's commute to the school by car is equal to or greater than 1 hour in duration. Note, distance learners only attend theoretical courses remotely in real-time; they are still required to attend all practical courses and theoretical course assessments in-person. All students applying for transfer of credit must submit official transcripts, lecture notes and course descriptions detailed with content and hours of training to JJTCMC for evaluation. Students must take evaluation exam for courses where credit is transferred and must receive a minimum of 70% of marks. The total fee for bulk transfer is $300. The school reserves the right to accept or reject transfer of credit for any student from any other institute. Though official start-dates of all programs of study are September and January of each year, it is possible for applicants to commence their studies at any time of year; contact us for more details. Step 1: Student Registration - Complete and submit a hard or soft copy of a student registration form along with a registration fee of $100. Step 2: Payment Schedule Agreement - Sign a contract with JJTCMC to enter into a payment schedule that is agreed upon by both parties. Generally, payment schedules span from as low as dividing the program tuition by the number of its full-time duration of study in months to as high as paying the program tuition fee in full in a single installment. For additional information, please review the School Policy's Payment and Refund subsection. Step 3: Begin payments and commence your studies. President scholarship ($3000) awarded to 2 students each year: This prestigious scholarship is offered by the President of JJTCMC John Jinhong Liu to students who exemplify acdemic excellence. • Student must have paid tuition in full that year. • Student must submit a written biography of their educational background, English capability, and passion for TCM. • Student must have passed all courses in his/her program. Though OSAP is not yet avilable for studies at our school, we are actively working towards OSAP approval and offer monthly payment option without extra interest. For self-funding ideas, third-party scholarship and bursary searches, conventional credit vehicles such as loans and line of credits, please visit:
We are the only independent international not-for-profit organisation dedicated to ending child abuse in organisations. We work tirelessly to defend children’s right to be safe in all organisations, no matter how big or powerful and to fight for care, dignity and justice for children subjected to abuse. Your donation can help prevent abuse Millions of children are being abused in organisations worldwide. Too many of them have no one to turn to for help. With your support we can help stop: - Child refugees escaping brutal wars being sexually exploited in organisations claiming to rescue them. - Powerful organisations covering up child abuse by their own staff. - Sex offenders working in schools, youth clubs and nurseries. - Children subjected to abuse being blamed, stigmatised or threated and revictimised. - Perpetrators grooming and infiltrating trusted charities and faith organisations. Other ways to help Donate in memory Fundraise for us Whether you organise a fundraising event, get sponsored for a sporting challenge, start a birthday fundraiser or a charity auction, the money you raise will help keep some of the world’s most vulnerable children safe.
‘Radical’ uses an old syllabus but still scores highly on the inspiration scale One of the more reliable movie subgenres involves the idealistic teacher who turns around a group of underachieving, often unruly and disadvantaged students. From such earlier films as “The Blackboard Jungle,” “To Sir, With Love” and “Up the Down Staircase” to later entries including “Stand and Deliver,” “Dangerous Minds” and 2008’s Palme d’Or-winning “The Class,” who doesn’t love stories about inspiring educators who help young folks beat the odds? The latest addition to this admirable bunch is “Radical,” a lovely and touching true-life portrait based on Joshua Davis’ 2013 Wired magazine article “A Radical Way of Unleashing a Generation of Geniuses.” The movie, anchored by a wonderful turn by Mexican superstar Eugenio Derbez, kicked off this year’s Sundance Film Festival, where it won the Festival Favorite Award. Derbez, seen on American screens in the Oscar-winning “CODA” (in which he also notably played a teacher), stars as the real-life Sergio Juárez Correa, who in 2011 joined the teaching staff of José Urbina López Primary School in the border city of Matamoros, Mexico. (The film was shot mainly in and around San Salvador Atenco, a town outside Mexico City.) Matamoros is a dusty, impoverished place beset by crime, corruption and apathy, all of which contribute to the state of its struggling elementary school, nicknamed “the School of Punishment,” where funding, test scores and student engagement are consistently, perhaps irrevocably low. That is until Correa — all jaunty, rules-be-damned enthusiasm — sweeps in at the start of the fall semester to teach sixth grade. He’s expecting an assist from the school’s computers but soon discovers they were stolen four years ago and never replaced. Neither his wide-eyed students nor the