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Prepping for your child’s future has just become a lot easier. As the digital age progresses, life during and after High School is a different landscape to when we were there (hands up who’s pleased social media didn’t exist back then?). As our teens grow up in an ever-changing world, it isn’t just about what they learn during class-time that counts. They also receive valuable everyday life experience throughout their education. The Harbour School (THS) understands that a rigorous and relevant educational experience is about more than just textbooks and lectures; it’s a springboard for everything else that follows. Its collaborative culture will set your child up for challenges that’ll surely arise, throughout high school, college and beyond. From Pre-Kindergarten to Grade 12, the nurturing, progressive approach at THS gives students the opportunity to express their creativity. Alongside the American curriculum, THS encourages a collaborative culture, inviting students to be inquisitive and question the world around them. Youngsters are prepped for success in the 21st-century world, with a forward-thinking approach to careers, as they embark on a four-year High School program which balances independent decision-making within a highly individualized advisory model. It’s never too early for THS students to acquire the skills necessary for responsible decision making and to take ownership of their own learning. Beginning in their Primary program, students experience a variety of real world, context-integrated and project-based curricular exercises, with an emphasis on innovation, independence, flexibility and creative thinking. THS looks beyond exams to real-life situations, focusing on developing the skills, ethos and mindset necessary for them to achieve success in college and in the professional world. So students (and parents) can rest assured that they’ll leave High School truly prepared for whatever lies ahead! High School can be a confusing time, that’s one thing that hasn’t altered much since we were there. With that in mind, Middle and High School students and parents are welcome to join the High School Information Series, where you’ll hear from THS faculty, universities and industry leaders on how to support your children throughout the High School and college application process. Join their open house for a free talk on College Transition: How High School Should Prepare Your Child for College Life. You can also schedule a tour of the campus, meet the faculty and learn how THS could be right for your child. Learn more about the skills needed for helping your child not only access but persist in rigorous college and career settings through: - Understanding and managing emotions - Setting and achieving positive goals - Feeling and showing empathy for others - Establishing and maintaining positive relationships - Making responsible decisions When: Wednesday, 20 February 2019, 6pm-8pm Where: The Harbour School, Garden Campus, 138 Lee Chi Road, Ap Lei Chau, Hong Kong How much: Free! Simply register online

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including hands-on report and interview with Sabrina Flaus, project manager of the subproject "IQ Refresher training for nurses with qualifications acquired abroad." The delivery of taught clinical practice is the key bottleneck in adaptation periods for general nurses. For capacity reasons, it is often difficult or even impossible for the practice locations to provide practice mentors internally for participants. Training obligations and day-to-day necessities generally take priority. Implementation of "project-integrated practice mentoring" The IQ "Refresher training for nurses with qualifications acquired abroad" subproject from the provider SHG Bildung gGmbH in the IQ Network Saarland has initiated project-integrated practice mentoring (PiP) which undertakes the mentoring in all organisations. This enables participants to receive the necessary time to compensate for missing periods of training. It eases the burden on the organisations and at the same time ensures quality across various practice locations. Key to the successful deployment of the PiP is establishing a position of trust in the practice organisation. Only by establishing trust can it be guaranteed that the PiP will fulfil all of the institution's professional requirements, participate without intervening unasked in on-site procedures and guarantee confidentiality. In addition, the project-integrated practice mentor acts as a key contact person in working with language barriers and culturally sensitive communication.The completion of relevant training facilitates the delivery of content in a manner appropriate to the target group. The PiP coordinates the practice mentoring according to the requirements of participants. The needs are determined in discussion with participants, by means of practical exercises in the theory phase and by consulting with nursing managers, in-house practice mentors or the ward managers of the cooperating organisations with whom the placement dates are agreed. A PiP adopts a neutral role and is not employed in the operational practice of the placement organisation. This avoids any conflict of interest between day to day-work and training. One aspect is the high degree of dependability when keeping to the times for scheduled practical instruction. This is because the PiP is not part of the cooperating organisation and therefore cannot be used to support the day-to-day work on the ward if somebody suddenly falls sick in the nursing team. A project-integrated practice mentor acts as the interface between the cooperating organisations and project management – a role which has proven successful in practice. The very positive feedback from all participants also confirms this. Participants feel they receive better supervision, acquire competencies more quickly and improve their status because, as a result of the PiP’s mentoring, they are no longer perceived as "interns". In-house trainers value the reduced workload and the opportunity to exchange views and ideas with a colleague, and the organisation management teams are thankful for the external support. Addressees for transfer: Training providers and companies Project-integrated practice mentoring Refresher training in the nursing sector is often required to compensate for insufficient time spent training in practice. In order to ease the burden on staff in placement locations, a centralised, project-integrated practice mentor (PiP) is provided through the project. They serve as key contact person in working with language barriers and culturally-sensitive communication, and are a constant point of reference for participants completing the adaptation period. The PiP coordinates the practice mentoring according to participants’ requirements, e.g. with the use of practical exercises in the theory phase completed by participants. IQ Refresher training for nurses with qualifications acquired abroad. SHG Bildung gGmbH Sabrina Flaus, Konrad-Zuse-Straße 3a, 66115 Saarbrücken, s.flaus(at)bildung.shg-kliniken.de

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The world economy has moved closer, and people are more closely connected. People are getting the chance to work with individuals from different cultures and backgrounds. As a result, the importance of learning more than one language has increased. Being bilingual enhances communication skills and makes one more perceptive of others. Also, it helps an individual in their personal life. Today, most students are comfortable speaking more than one language. Also, they want to understand the cultures and traditions of their classmates. As a result, the need for bilingual education has increased. More people are recognizing the importance of bilingual education, and school administrations are developing educational content that suffices the need for such education programs. Importance of bilingual education The need for this new education program has increased over the year because of the reasons mentioned below: - The need for a bilingual workforce has increased Today, every country is connected. As a result, the world is described as a global village. All these changes have enhanced the need for bilingual employees who can work in the global market. Gaining bilingual and multilingual education enhances cross-cultural competency, cognitive load management, and social intelligence. Moreover, it makes students more competitive in the global employment market. - Helps in the development of cognitive skills Bilingual education makes one use their language skills to the maximum. As a result, students are more likely to develop their problem-solving and creativity skills. Moreover, they also spend more time understanding what they can do to effectively convey their thoughts. - Connects individuals to their roots Bilingual education expresses the need to accept other cultures and traditions. As a result, individuals from different ethnicities feel proud and develop a sense of belonging. They connect to their roots and participate in community activities at large. Focusing on more than one language makes students accept other cultures wholeheartedly. They understand the value of traditions and make an effort to accept them. Moreover, bilingual education is also critical for school administration as it helps them expand their reach as an educational institution. Roles and responsibilities of bilingual teachers The roles and responsibilities of a bilingual teacher are the same as that of a classroom teacher. However, they need to carry out their job role by taking two languages into consideration. The typical responsibilities of a bilingual teacher include: - Curriculum planning Bilingual teachers are responsible for creating a curriculum for students to teach them language and content simultaneously. They make the necessary changes in the lesson plans to achieve specific learning goals. As a part of developing the curriculum, teachers choose which concepts they need to teach in the classroom. Moreover, they also work on selecting the delivery methods that suit the learning styles and needs of the students. During the process of developing the curriculum, bilingual teachers give special attention to: - Developing background knowledge - Developing content that matches the existing background knowledge and culture of students - Incorporating more than one language into learning activities Delivering instructions is different from simply following a lesson plan. Bilingual teachers apply multiple strategies to understand if their students are learning the topic in the designated manner. Moreover, they make amendments in the teaching process to help students remain on the same page. They also provide the necessary support to students through various learning materials, study guides, vocabulary guides, and graphic organizers. They also review students’ performance periodically and understand the need for slowing down or speeding up a lesson. - Development of culturally inclusive classroom To make classes more inclusive, bilingual teachers need to put in more effort. They need to make their students understand the background of a language or culture. To make learning interesting, teachers can incorporate lessons on food, music, and literature. Developing a culturally inclusive curriculum helps students learn idiomatic expressions in their non-native languages, and they also develop cultural sensitivity. The above-mentioned are the major roles and responsibilities of a bilingual teacher. They are the ones who can extend support to students and make them culturally responsive. Education and skills needed to become a bilingual teacher To become a bilingual teacher, a candidate must have the following expertise. - Required education Anyone aspiring to become a bilingual teacher must complete their bachelor’s degree. In addition, they can do a minor or a second major in a foreign language. They can also do certification courses in bilingual education. - Language fluency To become a bilingual teacher, candidates must have fluency in English and an additional language. They must have command over grammar, structure, syntax, vocabulary, and mechanics of two languages. Characteristics of a bilingual teacher The characteristics of a bilingual teacher are: - Excellent organization skills Planning bilingual classes requires more effort. As teachers review their students’ performance periodically, they need to put in extra effort when conducting classes. They juggle various duties like recording grades, assessments, and student projects which enhances their organization skills. Learning a new language may be frustrating for students. Therefore, bilingual teachers need to maintain students’ interest in the subject. Additionally, they need to develop resourcefulness and patience to keep themselves in sync with the students. - Communication skills To help students learn the concepts in detail, teachers also need to develop their oral and written skills. Moreover, they need to break complex ideas into simple terms. Having these qualities make bilingual teachers effective in their tasks. By developing these characteristics, teachers can provide their best to their students. Suggested Read: Tips to Enhance Social Responsibility in Students

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Russian language centers in Kyrgyzstan. Salam.ru We have the goal of expanding international cultural and humanitarian cooperation between Russia and the Kyrgyz Republic in the field of supporting and promoting the Russian language in Kyrgyzstan, conducting cultural, educational, educational and scientific-methodological events aimed at popularizing the Russian language for its study, as well as improving the level of teaching Russian. language in Kyrgyzstan. Our foundation signed a Memorandum between the Russian Center for Science and Culture in Bishkek (Representative Office of Rossotrudnichestvo in the Kyrgyz Republic) and the business company "M Bulak". Our intention is to improve the quality of Russian language proficiency, improve speaking and writing skills in the Russian language for all interested citizens of Kyrgyzstan. Salam.ru project plans The main goal of our partnership is to provide opportunities for schoolchildren / graduates of secondary schools of our country to receive further education in Russia, and for the adult population of Kyrgyzstan to expand outbound labor migration to Russian cities. We are planning to: • Attract Russian language teachers from Russia. • Create educational centers for teaching the Russian language for children and adults in all regions of our country. • Develop methodological work to improve the qualifications of local teachers of the Russian language. • To motivate our citizens to expand their knowledge of the Russian language and culture. The first language center will be opened in Osh city. About the budget "M Bulak" company has become an example of corporate social responsibility, which expands the network of partnerships for the development of the project, as well as provides financial services and socially oriented financial products for the development of the infrastructure of the centers. Rossotrudnichestvo is engaged in the selection of professional teachers, will provide methodological aids, special textbooks for Russian language courses to the centers, and will also provide its premises in Osh city to launch a pilot language center. Upon completion of the courses, our partner from Russia is ready to attract the best graduates to various cultural and educational Russian exchange programs and educational excursions around Russia. "Apake" Foundation, as an independent public organization, assists in organizing the educational process, attracting course participants, helping teachers during their arrival and stay in Kyrgyzstan, and is also ready to provide its crowdfunding platform to attract donations to everyone who is not indifferent to our idea. We, together with our information partner "Rossiyskaya Gazeta", will keep you informed about the events of the project.

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SYLA will have three hybrid sessions. Session 1: July 11th - 15th in Newburgh Session 2: July 25th - 29th in Port Jervis Session 3: August 1st- 5th in Liberty Apply online or download the pdf application below. This 1-week program aims to inspire and empower anyone in grades 9-12 to learn and speak up about racism, bullying, gender oppression, and the difference between healthy and unhealthy relationships, while also learning how to create change in your community. The program will meet in person Monday, Wednesday, and Friday and virtually on Tuesday and Thursday via Zoom, where students will engage with Fearless! educators and their peers by deep conversations, team building, and hands-on activities. Enrollment is free. Open to all Orange and Sullivan County high school students. Participants will receive 30 hours of community service and a letter of recommendation for college and/or employment. Registrations for all academies will be due by FRIDAY, JULY 22ND.

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Representation Being Made for CXC Students Affected by Blackout Tuesday 7th May, 2019-The Director of Education is assuring students affected by Monday’s power outage during their EDPM exams that the Ministry of Education, Science and Technology is making representation on their behalf. An investigation is being conducted by APUA to determine what led to the outage for more than an hour on Monday morning, just as students across the island had begun the first CXC administered exams for May/June, 2019. The power suppression halted the examination, since the paper that was being worked on required the use of computers. Director of Education, Clare Browne has apologized for the inconvenience and says the ministry has already held discussions with CXC officials in Bridgetown, Barbados. Director Browne explained that he had held discussions with APUA officials who gave the assurance that there were no planned outages, but what occurred appeared to have been unavoidable. He added that following the outage, every effort was made to ensure students were not deprived of the time in which the examination was to be completed. A total of 2,317 candidates in Antigua and Barbuda have registered for the May/June Caribbean Secondary Education Certificate Examinations (CSEC). The first examinations on Monday were Electronic Document Preparation and Management (EDPM), Music Practical, Clothing & Textiles Paper 2 and Chemistry Paper 3. Mr. Browne detailed that with some students affected during the EDPM exam, CXC will likely resort to an estimated grade.

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In the Name of Allah, Praise be to Allah, One of the actions that the Salaf did was translate books, sermons and any benefit to one's native language. Abdullah ibn al-Harith ibn Nawfal said: Shaykh Abdul Razzaq al-Badr stated about this: “This narration contains a great benefit related to translating. Translating sermons, reminders, talks and books into various languages is from the methodology of the Salaf may Allah have mercy upon them. Translating is a known practice of the Salaf. Translating contains a great deal of good because the person who does not understand the Arabic language is not able to benefit from the sermons, admonitions, or books, without someone to translate into their native language. From the greatest achievements of the student of knowledge who speak languages other than Arabic is that Allah grant them success to return to his land and transmit this knowledge in the language of his people and bring this goodness to his people in their native language. How many people has Allah benefitted—no one knows the number except Him; by way of students of knowledge who were diligent and sought the help of Allah until they acquired a good amount of knowledge and then they conveyed it to their people in their native language to include sermons, lessons, and books they translated." May Allah bless you, and shukran. © Nasir ibn Saleem

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New Warrawong High School lift boosts its many students with a disability By Agron Latifi. Published: 7 September 2017. The challenge to get to and from classes is now much easier for Borce Petreski and other Warrawong High School students with a disability. The installation of a $500,000 lift at the school means students such as Borce no longer have to rely so much on teachers aides to move around the school. Support unit head teacher Jeff Bailey said the much-needed lift also meant students would now be able to spend more time learning than actually commuting to class. Before the lift was installed the trip to classes cut about 10 minutes out of lesson time for students like 17-year-old Borce. ‘’The lift really was imperative for our school,’’ Mr Bailey said. ‘’We have the largest support unit on the South Coast. We have eight classes here for our 75 students with a disability. ‘’These kids need to access three different levels in the school to access our support classrooms which all have specific learning resources in them. ‘’The lift will be advantageous really to all our students as well as to our staff.’’ Mr Bailey praised principal Rick Coleman for his part in securing the lift for the school. ‘’It’s a win for students and the support staff,’’ he said.