rundown facility’s portly principal, Chucho (a winning Daniel Haddad), know what to make of Correa, who immediately steamrolls past traditional teaching methods, reimagines his classroom’s desks as lifeboats and launches into a rousing lesson about staying afloat, a resonant theme here. There’s a learning curve, of course, but the eager kids soon find themselves on Team Correa, invigorated by his “radical” classroom stylings, intrigued by his references to such advanced topics as physics and philosophy, and encouraged by how he lets them each learn at their own pace. This includes eschewing any preparation for the standardized national exams, which Correa abhors but the school system unequivocally embraces. It’s affecting and heartening to see Correa’s students blossom before our eyes, gaining a confidence and curiosity long suppressed by their bleak environment and the school’s stale methodology. Chucho and Correa become good friends as well, as the principal is won over by the new teacher’s creativity, commitment and elan. Typical of these films, the story zeroes in on a handful of students, offering vivid snapshots of their home and personal lives and the intrusive effects on their schooling. First, there’s the pretty, quiet Paloma (Jennifer Trejo), a nascent math and science prodigy, who helps her ailing father (Gilberto Barraza) mine salable scrap metal from the smelly garbage dump near their makeshift home. Though her suspicious dad initially thinks Correa is filling Paloma’s young head with overly big and unattainable ideas, the teacher helps him to realize — and support — the girl’s potential. (The real Paloma broke a national record that term for her standardized test scores and later made the cover of Wired, which unironically dubbed her “The Next Steve Jobs.”) Then there’s Nico (Danilo Guardiola), who begins as the class clown but goes on to appreciate his studies and inch away from the criminal activity he’s been drawn into by his older brother (Victor Estrada) and a local gang leader (Manuel Cruz Vivas). But will education alone be enough to set him on the right path? Finally, there’s Lupe (Mia Fernanda Solis), the eldest child in a growing family, whose new love of books and philosophy may have to take a back seat to her responsibilities at home. (She and Nico are amalgamations of Correa’s other real-life students.) Despite the story’s upward trajectory, Kenyan-born writer-director Christopher Zalla (Sundance’s 2007 Grand Jury Prize winner, “Padre Nuestro,” a.k.a. “Sangre de Mi Sangre”) lays in enough credible obstacles, including an especially heartbreaking one, to add effective tension and pathos to Correa’s and the kids’ journey. If the script can sometimes feel a tad pro forma, the film still proves an authentically moving and involving crowd-pleaser. (Though, at a bit more than two hours, it might have benefited from some judicious trimming.) It should also be noted that, while the real Correa was 31 when the movie takes place, Derbez, also a producer here, turned 62 in September. Regardless, the buoyant, youthful actor convincingly embodies the role (his character does drop in a sly comment about being “a little too old” to be a new father again) and makes a warm, engaging and memorable lead. In Spanish, with English subtitles Rating: PG-13, for some strong violent content, thematic material and strong language Running time: 2 hours, 6 minutes Playing: In limited release Only good movies Get the Indie Focus newsletter, Mark Olsen's weekly guide to the world of cinema. You may occasionally receive promotional content from the Los Angeles Times.
Are electric scooters allowed at Monmouth College? Please note, it may be a better reference to check the rules of your city / state first here. To determine whether electric scooters are allowed at Monmouth College, it is essential to consult the college's latest policies and guidelines. Colleges and universities frequently update campus regulations to address emerging transportation trends and ensure student safety. Monmouth College, located in Monmouth, Illinois, like many academic institutions, may have specific rules governing the use of electric scooters on its campus. These regulations can vary, often depending on factors such as traffic flow, pedestrian safety, and local ordinances. Typically, policies related to electric scooters encompass designated parking areas, speed limits, and restrictions on where scooters can be ridden. Some colleges require registration of such vehicles with campus security or student services. Restrictions, if any, might be in place to prevent the use of electric scooters on sidewalks, in buildings, or on certain parts of campus to maintain a safe environment for all. For the most accurate and up-to-date information on electric scooter policies at Monmouth College, individuals should contact the college's student affairs office or campus security. They will provide the necessary guidance on the current rules for electric scooter usage on campus grounds. Students and visitors are always encouraged to adhere to all college guidelines and to operate electric scooters responsibly to ensure a safe and harmonious campus community. For discount & subsidy availability for current students, please check below.