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By Jordan Hannan With the continuously rising pressures of honors and AP classes, standardized testing, and college applications, the academic life of a high school student can be quite isolating, filled with solitary study and individual results. The adolescent mindset is stuck in this self-serving culture, and high schools are looking for impactful ways to connect students and form a supportive community. Sporting events, school dances, class celebrations, and team dinners might feel like the right addition, but the perpetuation of this dilemma, despite this common conclusion, proves its fruitlessness. Our solution? An emphasized student outreach program. The difference between the effects of a class picnic and a team volunteering day might seem negligible at first glance: a group of students doing something unique to their normal activities while having fun as a community. However, serving others has lasting positive effects, while the memories of a luncheon are already fading. But how can high schools implement student outreach programs? Let us help you get started! Triangle Cares connects volunteers and nonprofit organizations; check out our website to find charities to partner with for your student outreach program. By Jordan Hannan Yes: Undoubtedly. Easily. Immediately. We are surrounded by innumerable, seemingly insignificant chances to create a better world. Unfortunately, these situations are usually overlooked or blatantly ignored. If we collectively decided to consistently hold the door for the person behind us, skip on disposable plastics, and warmly greet strangers, we would all feel more supported, appreciated, and a little less of the effects of global warming. But how can we volunteer our time, talent, and treasure in the same manner? As I have mentioned previously, you don’t necessarily need to free up more time in order to volunteer, and the same goes for donating: no matter your financial standing, there are opportunities for your treasure to benefit the lives of others, and it will only change 1% of your routine: Visit Triangle Cares next week to discover why it is so important to implement service among schools. By Jordan Hannan Brooke does absolutely everything but sleep. She’s a two-sport athlete, enrolled in one of the most rigorous course loads possible, works two jobs, and is the most incredible friend to everyone around her. Not only that, but she was also the first of my friends to inquire about how she could volunteer through Triangle Cares when I first joined the team. Even when her schedule doesn’t allow for rest, Brooke continues to prioritize having a positive impact on others. She’s able to accomplish everything she needs to, as well as everything that the average person makes excuses to get out of. How can this be possible for the rest of us? Despite its simplicity, the common idea of donating your time, talent, and treasure can be quite difficult to put into practice, particularly due to the rarity of free time. Everybody deems their lives to be busy, indicated by the growing market for productivity apps and time-saving home-automation accessories. If we have convinced ourselves that we’re too preoccupied to even queue up a playlist without Alexa, it must seem even more inconceivable to dedicate hours at a time to cleaning up trash at your local park or serving at the nearest soup kitchen. However, incorporating service into your weekly schedule doesn’t have to be a great disruption or huge commitment: If you’re in need of some new nonprofits to donate your time to, check out our website here! By Jordan Hannan It seems that there’d be absolutely no way that a middle schooler could raise four thousand dollars from a charity bake sale in an elementary school cafeteria, but I did. For four consecutive years. My limited skill set would never allow for even the formation of this service project. However, when combined with that of my peers, family, and school community, we were able to donate a total of $16,000 to the Marfan Foundation. My grandmother’s and teachers’ baking, parents’ organization, and peers’ support were equally integral in ensuring the success of the project, though I doubt our eager patrons ever realized just how many uniquely talented people had helped in its creation. While it’s obvious that any business would need website developers, accountants, leaders, handymen, or marketers, we tend to disregard that a nonprofit might need to fill those roles also. There is far more to any organization than the food drives and charity events that one-time volunteers attend. Without the donation of your skills, nonprofits would never be able run successfully, eliminating all potential for service opportunities or positive change. The concept of volunteering tends to get put into a box--as if the only way you can contribute to your community is by donating a bag full of canned green beans once a year. Instead, nonprofits are the culmination of innumerable volunteers’ talents. If you are looking to provide long-term support for your favorite charity, here are some ways you can get started: Take a look at your career. Your résumé is filled with skills that can be easily applied to serve others, whether you are a teen with a part-time summer job or a parent with a twenty-year history with your corporation. My mom provides a great example: She’s an accountant, making her extremely organized and comfortable with numbers, so she volunteers as the head of the finance committee at our parish. Similarly, if you tutor younger kids, you would be a wonderful addition to the Gigi's Playhouse team. If you wait tables, A Place at the Table would love to have you. Reconfigure your hobbies. While there are plenty of service opportunities that align exactly with your interests (check out our blog regarding this here), don’t limit yourself to just those. A friend of my parents, Jon, exemplified this perfectly by channeling his knack for construction into creating a book cart for our local NICU (Neonatal Intensive Care Unit). If you love to draw, find a nonprofit in need of new digital advertisements. Try leading a charity 5k if you’re a talented runner or great host. Focus on why you excel in your extracurriculars rather than activities themselves. The balance between school, work, service, athletics, and social activities may seem overwhelming or nearly impossible; allow Triangle Cares to help you find time to serve in next week's blog. By Jordan Hannan While it is entirely preferable to find your passion without the intervention of a life-changing event, I was not so lucky. June 15th, 2020 left me bedridden with the worst pain I have ever endured, finding sleep nearly impossible during the nights but unavoidable during the day, horizontal and bored out of my mind for 23 hours every day for weeks on end. What left a 14-year-old girl with a dozen “get well soon” blankets and stacks of sweets that only her family could enjoy: a complete spinal fusion, gifting me with two metal rods, four wires, and twenty-two screws in place of one fully-functioning spine. My experience was undoubtedly horrendous, but there were several positives: my impressively short four-day stay at Duke University Hospital, the life-altering discovery of Sour Patch Kid Watermelons, and eating what I thought were the most delicious meals this planet could offer. (According to my mother, the grayish hospital oatmeal and rice was not the delicacy I thought it to be.) Among these highlights, however, was finding what makes me happiest: spending time with others. I’ve always been a social person, but I’d never realized just how much I needed to be surrounded by others until that was almost entirely taken away from me. Despite the difficulty I had even holding up my phone, FaceTiming my sister from my hospital bed was the first time I remember smiling after my 9-hour surgery. Later, the Fourth of July finally allowed me to see my four grandparents for the first time, and I’d never been happier, even though my overexcitement left me in an immense amount of pain. I knew that nothing in this world could provide the same sheer contentment of being with other people. However, finding something you enjoy is not the same as finding your passion. I clearly love talking to others, but that alone is entirely too shallow to consider it the most valuable part of my life. The same goes for any hobby you might have--sports, music, cooking, or painting. You can, however, find depth by using your hobby to give back to others. While you may have several hobbies that you enjoy, your sole passion, the element of your life that you feel like you could never live without, must not only better your life, but also the lives of those around you. For me, this takes place in many ways, but all have taught me to better appreciate my love for meeting new people and spending time with those I already know. At Cardinal Gibbons High School, I lead tours for prospective students and families. Similarly, I volunteer as a counselor for underclassmen retreats and as a greeter at my church. My parents have also turned their passions into service--my father combined his love for golf with my mother’s affection for our family, creating the Kaitlyn and Jordan Classic, a charity golf tournament made to give back to Duke Children’s, the hospital that saved the lives of both my sister and me. This deepened connection between the cause and the volunteer greatly increases the impact of their service, allowing the discovery of your passion to incite positive change. The Triangle Cares website contains the contact information for all sorts of nonprofits that can be aligned with your passion, strengthening its influence on your life and the lives of others. However, if you are still unsure how you can share your talent to serve others, allow us to help you next week. By Jordan Hannan As if she always had a dozen invisible balloons tied to her wrist, my close friend Kate is smiling every waking moment. Like her, there are some people that just seem so ecstatic to be alive, as though they personally selected that day’s shade of blue to color the sky. A seemingly simple characteristic, continuous genuine happiness, is becoming increasingly rare, and therefore even more admirable. Fleeting happiness? Incredibly easy to find: a vacation, a night out, an A on a test, or winning a championship. Any of these events, while exciting in the moment, have no longevity when it comes to providing your life with value. The satisfaction of an A on a test fades with the impending anxiety of the next exam. The same goes for a family vacation: leading up to and during your trip, you are a flurry of anticipation and gratitude. However, as soon as the plane lands back in RDU, the longing for the next holiday begins. Finding “happiness” in momentary experiences or materialistic achievements is not adequate when seeking to live a complete life. There are three ways to effectively eradicate this pattern of thinking revolving around temporary reward, while simultaneously replacing it with the unending positivity of a consistently cheerful person: Spreading positivity by finding your passion is easier said than done, so allow us to help you get started with next week’s blog. By Jordan Hannan One week ago, I spent two full days raving to my three family members about my spectacular experience picking up a singular quesadilla from Moe’s Southwest Grill. If you’re wondering what could have possibly made such a mundane experience so notable, I am, too: The employee who prepared the meal did so enthusiastically before passing it along to her coworker. When handing me my to-go bag, the cashier screamed, whipping it back toward himself explaining, “The lid was about to come off. I didn’t want you to lose your chips.” Grateful for his extra care, I held the door for a fellow patron, who wished me a great day on her way out. Clearly, this is not the outstanding narrative that my sister expected after volunteering to hear my third rendition of this story. How could finding three kind strangers in one spot be this newsworthy? By 2016, an estimated 900 million people were stuck feeling unfulfilled by their lives, and that number has only increased since. Not only that, the 2022 World Happiness Report concludes that, “Positive emotions have generally been twice as prevalent as negative ones. That gap has been narrowing over the past ten years, with enjoyment and laughter on a negative trend in most regions, and worry and sadness on rising trends.” Despite the objections that seem to follow these studies, our daily interactions with others prove their veracity. It’s never difficult to tell whether someone is a generally happy or unhappy person; a traffic light, coworker, or mixed-up order could determine so. Stopped at a red light, some drivers will grumble for the entirety of the wait before sounding their horn the moment it switches to green. Others will take the moment to appreciatively sip their morning coffee or lovingly pet their dog in the passenger seat. When they both arrive at work, the first will assure that everyone they interact with is up-to-date on their latest inconvenience, while the latter will kindly remember to ask their coworker how their weekend was or include them in their lunch plans that afternoon. When their break starts, both end up at the local sandwich shop. When their orders are swapped, the first will blame the cashier and complain for the remainder of the day, while the second will thank the store for their apologetic replacement. The course of these two workdays were entirely up to the mindset of the individual, one being entirely reactionary while the other focused on gratitude. Unfortunately, the vast majority of us witness the unhappy scenarios far more frequently, and they will undoubtedly continue unless we, individually and collectively, invoke change in order to lead more fulfilled lives. Happy people do not universally identify as the same race, gender, or economic class. However, they consistently share a feeling of purpose, whether that be through a hobby, their work, their interactions with others, or volunteering. The quickest way to ensure that you lead an unhappy lifestyle is to isolate yourself from others, to neglect caring for your health, and to see life with a fixed, negative perspective. Not only that, you also--so generously--cultivate a community of unhappy people through your infectious actions. However, at Triangle Cares, we believe that one happy person brings about another, and we would love to teach you how to be a changemaker in positivity in next week’s blog. School is finally out and summer is officially here. During the long, lazy days of summer, it’s tempting to simply relax and unwind after a busy year in school. However, as a high school or college student home for the summer in the Triangle area, you probably have a bit more time on your hands since you're no longer taking class. A great way to fill this free time is by volunteering at a local nonprofit. As well as helping the organization, this can benefit you by adding valuable experience to your resume. Here are a handful of organizations that are looking for volunteers this summer: Note in the Pocket: Note in the Pocket is an organization located in downtown Raleigh that provides quality clothing to homeless and impoverished children and families. Note in the Pocket works with Wake County Public School System (WCPSS) social workers and case managers to find individuals in need. So how can you help? Note in the Pocket has a wide variety of volunteer opportunities and ways that you can contribute. As stated on their website, Note in the Pocket welcomes volunteers to their site daily in downtown Raleigh to assist with organizing, sorting, sizing, and packaging clothing for the thousands of clothing requests they receive each year. If you don’t have the time to volunteer in person, you can still contribute to Note in the Pocket by donating clothes that you might be looking to get rid of. A Place at the Table - A Place at the Table is a restaurant in downtown Raleigh that aims to provide community and good food for all regardless of means. A Place at the Table is Raleigh’s first pay-what-you-can cafe. You can either pay $3 for a meal or you can volunteer an hour of your time. Maggie Kane, founder of A Place at the Table, wanted to create an alternative to soup kitchens by creating a cafe where people of all means can come and enjoy a quality meal together. You can volunteer by working a shift at the cafe and assist with food preparation, serving, and ringing up customers. Miracle League - Miracle League is an organization that aims to provide a positive experience for children and young adults with special needs through the game of baseball. You can volunteer at Miracle League as a buddy or as a coach. Miracle League’s Buddy system pairs each player with a volunteer helper. As a buddy, you’ll be side by side with the players and assist them through the game - batting, playing the field, and running the bases. Buddy training is provided on-site beforehand. You can also volunteer as a coach of a team. This position requires more of a commitment than being a buddy, but it allows you to guide a team through the season and build a strong connection with the players. You can also volunteer by helping with game day operations. Keeping Durham Beautiful - Keeping Durham Beautiful is an organization that aims to improve and beautify neighborhoods throughout Durham. As an affiliate of Keeping America Beautiful, the mission of Keeping Durham Beautiful is to to engage and inspire individuals to take greater responsibility for their community environment. If you enjoy the outdoors and value the beauty of God’s earth, this might be the perfect summer volunteer opportunity for you. Keeping Durham Beautiful has a variety of ways to volunteer including litter clean ups, educational workshops, and working in gardens to improve community greening. There’s no better time to volunteer with a local organization than during the summer! You can use the Triangle Cares website as a platform to explore a wide variety of nonprofit organizations throughout the triangle area and find a volunteer opportunity that you are passionate about. Not only will it be a great addition to your resume, especially if you aren't working during the summer, but it also will make you feel good! You have this incredible idea to start a school for low-income students in your community. You see that there is a strong need for this type of work as the education system seems to be failing those who are underprivileged in your town. You finally decide to quit your job and go all-in on starting this nonprofit organization. But, where do you even begin? First and foremost, if you want to start your own nonprofit organization, you need to know from the outset that it is going to take a tremendous amount of time, energy, commitment, and dedication to get your idea off of the ground and into a functioning nonprofit organization. The legal paperwork is a lengthy process and finding the funding can take quite a bit of time and effort as well. If you have an idea, we recommend that you start by doing a bit of digging on whether any type of organization - similar to the one you have in mind - already exists. If one does, then you should contact them and find out how you can help out or collaborate with that specific organization. However, if you can’t seem to find any organization like the one you're envisioning, and you feel compelled to start your own, here is a simplified step by step guide on how to start your own nonprofit organization! You might ask: “What exactly, in legal terms, defines a nonprofit organization?” This is a common and frequent question among ambitious individuals who want to start their own organizations. A nonprofit is defined by the IRS as an organization that is operated exclusively for religious, charitable, scientific, testing for public safety, literary, educational, or other specified purposes. This organization must operate and provide its services without the primary goal of making money. While there are many different classifications for charitable organizations, most individuals who find themselves starting their own nonprofit organizations will likely file to become a 501(c)(3). This specific classification enables your organization to be tax exempt under the Internal Revenue Code. However, you should worry about the legal paperwork after you’ve laid the foundation for your nonprofit. Here’s where you should start: Once you have the foundation set in place, then you will need to apply for a 501(c)(3). The process is unfortunately not as simple as filling out the paperwork, submitting it, and getting the stamp of approval. In fact, it can take 3 months to over a year to get a response from the IRS. But once you have the official 501(c)(3) stamp of approval, your organization is no longer an idea, and it is now an official nonprofit organization. While the process of becoming a nonprofit organization is a time consuming and oftentimes complicated process, this simple guide can get you started and headed in the right direction. Glenaan O’Neil, founder of Lone Star Victims Advocacy Project, has a great piece of advice for individuals starting their own a nonprofit organization: “Understand that most times when you ask someone a question or ask them to do something, you're probably going to get a no, but be ready to follow that up with ‘Well who else do you think I should ask?’”. The process of becoming a functioning nonprofit is a marathon, it's not a sprint. It is going to take a lot of work from a lot of dedicated people. Be willing to ask for help, and if that individual can't help you, ask them if they can point you in the direction of someone who can. Here at Triangle Cares, we understand the value of good volunteers. As an organization, our mission is to connect nonprofit organizations with volunteers in the community. While we have a small team that works behind the scenes on our platform, our volunteer base is arguably the most important part of our operation - without them and the work they do in the community, Triangle Cares would be entirely ineffective. Volunteers are the backbone of most nonprofit organizations; they are the ones who drive the mission of the nonprofit to benefit the greater community. Having a multitude of volunteers is necessary to scale your organization and mission regionally, globally, or even internationally, but having the right volunteers is how your nonprofit will propel to sustained success. So what makes a good volunteer? The familiar saying “quality is better than quantity” is true when it comes to volunteers. It is better to have a handful of people who are dedicated and believe in the mission of the nonprofit than a larger sum of people who aren’t motivated and are participating for some other benefit - whether that be a requirement for school or an additive to their resume. Furthermore, the standard volunteer can be a nuisance to your nonprofit; they likely bring a mediocre work ethic and show up without generating any results. Here are a few qualities you should look for when recruiting the right volunteers to your nonprofit organization: PASSION - As the leader of your nonprofit, you are passionate about your mission. You should find volunteers that have that same fire within them. They should believe in your mission and see how it benefits the community. When you work with passionate volunteers who bring energy and charisma to serving your mission, you’ve found the right people. COMMITMENT - According to a study from Americorps, the average volunteer retention rate is between 45% and 70% depending on the location that your nonprofit serves. Find committed volunteers that want to support your organization long term. The right volunteers are the ones who stick to their commitments and follow through on their word. RELIABLE - Make sure your volunteers have the time and tools to fulfill the commitment to your cause. For example, if you are recruiting students from a local high school, make sure they have means of transportation. Similarly, make sure that your recruited volunteers have the time necessary for the commitment of the position. PROFESSIONAL - Your volunteers should bring the same level of professionalism that they would bring to any other job. As an organization, you should create a culture where your volunteers enjoy the work they are doing and are able to build friendships with other volunteers while also maintaining an expectation of professionalism. LEADER - Individuals who possess strong leadership skills make great volunteers. They are able to perform high level duties and can help to teach or train others to perform different functions. They also have the ability to inspire team members and spread the mission of your volunteer program. TEAM ORIENTED - Recruit individuals who are team players. A nonprofit organization is essentially a team working together to complete a common goal, whether that is effectively feeding the homeless in a soup kitchen or tutoring kids in low income schools throughout the community. Your volunteers need to be able to work well with their peers so they can collaborate to accomplish the goals of the organization. Although volunteerism is an unpaid commitment, it is still crucial to find the right people for the role; hiring anyone and everyone can create issues, but spending time recruiting individuals who are passionate, committed, reliable, professional, good leaders, and team oriented will scale your nonprofit organization to incredible new heights.