Are electric scooters allowed at Rogers State University? Please note, it may be a better reference to check the rules of your city / state first here. The usage of electric scooters at Rogers State University is subject to the university's policies and regulations, which may evolve over time to reflect concerns for safety, accessibility, and campus order. Typically, universities establish guidelines for the use of such devices to ensure that they do not pose a hazard to pedestrians or disrupt campus activities. These guidelines may include designated parking areas for scooters, speed limits, and restrictions on where they can be ridden. For the most current information regarding the use of electric scooters at Rogers State University, students, staff, and visitors are encouraged to consult the university's official communications or contact the campus safety or transportation office directly. This will provide accurate and up-to-date details on the rules and regulations pertaining to electric scooters on campus. It is crucial for everyone on campus to adhere to these policies to maintain a safe and orderly environment. For discount & subsidy availability for current students, please check below.
At Little Explorers' Private Academy, we pride ourselves on being a premier school and childcare center in NE Houston, Texas serving Infants - 2nd Grade. Our dedicated team is committed to providing a personalized approach to childcare, recognizing that each child is unique and has their own distinct needs. We understand that every child learns and develops at their own pace, and our program is designed to cater to these individual differences. By using a range of strategies and techniques, we help each child build their confidence and strive for excellence in a supportive and nurturing environment. Our approach to education is centered around the belief that every child deserves a relaxed, safe, and loving environment in which to grow and thrive. Through daily interactions, observations, and close communication with parents, we can guide each child's physical, cognitive, emotional, and social development. Our experienced educators take the time to understand each child's strengths, weaknesses, and interests, and use this knowledge to create a tailored approach to their care and education. By working together with parents, we can provide a comprehensive and cohesive approach that supports the whole child. At Little Explorers' Private School, we strive to create an academy that feels like a home away from home. Our goal is to provide a warm, welcoming, and inclusive environment that makes every child feel valued, supported, and loved. We believe that when children feel secure and happy, they can learn, grow, and develop to their full potential. Our school is designed to provide a sense of community and belonging, where children can form lasting friendships and relationships with their peers and educators. By choosing Little Explorers' Private School, parents can trust that their child is receiving the best possible care and education and that they are laying the foundations for a lifetime of learning, growth, and success. Start children off on the way they should go, and even when they are old they will not turn from it. Choosing childcare for your newborn and infant is a deeply personal and important decision. Little Explorers understands this, and we strive to provide a nurturing and stimulating environment where your baby can thrive from the very beginning. Our caregivers work as a team, are highly trained and experienced in infant care, and are genuinely passionate about fostering each child's individual development. We focus on creating strong bonds with each baby, providing consistent routines, and offering a curriculum tailored to the unique needs of newborns, focusing on sensory exploration, motor skill development, and early language acquisition. Choosing Little Explorers means selecting a partner dedicated to nurturing your newborn's growth and well-being. InfantsChoosing the right childcare for your wobbler, especially during the critical developmental stage of 15 to 24 months, is one of the most important decisions you can make as a parent. At Little Explorers, we deeply understand the unique needs and rapid growth of this age group, and we are wholeheartedly dedicated to providing a nurturing haven – a safe and stimulating environment meticulously crafted to support their physical, cognitive, and social-emotional development. Our experienced and deeply caring caregivers are not just staff; they are a passionate team of early childhood educators, expertly trained and equipped with the specific knowledge and skills to meet the evolving needs of wobblers. They cultivate a warm and comforting atmosphere, a genuine home-away-from-home. WobblersChoosing the right preschool for your toddler is a significant decision, and Little Explorers offers a nurturing and stimulating environment designed to foster your child's growth. Our experienced and caring staff, work as a team and are dedicated to providing individualized attention, ensuring each child feels safe, secure, and loved. We understand the unique needs of toddlers and offer a play-based curriculum that encourages exploration, social interaction, and cognitive development through age-appropriate activities. With a focus on healthy habits, engaging learning experiences, and a strong sense of community, Little Explorers provides a foundation for your toddler to thrive, making it the ideal place to nurture their curiosity and prepare them for future success. ToddlersWhen it comes to entrusting the care and development of your preschooler, Little Explorers stands out as an exceptional choice for care and academics. We understand that these formative years are crucial, and at Little Explorers, we provide a nurturing and stimulating environment where young minds are encouraged to blossom. Our play-based curriculum is carefully designed to ignite curiosity and foster a love of learning through exploration and discovery, ensuring your child develops socially, emotionally, cognitively, and physically. With a team of dedicated and passionate educators who prioritize individualized attention and build strong, caring relationships with each child, you can be confident that your preschooler will be safe and happy. PreschoolChoosing the right childcare for your 3-year-old and their PreK-3 journey is a significant decision, and Little Explorers offers a truly enriching and nurturing environment to foster your child's growth. We understand that at this age, children are bursting with curiosity and a thirst for exploration. That's why our PreK-3 program is specifically designed to capitalize on this natural drive, offering a play-based, hands-on curriculum that sparks their imagination and lays a strong foundation for future learning. At Little Explorers, your child will thrive in a safe and supportive atmosphere guided by passionate and experienced educators who are dedicated to nurturing their talents and fostering social, emotional, and cognitive development. We believe in creating a community where children feel secure, valued, and excited to learn. PreK-3Choosing Little Explorers for your 4-year-old's PreK-4 school is choosing a nurturing launchpad for their educational journey. At this pivotal age, children are blossoming socially, emotionally, and cognitively, and Little Explorers provides the ideal environment to foster this growth. Our PreK-4 program is specifically designed to ignite curiosity through play-based learning, ensuring each day is filled with engaging activities that build essential skills for kindergarten and beyond. We understand the importance of these formative years, and our passionate and experienced educators, who work as a team, are dedicated to creating a safe, supportive, and stimulating space where your child will not only learn but also develop confidence, independence, and a genuine love for exploration and discovery, setting them on a path to thrive. PreK-4Choosing the right kindergarten is a pivotal decision, for a foundational year, so look no further than Little Explorers Academy. We understand kindergarten is more than just academics; it's about igniting a lifelong love of learning and fostering the social and emotional skills that will serve your child for years to come. Your kindergartener will thrive in our play-based, inquiry-driven environment, designed to foster both intellectual curiosity and social-emotional growth. Our dedicated teachers are passionate about nurturing young minds, providing personalized attention and gently guiding them toward key academic milestones, while simultaneously cultivating essential social skills like cooperation and empathy. Choose Little Explorers, and give your kindergartners the gift of a truly exceptional start to their education. KindergartenThe 1st grade marks a thrilling new chapter filled with discovery and growth. We're embarking on a journey into the world of literacy, tackling more complex books and crafting sentences that tell our own stories. Beyond reading and writing, we're building friendships and unraveling the mysteries of numbers and the world around us. Adding numbers becomes a game, and exploring our surroundings opens up a universe of wonder. Get ready, because first grade is a grand adventure where learning and fun go hand in hand!. 1st GradeThe 2nd grade marks a pivotal moment in a child's academic development, serving as a crucial bridge between early learning and more complex concepts. This is a period of significant growth in reading comprehension, written expression, and mathematical understanding, establishing a solid foundation for future academic success. Mastery of these fundamental skills is paramount as they pave the way for more advanced learning in subsequent grades. 2nd GradeLittle Explorers Academy is enrolling camps for children ages 5 to 12 years old, full or half day options available. Our STEAM curriculum includes science, technology, engineering, and math. Our CampsLittle Explorers Academy is enrolling summer camp for children ages 5 to 12 years old, full or half day options available. Our STEAM curriculum includes science, technology, engineering, and math. Summer CampAt Little Explorers preschool your child will receive a preschool education that is founded on Biblical principles and Christ-centered experiences. Small childcare teacher to student ratios ensures your child receives individualized attention at every stage of childhood development. Explore our state of the art childcare facility in Spring, Texas with classrooms that cater to every phase of your child's preschool education. All Little Explorers teachers consistently model a Christ-like example for children. You can be sure you are leaving your child in loving hands. Each program at Little Explorers Child Care Center is age appropriate, ensuring your child gets what is needed in every stage of early learning. Every little person in our care will be fully engaged throughout the day. Little Explorers offers plenty of fun activities to keep those little bodies moving.