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Wondering if you can find time to study alongside work, social life, family, and other commitments? Worried you won’t keep up? That’s understandable. 77% of future students are concerned they won’t have time to keep up with their studies.* Balancing study and life is challenging – but the challenge is worth it. Study can open up new career paths, boost your current career, increase your job satisfaction and salary. Ready to begin? Set yourself up for success by following these three steps to manage your time. 1. Tailor study to your life Dr Vittoria Grossi from Deakin’s Student Academic Support Services says if you plan your time and priorities, ‘No matter what your competing demands are, it is possible to fit study in.’ The key is to tailor study to suit you. Make your study mobile and digital These days you can study anywhere, anytime, thanks to online study. At Deakin you can supplement your on-campus study with online study, or study entirely online at our Cloud Campus. Participate in a class at home, read study materials on the way to work, or chat online with teachers and students.# Set the pace of your education Take advantage of flexible study options. Switch between part-time and full-time study as your life changes. Complete your studies faster with intensive study or by taking additional units in Deakin’s Trimester 3. Or put your degree on hold if you need a break. Try a single unit See what studying at Deakin is like and whether it will work for you. Enrol in a single unit and then decide whether to continue to a full course. The unit can count towards a degree later. Combine study with work Does your work relate to your degree? Pitch study to your boss as professional development. Show how your upskilling will benefit the workplace. Ask for time off to attend uni, or a few hours a week to study during work. 2. Plan your time Once you’ve found time for study, make it count. Dr Grossi says if you’re returning to study after a break it can be daunting, but take advantage of your life experience. ‘If you’re managing a lot of things – full-time job, kids, social life – that means you’re organised already.’ Get a head start on your studies Once you enrol, Deakin provides online orientation resources with information, advice and checklists to help you prepare and understand what to expect at uni. You can even get a head start by checking out prescribed reading or resources in the Deakin Library. Schedule time in advance When you begin studying, get a clear understanding of the work expected for each unit and when it’s due. Schedule time for assignments, reading and exams. If you’re not clear on expectations, speak to your teachers. Organise with planning tools Deakin offers a number of time management planning tools that will help keep your study and personal life on track and prepare you for university study, such as Deakin’s weekly planner. Assignments and tests due at the same time can be overwhelming, but once I pass those hurdles, I realise I’m studying to improve my ability to help others, which is motivation for me to keep working towards the finish line. Jamie de Abreu Bachelor of Exercise and Sport Science 3. Access study support There’s a network of support in place to help you at university. Dr Grossi notes, ‘The key thing is not to get behind, because it all builds up. If something’s not clear, speak to someone as early as possible to clarify.’ Deakin has a dedicated support team to help with every aspect of study. You can talk to someone face-to-face or online about writing assessments, researching, finding resources, planning your trimester and more. They will help you identify pressure points in your calendar and give you tips on managing the busiest times. Book a mentor meet-up and hear how a fellow student finds time to study, get their advice on study skills or fitting in to uni.You can even have a study session led by a student who has successfully completed your unit. Deakin’s website has tonnes of valuable resources from assignment planners to referencing guides. Have a good look through Study Support for an essential overview and visit Study Corner regularly for helpful study advice. Think online study could be for you? Find out more about Deakin’s Cloud Campus