For years, industry has warned of the shortfall of well-prepared, technologically ready students to become 21st century leaders, but the cry is still heard and the need is ever-greater. STEAM education—Science-Technology-Engineering-Art-Mathematics-- is crucial for success in almost every industry moving forward, from service industry to executive and professional level positions. At the Whole Child Academy, we nurture relationships with major STEAM and tech organizations around the world so our students have access to the highest level of content and application to real-world issues. Brookhaven National Laboratory, Cold Spring Harbor DNA Center, Cooper Union University and California Life Sciences Institute are just a few of the developing collaborations. Our cutting-edge STEAM program is founded on the Next Generation Science Standards that fully integrates learning to real-world applications. Our STEAM Lab is set to open at the commencement of the 2021-2022 school year. Students will develop hands-on skills in a variety of STEAM related fields such as rocket science, automotive and small engine technology, photography and videography (focus on social media development available), graphic design, Three-Dimensional (3D) printing and CAD design, usage of hand and power tools, and more!
Year 4 Multiplication Tables Check Do you have a child in year 4 at primary school? The purpose of the check is to determine whether your child can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help your child’s school to identify if your child may need additional support. What is the multiplication tables check? It is an on-screen check consisting of 25 times table questions. Your child will be able to answer 3 practice questions before taking the actual check. They will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete. What if my child cannot access the check? There are several access arrangements available for the check, which can be used to support pupils with specific needs. Your child’s teacher will ensure that the access arrangements are appropriate for your child before they take the check in June. The check has been designed so that it is inclusive and accessible to as many children as possible, including those with special educational needs or disability (SEND) or English as an additional language (EAL). However, there may be some circumstances in which it will not be appropriate for a pupil to take the check, even when using suitable access arrangements. If you have any concerns about your child accessing the check, you should discuss this with your child’s teacher. Do I need to do anything to prepare my child for the check? No, you do not need to do anything additional to prepare your child for the check. As part of usual practice, teachers may ask you to practise times tables with your child. Schools will have unlimited access to a ‘try it out’ area from April. They can use this to make sure pupils have the necessary support required to access the check. This includes opportunities for pupils to familiarise themselves with the check application and try out any access arrangements that may be required. How will the results be used? Schools will have access to all their pupils’ results, allowing those pupils who need additional support to be identified. Will I receive feedback on my child’s check? Yes. Your child’s teacher will share your child’s score with you, as they would with all national curriculum assessments. There is no pass mark for the check. For more information, download the 'Information for parents' guide, by clicking on the image below.
Applications for the PME Secondary 2025 are now closed. The Professional Master of Education Post-Primary (PME) at Maynooth University is a two-year, level 9, full-time initial teacher education programme. This 120-credit programme is designed to allow students to meet the registration requirements for the Teaching Council of Ireland. Students undertake study of the principles of teaching and learning, and develop practical teaching skills informed by the foundation disciplines of educational theory. They engage in a supervised teaching placement in at least two different post-primary (age 12-18yrs) schools, and specialise through subject-specific methodology modules. Details of the subject methodologies offered previously on the Professional Master of Education Programme are available here. The Maynooth University PME is fully recognised and accredited by the Teaching Council of Ireland. The course commences in late August for preparatory webinars and school placement observation, with school placement and lectures commencing in September and running until the end of May. Applications for the PME Secondary 2025 are now closed. Entry to the PME is dependent in the first instance by your undergraduate degree (level 8 or equivalent). As a prospective candidate to the PME, you must have gained or be in the final year of an undergraduate degree in at least one curricular subject area taught at post-primary level. Your undergraduate qualification must be recognised as relevant and of an appropriate standard by the Teaching Council. This document sets out the 'Curricular Subject Requirements' that must be met for the purposes of registration with the Teaching Council as a post-primary teacher. These requirements have been revised and we recommend this document be read carefully to determine whether your degree qualifies you to teach at second level. The onus is on the applicant to ensure the requirements as set out by the Teaching Council to teach their chosen subject have been met. Entry to the PME programme is competitive. Applicants are required to complete an additional PME-specific online form providing information on subject specialism, degree results, additional qualifications, and professional experience. In line with the government's current initiative to increase the supply of teachers in nationally prioritised subjects, additional places will be allocated to applicants who meet the criteria for the following priority subjects: Mathematics, Applied Mathematics, Physics, Chemistry, Computer Science and Modern Languages including Irish, German, French, Italian, Mandarin Chinese and Spanish. Please ensure that your responses are accurate and provided to the best of your knowledge. Supporting evidence for your answers will be requested and verified during the application review process. Failure to provide such evidence will result in your application failing to progress to the next stage of selection. Applicants are strongly encouraged to read the full guidance notes on answering these questions before submitting their responses. Admission to the Professional Master of Education [PME] and/or completion of said programme does not guarantee registration as a teacher in Ireland, or in any other country. Maynooth University bears no responsibility for ensuring that PME graduates meet requirements for teacher registration. It is the responsibility of the international applicant to ensure that the Maynooth University PME is recognised as a teacher education qualification by the country in which they plan to teach. Prospective students are responsible for arranging their own school placements (within a 160 km radius of Maynooth University). PME students (year 1) along with their weekly placements will also undertake a three-week block placement in January. Learning to Teach/Becoming a Teacher/Curriculum and Assessment/Global and Inclusive Education The central focus of these modules is on enabling the student to develop a repertoire of pedagogical skills and to adopt a professional, self-analytical and reflective approach to classroom practice. This is aimed at deepening the students understanding of the processes of teaching and learning, of assessment, of education, of pupils and their psycho-social development, of schools within their evolving social context and of the structure and development of the system within which they work. Among the research sources that inform these modules are global citizenship and social justice, inclusive approaches to education, digital literacy, pedagogical and curriculum studies, the history and structure of education, educational psychology, sociology of education and the philosophy of education Teaching/Learning Seminars in Subject Methods These consist of seminars/lectures/workshops devoted to the methodology teaching and learning of school subjects. Applications for the PME Secondary 2025 are now closed. To apply for the Professional Masters in Education (Secondary Teaching), please click here. Please see Guidance notes on how to apply, and to submit an application. Please ensure you read all details carefully prior to submitting the application. Application and Deadlines: All Applicants must apply through the MU Apply. Applications will open on Wednesday 6th November 2024 for 2025/26 academic year. Please be aware that as part of the application process, you will need to complete Subject Declaration Form(s) for the curricular subject(s) you plan to teach after finishing the PME. These form(s) must be fully completed during the application process, as they cannot be modified after submission. Applicants should not begin filling out the application without first reading the instructions on this webpage. To obtain a printable version of these instructions, please download the Guidance Notes here. Application Closing Date: Friday 31st January 2025 Documentation Closing Date: Friday 7th February 2025 Final Year Certified Transcripts Closing Date: Friday 11th July 2025 Please note that no late applications will be accepted Please see here for Professional Master of Education FAQ's.
Using Moore Formula's prescription for excellence for the education of God's remnant children. We are dedicated to assisting parents who wish to educate their children at home across the globe, with a low stress program of study, work, and service. Here God is the center of all learning and every child can find success and fulfillment. Our Bible and Spirit Of Prophecy based curriculum is designed to not only broaden educational horizons, but to build beautiful characters as well. Moore Foundation was the homeschooling organization originally begun by Dr. Raymond and Dorothy Moore as a result of their research on education done in the late 1960's and early 70's. They offered the first worldwide homeschooling program using this ancient methodology, while supporting these methods with modern data. The Moore Formula is a "prescription for excellence," intended for the education of God's remnant children. The formula is not new; it is actually old! Using God's blueprint, the Bible, and "the pen of Inspiration," along with "statistical educational research results' on how children learn best, the Moore Formula has become a well-known "byword" for God's true education. We work hand in hand with homeschooling parents providing educational consulting services including: - Curriculum Guide - Unlimited Consulting - Educational Materials - Unit Studies - Detailed Quarterly Evaluations - Record keeping - Custom Transcripts & Diplomas