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What Does it Mean to Be an About Campus Author? We strive for About Campus readers to actively consider the material they encounter, to take an article to friends or colleagues and continue the conversation past our pages. More importantly, we aspire to have readers that not only join the conversation, but contribute to the conversation. We all have experiences in our personal lives, in our work, and in our past that shape who we are and what we believe. About Campus aims to provide a space for dialogue among colleagues with different perspectives but a shared passion for student learning in colleges and universities far and wide. For New and Returning Authors About Campus strives to tell stories about innovative pedagogies, enlightening perspectives, and practices that positively influence the learning experiences of college students in and out of the classroom. Articles should appeal to a broad audience of educators. University communities, student affairs professionals and administrative faculty and staff members who shape the educational environment for students should be the target audiences that will benefit from your expertise in advancing student learning. Articles published in About Campus use an engaging writing style coupled with narrative, storytelling, and scholarship. We encourage authors to use elements like rich description, plot development, and dialogue when writing for About Campus. Articles should frame issues concisely to attract readers’ attention, develop ideas clearly and dynamically, and provide a practical application for the importance of these concepts in a wide range of educational contexts. Writing for About Campus We strongly encourage any potential author to carefully review our Writing Guidelines prior to developing a draft of your article. These guidelines include important information regarding our formatting; they also describe strategies for developing your article.

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Gaston County Schools District Calendar: Gaston County Schools District is a public school district located in Gastonia, North Carolina, United States. It is the 10th best school district in Charlotte Area, North Carolina, United States. There are a total of 58 schools in the school district which includes 31 Elementary Schools, 14 Middle Schools, and 13 High Schools. The Gaston County Schools District is consists of a total of 31,427 students and teachers in a ratio of 16:1. This school district starts from grade P-K to grade K-12. Also, there are approx 63.7% of students in the school district get free or reduced lunch services. The teachers of this school district focus mainly on the academics of the school rather than on something else. The teachers of the school district help you to choose a good career for your better future. Gaston County Schools District Calendar 2021 This is the Gaston County Schools District Calendars 2021 in PDF format and also in the image form. you can download this calendar in any format in what you like to. These school district calendars also include the main holidays inside them. With the help of this school district calendar, you can easily have a look at the upcoming holidays of the school. Gaston County Schools District, North Carolina Calendar Holidays 2021 Here is the Gaston County Schools District calendars are given here for free in colorful PDFs format. You may download this calendar in your system and check out the holidays anytime whenever you need to. This is a great source of checking out the holidays of the school district. Along with this, you are getting other school district calendars too of the U.S. here like Pasadena Unified School District Calendar 2021, Meridian School District Calendar 2021, Murrieta Valley Unified School District Calendar 2021, Santa Barbara Unified School District Calendar 2021, Ithaca City School District Calendar 2021, etc. These are only some of the school district calendars on our website. Except these, you will find more such school calendars there for free and also with the holidays mentioned inside it. Get more updates of the school district ahead in the article. Gaston County Schools District Proposed Calendar 2021-2022 Month and Date |August 10, 2021||First Day of School| |November 25 – 26, 2021||Thanksgiving Break – School Closed| |December 22, 2021 – January 4, 2022||Christmas Break| |April 13 – 19, 2022||Spring Break| |May 20, 2022||Last Day of School| This is the Gaston County Schools District Holiday Table of the year 2021-22 in PDF format. Holidays like Thanksgiving Break, Christmas Break, Spring Break, etc. are the school district holidays that help students and parents to recognize the upcoming holidays of the school district. This is an important table for knowing the holidays of the school district. In this way, you may also get the other school district holidays also of the other schools of U.S. Gaston County Schools District Corona Virus Update The latest update of the Gaston County Schools District is that the board of education has approved plan A, according to which there will be in-person learning for the students of middle and high school students from April 12, 2021. The in-person learning will be there for 4 days a week (Monday, Tuesday, Thursday, and Friday) and the rest days there will be remote learning due to maintain the cleanliness and hygiene of the school district in the time of this pandemic. Students who are engaged in the virtual academy are instructed to follow the rules where there will be 4 days of class from the virtual basis of learning rather than having in-person learning so as to decrease the cases of the Coronavirus. Gaston County Schools District Jobs Gaston County Schools have great employees working in their school district. They all so talented that they get the positions as per their talent and efficient work. They also get different job opportunities as per their experience. Here is a list of some jobs for the employees of the school district like Student Affairs Specialist, EC Teacher Assitant, Principal, Interpreter, Custodian, Summer Camp Coordinator, Language Arts Teacher, Athletic Director, Teacher Assistant, etc. are the school district jobs they are getting this time. Gaston County Schools District Pay Scale There is no average salary of the employees working in the Gaston County Schools District. All the teachers and the other staff working in the school district are getting a good pay scale as per their jobs. Each employee has a different job position and the salary they are getting is also different from each other. Like here is the examples of some jobs with their payscales are like High School Teacher gets a $43k – $88k estimated salary, Band Teacher gets a $32k – $74k estimated salary, Fuel Truck Driver gets a $19k – $47k estimated salary, etc. are some of the jobs. Gaston County Schools District Phone Number We have provided you the Official Phone Number of the Gaston County Schools District i.e. (704) 866-6111 on which you can call anytime during working hours of the school district. All the parents have a right to ask the school administration about the school activities going on right now. They may also check out the information through the official website of the school district which is https://www.gaston.k12.nc.us/ on which you may visit and take out the required details about the school district.

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I don’t often mention that I’m a high school junior on this blog (or, really, anywhere else online), because I want to separate my identity from my age. I don’t want to be a high schooler who does X, Y, and Z; I want to be the person who does X, Y, and Z. But recently, I came across something within my class in my school that caught my attention. Talking about academics and grades is a routine occurrence in my academics-focused high school, and a few days ago, I found someone ask her friend, “Aren’t you good at math?” to which her friend responded, “Yeah, but I still have a C in the class.” And that stuck out to me, for two reasons. First, that there’s an anomaly between a person’s skill level and talents and the person’s “evaluated” talents, and second, that her perception of who she was and what she was good at was in conflict with her “evaluated” version of who she was, and what she was good at. Before I proceed about the second point, which is today’s topic, let’s make one thing clear: we live inside a culture obsessed with evaluation. And that’s fine for the most part – it helps businesses grow, it helps governments plan effectively, and it helps the society run economically. But in school? I’m not entire sure that’s a good thing. And make no mistake: we live inside a grade-based school system. It’s the process, it’s the target, and it’s the identity. A culture of education with attention to assessment doesn’t have to be one defined by it – there’s a key distinction between the two. Unfortunately, I submit to you that most of our experiences are on the worse side of that spectrum. In most schools, grades dominate the process of learning. We take pre-tests and post-tests to compare and contrast, we take regular, standardized tests to measure, and we take quizzes and unit tests to check up on the material every few weeks. In between, we come to class and listen for material that’ll be on the test. We jot down notes and hold on to handouts to use when studying for the test. If you ask any average high school student, he or she will tell you, they study for the test, and they study to the test. In school, we learn for the tests like athletes practice for the tournaments. But that’s not how it should be. In real-life scenarios, we learn not to pass some evaluation, but to make use of it. People take online courses so they can get a better job or learn how to solve a problem they have. They listen to lectures to apply it to their lives or purely out of curiosity. And that focus on application as the goal is almost always more effective than a relentless focus on high achievement, because achievement means nothing if what you’re learning isn’t useful. A focus on application is almost always more effective than a focus on achievement, because achievement means nothing if the material isn’t useful. In the end, we’re stuck with a system focusing on achievements, and we put up with it. But I think it does harm not only within education, but also outside of it. Hear me out. High school is an odd period in life, because the life of a high school student is, quite literally, just the high school – hence the term, “high schooler”. Our lives are not just “characterized by” schooling. It’s consumed by school-related obligations. Our social lives are almost entirely contained within school activities. Our events, our gatherings, and our meeting-new-people all take place within that social context. We wake up in the morning, 5/7 times, to go to school and spend 7-8 hours there. Some of us come home to another 3-4 hours of homework, and others stay 3-4 hours longer to take part in sports or music. My point isn’t about workload, but this is a good demonstration of how much of our lives really is just school. From that, it’s a natural conclusion that our identities are also determined to a great extent by what we experience in school. And for people whose school experience is dominated by a system focusing heavily on grades, that could be a pretty detrimental experience. Fortunately, I try to keep my self-identity as unlinked from school as possible – I seek out outside-school activities and careers wherever I can. But for most people, the inescapable relationship between school life and a focus on grades and a culture of assessment means our identities are shaped unnecessarily by grades, and that’s not very helpful in the grand scheme of things. When people’s lives are focused around a culture and mindset of assessment, one of two things usually happen. Either 1) people become obsessed about their obligation to keep up the grades, because it’s what defines them and characterizes them to themselves and the world, or 2) people are hit by disappointments about their grades, because it’s what defines them and their image to the rest of the world. Neither extremes are good. Ultimately, my point boils down to this: there’s no such thing as a positive culture based on assessment. Either a culture of education leaves assessment on the sidelines and focuses on application, or a culture of education focuses on achievement and grades, sacrificing students’ identities in the process. This dichotomy is inevitable, because grades are fundamentally never a whole and fair representation of a person. By its nature – as a set of numbers – it’s a lopsided variable that can’t quite capture the nuances of who people are. And when students’ GPA becomes their Identity, the results are often not only negative on who they find themselves to be, but also backfires on how they pursue their future goals. High school is so often viewed as a physical place in our lives that we too frequently forget that, to those who attend it, it’s a lifestyle and a way of life. And when such a big part of their lives is attached to such monolithic and absolute figures as grades, it’s difficult to escape the idea that you are defined by your grade. That’s the reason I talk so often not about the system of education, but about the culture of education – because education, at the high-school level, at least – isn’t just a part of life, it’s a mindset we find ourselves in. And we need to pay more attention to the impacts that the way we choose to build out our culture of education has on the generations of future students whose lives will soon be consumed by them. ← Banning books into silence Lemon juice → I share new posts on my newsletter. If you liked this one, you should consider joining the list. Have a comment or response? You can email me.