Help your child with Autism Listening Clinic Autism Spectrum Disorder can have a major effect on children’s auditory function, impacting their life at school. Following directions and paying attention to auditory stimuli such as a teacher's voice can be hard. They also may struggle to pay attention to a speaker and be unresponsive. ¹ Because every child deserves the opportunity to listen, we are here to help. How does the clinic work? An experienced paediatric Audiologist will conduct a thorough assessment of your child’s hearing and listening skills. The assessment is conducted during a 1.5 hour appointment and involves a range of listening activities that your child will need to complete under headphones. To be able to participate in the assessment, your child will need to be at least four years of age and verbal. Once the auditory assessment is complete, support options are recommended based on your child’s presenting concerns. Recommendations may include a 6-week trial of Phonak remote microphone technology and/or auditory training. If your child is not able to participate in the assessment, you are still able to book an appointment and potentially trial the Phonak remote microphone technology. Please note: Telehealth appointments are also available if you cannot make it into the clinic. How does hearing solutions for autism help? Roger Focus are easy-to-use hearing solutions for autism that sends the caregiver's, instructor's, or teacher's voice directly into your child’s ear(s) via Roger remote microphones. This approach reduces the negative effects of distracting background noise, distance, and reverberation, allowing your child to process the words of the speaker better. Recent research conducted at The University of Melbourne and University of North Texas has found that speech recognition in noise improved significantly (> 20%) in children with ASD wearing remote-microphone technology (RMT) compared to performance with no technology. 4,6 Positive results have been demonstrated across a range of measures including speech perception in noise, listening challenges in the classroom, and listening-related stress.2-6 Need help with Roger technology? How does Auditory Training help? The auditory training programs recommended by our clinic are designed to be completed from home on a tablet using headphones. Auditory training usually involves your child completing around two 15-minute training games per week for 8-12 weeks. The games are designed to incrementally improve listening skills with progression through the training. Depending on the auditory training program that is recommended to best support your child, the cost can vary from $200-$300. At the conclusion of auditory training, your child would be reviewed by the Audiologist who they were initially assessed by. The University of North Texas has evaluated the effects of auditory training on listening ability in autistic children. Significant improvements were reported following the completion of an auditory training program in children demonstrating listening difficulties. Nick has been using the device and the teacher still says it makes such a difference. He is able to give encouragement, redirection and remain a calm voice as he knows Nick can hear what he is saying. The teacher also says it is a clear indicator of behaviour and frustration change when he takes it out. It provides him seconds worth of warning before they can expect Nick to run out of the classroom. Which after running away 9 times from the classroom mid March to end of April is vital information for safety reasons. Thank you so much for bringing this to the community. - Nick, 6 years old Enter your details for more information, or to book an appointment. 1 Ashburner et al. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62, 564–73. 2 Alcántara et al. (2004). Speech-in-noise perception in high-functioning individuals with autism or Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 45, 1107–14. 3 Rance et al., (2014). The use of listening devices to ameliorate auditory deficit in children with autism. The Journal of Pediatrics, 164(2), 352–57. 4 Rance, G.et al. (2017). Reducing listening-related stress in school-aged children with autism spectrum disorder. Journal of autism and developmental disorders, 47(7), 2010-2022. 5 Schafer, E. C. et al. (2016). Assistive technology evaluations: Remote-microphone technology for children with Autism Spectrum Disorder. Journal of communication disorders, 64, 1-17. 6 Schafer et al. (2019). Effects of Auditory Training on Electrophysiological Measures in Individuals with Autism Spectrum Disorder. Journal of the American Academy of Audiology, 30(5), 431-43.
The years after college or university can be some of the most uncertain times of life. How do we best navigate them? Brent is joined by Erica Young Reitz who’s just published a revised and updated version of her IVP book ‘After College: Navigating Transitions, Relationships, and Faith’. Erica is the founder of After College Transition, an organization that helps practitioners equip students to thrive after college. Her experience working with college students includes teaching Advanced Writing at The Pennsylvania State University and campus ministry with the CCO directing Senior Exit. Her writing has appeared in publications including ‘Christianity Today’ and ‘Relevant’. Links mentioned in this episode: Leave some feedback: What should we talk about? Please let us know in the comments. Did you enjoy this episode? If so, please give us a rating and leave a short review. Connect with us: Become a Supporter: If you’d like to help us make more great episodes like this one, please consider becoming a Patreon supporter. For as little as $5 a month, you’ll receive early access to new episodes plus bonus episodes and other goodies from time to time, and our undying gratitude. Thanks to our sponsors, Liquid Edge Creative who take care of the technical stuff behind the scenes.