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How were the programs evaluated? The programs in the Teach Resiliency database have been evaluated by a team of researchers at Western University in London, Ontario. The analysis examined the strength and quality of the evidence for mental health strategies that have been empirically evaluated. The researchers used the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) methodology to evaluate programs that target: - teacher and student well-being - specific mental health issues in the context of the classroom GRADE is similar to meta-analysis. It examines the strength of outcomes for an intervention and provides a systematic appraisal of: - the quality of the evidence (high, moderate, low, and very low quality) - level of confidence that the intervention will result in desired outcomes. Essentially it seeks to answer two questions. - How effective does research suggest the intervention is? - What is the likelihood that those who apply the intervention will also achieve the same results? The results of the GRADE analysis are summarized as an effectiveness rating. You will find this rating on the program detail page in the evaluation section. Resources for implementation The researchers also looked at how the resources needed to implement each program. This information is included on the program detail page. It’s divided into four categories:

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At CM, students thrive in a community where they develop their academic, athletic, and artistic interests and talents. They cultivate and expand their intellectual curiosity and leadership capacities. They sharpen their ability to think deeply, study effectively, and communicate their ideas and beliefs with conviction. Our school offers an excellent educational core and a wide range of electives, independent study opportunities, advanced placement, honors, and college preparatory courses. CM students have a range of curricular options that provide students with options to pursue passions preparing them for a collegiate setting. Our course work invites students to engage with complex problems. By immersing themselves in learning, students find passions that influence their hearts and minds. Helping students search out and express their deepest desires in life helps them discover their own calling and gain confidence to achieve their aspirations. CM prides itself on being a place in which students discover where their “greatest joy meets the world's greatest need” (Frederick Buechner). As the world rapidly changes and its need grow ever more profound, our curriculum teaches key skills: adaptability, teamwork, creativity, problem solving, critical reasoning, and openness to multiple interpretations. We expect our students to develop grit and nurture their imaginations. In the future, graduates will need these skills, broad content knowledge, and most importantly, the confidence to trust in their core beliefs and moral compass.

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Watch any sporting champion perform at the highest level and it’s easy to think they are free from nerves and unburdened by fear. Whereas us mere mortals might fluff our Open winning putt on the 18th hole, blaze a European Championship winning penalty over the crossbar or double fault when serving to save match point at Wimbledon, the sporting elite perform with a sense of control and calm. This state of calm control is usually what many people lack when it comes to public speaking. Instead they feel a sense of dread and apprehension about having to stand in a room full of people and deliver a keynote talk, business presentation or, worse still, a best man’s speech at a wedding. But, as with sport’s elite, we too can enter into a state whereby we are in control, channelling our emotions in a positive manner to deliver the perfect performance. Here are seven simple steps to master public speaking: Not only do you need to know your subject and what you want to say, but you also need to know your audience. I travel all over the world and encounter all manner of audiences, each with their own cultural nuances. It’s important to understand who you’re talking to to ensure that you don’t say anything that may cause offence, as well as having some local knowledge to show them that you have made an effort. As the old saying goes ‘practice makes perfect’, and public speaking is no different. There’s nothing worse than someone who hasn’t practised their talk and simply stands reading it word-for-word from cue cards. Take the time to go through it at home, practise on a family member and get comfortable with your talk; the more you do this, the more natural and at ease you will be when the big moment comes. Not only have I given my fair share of talks, but as a student of my trade I’ve also seen a lot and one of my biggest criticisms is when people use slides that are word heavy. Slides are not always necessary but if you do need them make sure they illustrate what you’re saying, rather than simply saying what you’re already saying. People have come to hear you talk, not to read your talk on a series of uninspiring slides. In the days and hours leading up to your talk take time to sit quietly and visualise it in your head. Close your eyes, relax and picture the entire talk in your mind, from walking on stage, starting your talk, people laughing at your jokes (if you have any, and don’t feel they are essential) all the way through to a standing ovation at the end. The focus of this is priming your mind for success by showing it how you want events to unfold. When we are nervous it’s easy to avoid making eye contact with the audience, yet this is exactly what you need to do, you need to connect with as many people as possible. By doing this you are engaging with people directly, instead of standing on a stage and preaching to them, which is a surefire way to lose your audience. It’s about making the audience feel like they’re having a conversation with you, so talk to them, not at them, make eye contact and smile. Even now I still get a sense of nervousness before I step onto the stage, but I’ve learnt to use it to create positive energy that comes through in my words and presence. Our brains release chemicals into our bodies when they sense danger, either physical or psychological, which serve to sharpen our senses. This is exactly what happens just before we give a public talk, as most of us fear making mistakes or being judged by others. Instead of seeing it as nerves, see it as energy and excitement and channel it to benefit you. Perhaps the most important aspect of public speaking for me is the ability to add value to people’s lives, be it through inspiring them with your own story, motivating them or giving them what I call ‘take homes’ – little tips and tools that they can implement in their own lives to affect a change. So take a moment to ask yourself ‘what am I giving to people?’. The more I have spoken in public the more I have learnt to focus my energy and emotion on the ‘best case’ scenarios, rather than worrying about what will happen if things go wrong.