From the April 20, 2009, Princeton Weekly Bulletin As a high school student, Amira Karriem was keenly aware that she was the only African American student in her advanced classes. Now, as a Princeton senior, she is investigating the effects of the racial disparity at her own school and around the country. For her senior thesis in the Department of Politics, Karriem is mixing scholarly research and fieldwork at two New Jersey high schools to study the impact of tracking systems, the practice of separating students based on their academic proficiency. She is examining how African American students' experience in public school tracking systems -- where they are disproportionately represented at the lower levels -- affects their views on whether they will be able to exert political influence or to be treated equitably by government as adults. To compare systems, Karriem conducted surveys of 60 students at her own high school, Columbia High School in South Orange, where tracking is used, and at nearby West Orange High School, where tracking was eliminated more than three years ago. She also interviewed students and teachers to get their views on the effectiveness of these systems. "I had the privilege of being in the advanced level at Columbia High School ... but when I looked around my classroom I usually wondered why I was the only black person in the class, while many of my friends were in classes with nothing but black students," she said. "This observation prompted my interest, and I was driven to better understand the motivations behind the racial makeup of these classrooms." Karriem noted that tracking systems are used throughout the country in racially diverse schools such as the two she chose for her case studies. Nationally, the systems date back to the 1920s, but became more prevalent in the 1960s and 1970s following the 1954 Brown vs. Board of Education Supreme Court ruling that desegregated public schools. "A lot of times schools introduced tracking systems so that students would get broken up by ability -- and ability usually meant race," Karriem said. "That's the kind of mentality that I think still goes on with racially diverse schools today in terms of implementing tracking systems. You still see segregation in classrooms based on ability, but more so based on race." Karriem said a major problem with tracking systems is that students are typically "locked in" at the elementary level. "I think it sells students short if they're placed in a lower level at an early age and then aren't able to move on when they get further along. The opportunities for success from that point are pretty limited," she said. From a political standpoint, these systems create negative feelings among many African American students, "which would have a big impact on the political structure of the country in terms of how political power is distributed," Karriem said. "One of the things I note in my thesis is that students' relationship to their schools is the closest kind of 'state' relationship that they have growing up," she said. "My hypothesis is that tracking systems have a psychologically detrimental effect, where black students feel they are less because most of them are relegated to lower levels -- a lot of times unfairly so. That will be reflected in their political attitudes, where they feel they'll be less effective in government," she said. In a preliminary analysis of students' survey responses, Karriem said "almost everybody agreed or strongly agreed" that their views of the political system were influenced by their experiences in the public education system. Karriem's adviser Paul Frymer, an associate professor of politics, said she has conducted rigorous research on a timely, relevant project. "She is asking us to return attention to an extremely important area of racial politics, inequality in schooling. And she is pointing us to the right place, pre-college," he said. "Tracking remains central to how America educates its youth and attempts to prepare students for college and careers. ... And yet, as Amira shows, it is hugely problematic, leading to racial inequalities in learning and racial segregation in the classroom and schools; this type of inequality in turn has huge implications for the student bodies at places like Princeton," Frymer said. "Amira's project stands out in terms of how she can take an important issue that is all around us and illuminate its dramatic costs." Karriem, who will work for Goldman Sachs after graduation and eventually plans to pursue a career in politics, said she believes tracking systems should be eliminated "but it won't happen overnight." "In West Orange, the fact that they've been successful in de-tracking shows that it wasn't only a policy put into schools, the norms of the community had to change in terms of people's ideas about what makes somebody intelligent and what constitutes ability," she said. "You have to completely alter the way we think about those things. A lot of times our perceptions of intelligence and ability are linked to race, and that would be really hard to fix because it's built in there now in most tracking systems."
Spreading Holiday Cheer: St. Mary CES students in Grafton decorate cookies for a good cause Nov. 21, 2024 St. Mary Catholic Elementary School students in Tina Taylor’s Grade 8 class took a trip on Thursday morning to a Cobourg Tim Hortons to decorate smile cookies in support of the Northumberland Fare Share Food Bank. The students gathered at the restaurant, joining the popular Smile Cookie campaign which raises funds for local charities. This year, the Grade 8 class had the opportunity to add their personal touch to the cookies, to support a great cause. The Smile Cookie campaign, which runs annually, is an initiative that invites community members to purchase cookies decorated with a smile, with all proceeds going to benefit local charities. The Northumberland Fare Share Food Bank, which benefits from the campaign’s proceeds, plays a vital role in the community by providing food to individuals and families in need. According to its website, the food bank continues to face unprecedented growth in demand for its services with more than 850 new individuals accessing its food banks this year. Last year, the campaign raised more than $23,000 for Northumberland Fare Share. The cookies can be purchased for $1.50 each until Nov. 24 at Tim Hortons locations across Northumberland County with proceeds split between Northumberland Fare Share and Tim Hortons Foundation Camps.

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