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Capt. Lori Legat Cline’s latest first as a female pilot is one destined to have a lasting impact on the future of her airline. The Waukegan native and 1979 graduate of Woodlands Academy of the Sacred Heart in Lake Forest is the first female pilot to reach the level of managing director at American Airlines. In her new, additional role as managing director of pilot recruitment & crew accommodations, Cline enthusiastically welcomes the opportunity to find female and other diverse candidates to fill upcoming cockpit vacancies. This is a crucial time for American and other airlines, she says, considering a huge pilot attrition is expected to occur over the next decade. Cline, the daughter of well-known Waukegan architect Joseph Legat, believes getting an early start is key to recruiting the next generation of pilots, especially females. “If you begin the process at the college level, it’s too late,” she said. “High school, maybe, but it really should start at the middle-school level by fostering an interest in STEM (science, technology, engineering, math) courses.” Woodlands Academy has recently taken an active role in sparking such interest by hosting math competitions and robotics events for area middle-school girls during pre-pandemic times. Through American Airline’s cadet program, Cline hopes to have helped thousands on their journey into the airline’s cockpit before she retires. “I won’t be around to witness the seeds we’re sewing now bloom into full-fledged airline pilots because our cadet program takes about seven years to complete,” she said. “Since I retire within the next five years, I’ll have to enjoy the results of these efforts knowing my fingerprints were on the next generation of aviators who will represent a much more diverse demographic than what has historically been seen at American.” While doing this, Cline will continue to be an active female airline captain, which she sees as a big plus in achieving her goals. When it comes to recruiting females, Cline certainly has her work cut out for her. Currently, women remain only about 4 percent of the pilot population. “This means a wide open career field for today's young women, but to get in on this upcoming hiring surge they will need to start now,” she said. During her long career as a commercial airline pilot, Cline became the industry’s first-ever female director of flight safety when she was at US Airways. Cline subsequently was chosen to represent the airline during the investigation of Flight 1549 on which the 2016 movie “Sully” was based. The motion picture, starring Tom Hanks and directed by Clint Eastwood, focuses on the investigations that followed Capt. Chesley B. “Sully” Sullenberger’s January 2009 landing in New York City’s Hudson River after losing both engines shortly after takeoff. Cline appeared in scenes depicting her real-life role as an NTSB investigator reenacting the crippled flight's path through simulator recreations which were conducted to determine if the plane could have made it back to land. Cline expressed an interest in flying at an early age and received her first pilot’s license in 1978 at age 18. Three years later she was hired by a South Carolina commuter airline where, in 1983, she became the youngest female airline captain in the world. Later, at US Airways, Cline continued to score firsts for women in her profession. She was a member of the airline’s first all-female Airbus 320 flight crew and became its first female check airman and FAA designee. In addition, Cline has co-authored two books: “Ladybirds I, The Story of American Women in Aviation” and “Ladybirds II, The Continuing Story of Women in Aviation” and gladly has seized every opportunity to mentor young women with their eyes on the sky in need of an extra push to realize their dreams. Cline is quick to acknowledge the foundation she got at the all-girls Woodlands Academy as a key to her success in a male-dominated career – where only the uniform changed from Catholic school plaid to airline industry stripes, as she puts it. Cline entered Woodlands as a 7th-grader at a time when the school also included pre-secondary students. “The education I got at Woodlands Academy propelled me to heights I might not otherwise have achieved,” she said. “They do such a great job in creating confident leaders. I came away with all the tools I needed to succeed.” As Cline tackles her latest challenge, which includes increasing the percentage of women pilots, she might find some guidance in her own writings. “There is simply no limit to what a woman can achieve,” Cline says in her Foreword to “Ladybirds II.” As the 20th Century ended, she adds, women in aviation found themselves at the threshold of a new beginning rather than at the end of an era.

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For the same thing, He would work for 4 hours, while I would work for 10. After all, he wanted success, whereas I needed it. I remember that throughout my life as a student and as a topper, people have called me hardworking, they have called me ambitious, they have acknowledged that I am strong and independent, that I am determined and confident. But no one in my life, like literally, no one, ever, even accidentally or inadvertently, explicitly called me “intelligent”, “intellectual” or “smart”. In fact, I remember how a few teachers even pulled by ears and asked me to focus on being smarter rather than hardworking. They would ask me to learn from many other students to be smart. Now, these were students that I often thought of as careless, undisciplined and lazy. I remember how I once felt extremely bad for a week when my favourite maths teacher told another student to take a cue from my hardworking nature, adding that it was only the effort I put in that allowed me to score 99% marks since I didn’t have the brains for it. In such moments, I’d try to console myself by recalling all the times I came up with an innovative idea or how I handled a particular situation, but these tricks would not work for me for long. I was a child of the slums and had very little exposure to the world outside at that time. I was prone to second-guessing myself. I was a child of the slums and had very little exposure to the world outside at that time. I was prone to second-guessing myself. At times, I would hate myself in my class 11th and 12th for working hard. Sometimes, I would try hiding from people that I was working because I wanted to show them that I could finish my tasks in a short time. I sometimes lacked self-respect. But when I cleared the Common Law Admission Test (CLAT) in my first attempt and got a place at the prestigious National Law University at Kolkata without any coaching and by preparing only for 25 days; when I cleared the entrance exam of the IIM-Indore’s Five Year Integrated Programme in Management (IPM), again without any coaching and by studying only for three days; when I cracked all other competitive exams around the same time, in that one month, I was strongly convinced “for the first time” that I was not only a hardworking person but also blessed with a sharp mind. Then, at my law school, when I met the toppers of different schools, and when I got the chance to work with them during our assignments, papers and moots, etc, the realization was reinforced that I too had brains and I was not a frog in the well. But, even then, people at my college would call me hardworking; never once did any one of my batchmates acknowledge me to be witty. But, I longer paid heed to that. For a very hardworking person, success is imperative, while for others it might just be a matter of “want”. Now I have realized that being excessively hardworking does not always mean that you are any less intelligent or that you are in any way not smart. It may simply mean that you invest so much effort in your tasks for certain reasons. 1. You are afraid to lose I remember how when I wanted to become an all-India CBSE topper in my Class 12th, I would study for some 15 hours a day without a miss throughout the year. On the other hand, some students would study only during the last three months of the academic year and would score the same as me. But, it is important to understand here that I studied so much not because I needed to but because I was really apprehensive about missing my dream college in case I scored low. Therefore, out of my fear of scoring less, I would study more than what was actually needed. 2. You wish to avoid guilt in case of failure As an individual entity in this big world, what we have in our control is how much we invest in any work we do. But no matter what we do, however hard we try, success can never be guaranteed. We can only increase or decrease the probability of it through our work. So, getting success or failure as the end result is something which no one can control. Therefore, some people, work hard so that even if they do not get success, at least, they would never be left with any guilt or regrets later in life — that had they done something more, then they might have been successful. So, working extremely hard enables people to tell themselves later that they did whatever they possibly could have with respect to a particular job. This avoids a feeling of guilt when there is failure. 3. You have now become rigid about working hard Working hard is a matter of habit and not a matter of chance. So, one may work hard for anything simply because that is how one is. In fact, there comes a stage in one’s life, when one becomes so used to working hard that one feels afraid of choosing the alternative of working in a manner which requires less input. Their prejudice is that hard work is a compensation for incompetence. They cannot understand that you work hard because you just cannot help it! Either or all of the above-stated reasons exist behind a person’s excessive hard work whenever she thinks that a certain goal is extremely important for her. For such a person, success is imperative, while for others it might just be a matter of “want”. However, I’m not trying to say that one should become excessively goal oriented or that one should fear failures. What I want to drive home is that just because someone works harder than others it does not mean that she lacks brains or competence. It just means that she is extremely cautious and passionate about her goals. Hence, many a times, extremely hard work is a matter of attitude or habit or fear instead of it being a matter of “need.” Very often, people do not appreciate your intelligence when they see you work hard. This belief is a mechanism by which they console themselves. They tell themselves that the only reason you’ve achieved something that they could not is because you’re a donkey who slogged all day while they did not. Their prejudice is that hard work is a compensation for incompetence. They cannot understand that you work hard because you just cannot help it! Therefore, if you are a hardworking person, stop feeling guilty for working hard!

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Facilitating Career Development (FCD) Certified Training Program Facilitating Career Development Training is endorsed by: The National Career Development Association, the National Employment Counseling Association, and the National Association of Workforce Development Professionals. The FCD Training Program is a 120+ hour competency-based certification program for individuals who work in career development. The FCD training was developed to provide standards, training specifications and credentialing to those working in this field who are not licensed professional counselors. Those that successfully complete FCD training may apply for their Global Career Development and/or their Certified Career Services Provider Certifications. They may serve as a career group facilitator, case manager, job search trainer, career resource center coordinator, career coach, career development case manager, intake interviewer, occupational and labor market information resource person, human resource career development coordinator, employment/placement specialist, supervisor, administrator, or workforce development staff person. TAD Grants offers the FCD training program to individuals providing career development services to their customers. - Helping Skills – Be proficient in the basis career facilitating process while maintaining productive interpersonal relationships. - Diverse Populations – Recognize special needs of various groups and adapt services to meet their needs. - Ethical and Legal Issues – Follow CDF code of ethics and know current legislative regulations. - Consultation – Accept suggestions for performance improvement from consultants or supervisors. - Career Development Models – Understand career development theories, models, and techniques as they apply to lifelong development, gender, age, and ethnic background. - Assessment – Comprehend and use (under supervision) both formal and informal career development assessments with emphasis on relating appropriate career development assessments to the population served. - Labor Market Information and Resources – Understand labor market and occupational information and trends while using current resources. - Technology – Comprehend and use career development computer applications - Employability Skills – Know job search strategies and placement techniques, especially in work with specific groups. - Training Clients and Peers – Prepare and develop materials for training programs and presentations. - Program Management/Implementation – Understand programs and their implementation and work as a liaison in collaborative relationships. - Promotion and Public Relations – Market and promote career development programs with staff and supervisors. Considering Facilitating Career Development Training? As a Career Development Facilitator participant, you will receive training in each of the 12 career development competencies. Whether you take the class at home or in the classroom, the training includes hands-on and interactive teaching methods and opportunities to interact with colleagues from a variety of work settings. Since the course content covers 12 important competencies, there is plenty of opportunity to build skills and knowledge in areas that are new to you, as well as enhance and develop those that you use every day in your work. Certification completion means acquiring the skills you will need as a successful and diligent Career Development Facilitator, such as the following; - Career Planning – Learn to collaborate with colleagues to create academic and career planning processes for individuals and families. - Career Theory – Understand foundational models for lifelong development, age-appropriate goals and career-related activities. - Career Assessment – Become aware of effective and ethical practices for career-related assessments. - Helping Skills – Practice effective listening and questioning skills. Encourage problem solving and motivational discussions with clients and families. Job Search Skills - Career and Labor Market Information – Understand how to apply labor market and occupational information and workplace trends to connect with business and industry. - Employability Skills – Learn how to prepare veterans in developing a successful job search strategy through the use of typical tools such as resumes, cover letters and interviewing as well as networking and social media. - E-learning – On-line facilitated modules and high quality curriculum materials provide depth and breadth of training. - Flexible Scheduling – Instructors offer courses in hybrid (face to face and on-line) or fully on-line formats beginning at a variety of times throughout the year. - New Connections – Make new connections through face to face interaction or video conferencing with your instructor and other course participants. - Possible eligibility to apply for GCDF Certification - Possible eligibility to apply for CCSP Certification Contact us for information on upcoming classes or how to organize a class in your area!

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Lake Washington School District Announces Pathway Forward Redmond, Wash. – At a live event on the evening of Wednesday, January 6, Lake Washington School District (LWSD) Superintendent, Dr. Jon Holmen, announced Pathway Forward, LWSD’s plan to return students to in-person learning for the remainder of the 2020-21 school year. In-person services will begin on Thursday, February 4 for Kindergarten and first grade students, on Thursday, February 18 for second and third grade students, and on Thursday, February 25 for fourth and fifth grade students. Middle school and high school students will have in-person start dates in March. More details on the in-person model for secondary students will be released as they are developed. Families will choose fully-remote or in-person services. This pathway was developed using the latest orders, proclamations and guidance from: The Governor’s Office, the Washington State Department of Health, King County Public Health, the Department of Labor and Industry, Occupational Safety and Health Administration, and the Office of the Superintendent of Public Instruction. To view a live recording of the event, click here. For more information, visit: https://www.lwsd.org/pathway-forward. About Lake Washington: Lake Washington School District is a high-performing, fast-growing public school district serving Kirkland, Redmond, and Sammamish, Washington. It is the second largest district in the state of Washington, with over 30,000 students in 56 schools.

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How the World Really Works: Busting the Myths of Globalisation (11147.1) |Available teaching periods||Delivery mode||Location| |View teaching periods|| On-Campus || UC - Canberra, Bruce |0.125||3||Faculty Of Arts And Design| |Discipline||Study level||HECS Bands| |School Of Arts And Communications||Level 2 - Undergraduate Intermediate Unit|| Band 2 2021 (Commenced Before 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Learning outcomesAfter successful completion of this unit, students will be able to: 1. Explain key global processes and their historical context; 2. Critically analyse claims made about 'globalisation' and its impacts; and 3. Interrogate the nature of contemporary events, by contextualising them in relation to relevant global processes. Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills 1. UC graduates are professional - communicate effectively 1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems 1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict 2. UC graduates are global citizens - think globally about issues in their profession 2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries 2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives 3. UC graduates are lifelong learners - be self-aware 3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas How the world really works: Busting the myths of globalisation It is frequently claimed that the cause, or agent, responsible for many contemporary social and cultural developments is a force called ‘globalisation’. For this reason, we are told, these developments are ‘inevitable’ and ‘irreversible’. In an attempt to sort myth from reality, this unit examines claims about globalisation with a critical eye. By examining key global developments in their historical context, it will help you to develop an intellectual framework for detecting bogus claims about ‘globalisation’, and making sense of contemporary events and processes at both the global and local levels. We live in interesting times. Most of our students have grown up through a period in which neoliberalism provided the global ‘commonsense’ about such things as the relationship between ‘the state’ and ‘the economy’, the idea of ‘free markets’, the place of ‘competition’ in social life, the nature of money and debt, and so on. These ‘commonsense’ ideas are now dissolving: old elites are losing legitimacy amidst the rise of new (so-called) ‘populisms’ around the world. The key purpose of this unit is to equip students with some capacity for understanding the times that they live in – in particular, by providing them with some key historical context. History provides critical leverage, as it shows that things accepted now as commonsense were, in the not too distant past, thought to be preposterous, outrageously unjust, and so forth. The unit attempts to show that current developments make sense, when placed in such a framework of historical processes. Indeed, many aspects of the students’ lives and societies can be made intelligible in this way: but also simultaneously problematised by this very process (because it shows that there is nothing ‘natural’ about it; after all, we used to do things very differently). PrerequisitesStudents must have passed 24 credit points. Corequisites11145 Global Ethical Challenges. Assumed knowledgeBasic understanding of issues related to cultural diversity. |Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener| |2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Ernest Koh| |2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Dr Ernest Koh| Attendence is highly encouraged. Assignment 1 (in-class quizzes) will be run during tutorial time in Weeks 3, 6, 10, 12, and 13. Required IT skills Basic computer and internet skills. Work placement, internships or practicums

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ERIC Identifier: ED393958 Publication Date: 1996-03-00 Author: Raywid, Mary Anne Source: ERIC Clearinghouse on Urban Education New York NY. Downsizing Schools in Big Cities. ERIC Digest. No. 112. Over the last 30 years research and experience have suggested that students benefit in many different ways from attending small schools, as opposed to large ones. Many existing schools, however, and even most under construction, can accommodate 2,000-4,000 students. While educators may disagree about the right school size, they recommend that the schools serve between 100 and 1,000 This digest briefly reviews the current movement to downsize urban schools to help educators decide whether and why to pursue such a move, and to indicate which models appear most promising. RATIONALE FOR DOWNSIZING The school downsizing movement is only a decade old, and still small, but the evidence is strong that small schools benefit the entire school community: teachers, students, and parents. STUDENT BENEFITS. Small schools are particularly beneficial for disadvantaged students. Specific benefits already documented for these and other youngsters include: better attendance and retention; better behavior, attitude, and engagement; enhanced academic performance; and increased involvement in extracurricular activities. The extra attention that students get from the staff affords them greater educational, psychoemotional, and social services, and also makes them feel part of a community. This sense of belonging, as well as academic performance, are further enhanced when students can choose their school, and make their selection based on the school's focus. TEACHER BENEFITS. Teachers, especially those who are able to choose their school, frequently experience the same growth in commitment to it as students do. The result is that they willingly participate in planning and analyzing practice, and they are likely to expend extra efforts to ensure that the students achieve and the school succeeds. INSTITUTIONAL BENEFITS. Downsizing frequently improves school organization: more effective and appropriate governance, stronger student supports, improved staff effectiveness and satisfaction, better advisement, and enhanced curricula. The benefits to the school increase along with its autonomy and separation from other district schools, since there are fewer time- and energy-draining bureaucratic hurdles to overcome, and the ability to develop its own distinctiveness is empowering. Further, small schools are easier to "restructure" than large ones and reform strategies are easier to implement there, so models for successful change within them are emerging. Finally, creating several small schools from a large, failing school is a solution to the problem of what to do with such a school, as well as an effective way to improve education without incurring construction costs, since the new schools are housed together in the old building. CHARACTERISTICS OF SMALL SCHOOLS Some small schools are quite different from large ones in all areas of operation, while others differ mainly in the fact that they serve fewer students. In addition, some schools are limited in their ability to fully implement the small school concept, because of their relationship to the school district and other schools within it, or decisions and regulations imposed by the administrators of the building where they are located. Some small schools operate in a structure totally their own, but most exist within a building that houses other schools. In the latter circumstances, the small school either may be one of several small schools that combine to fill the building, all with equal decision-making authority over building-wide issues; or it may be the only such school in a building otherwise housing a single larger, "host" school that makes all building-wide decisions and may exercise some controls over the small school as Some schools identified as small schools are really just special programs within a "parent" school, usually developed for a special student population such as limited English speakers. Most aspects of their operation are controlled by the host school administration, and the teachers may have duties in both the parent and small schools. These schools are often less successful than the small schools that achieve the separateness and autonomy necessary to distinctiveness. Small schools with a building of their own obviously have greater control over their operations and are not limited by having to share resources. Such facilities are, however, often harder to locate. Especially in urban areas, it may appear nearly impossible to find unused space unattached to an existing Different cities and school districts design their small schools very differently, and to different purposes. Although labels differ, four broad types of small schools are distinguishable: HOUSE PLANS. In a house plan students and teachers may remain together for some or all coursework. A house can be organized on a one-year or multi-year basis. It is usually overlaid upon the department structure of the traditional middle or high school that hosts it, which restricts the amount of change the arrangement can create. MINI-SCHOOLS. This arrangement has some of the properties of a house plan and is also dependent on its larger host school for its existence. But mini-schools almost always serve students over a several-year period, and they usually have their own instructional program, giving them more distinctiveness from one another than houses usually achieve. SCHOOLS-WITHIN-SCHOOLS. These are separate and autonomous units with their own personnel, budget, and program, authorized by the board of education or superintendent. They operate within a larger school, sharing resources and reporting to the school principal on matters of safety and building operation. Both students and teachers choose to affiliate with such a school. SMALL SCHOOLS OR SCHOOLS-WITHIN-A-BUILDING. These have the properties of a school-within-a-school, but differ in that each is an entirely new, separate, and independent school--as opposed to one carved from an existing larger school. They have their own organization, instructional program, budget, and staff. COHESION. Aside from their size, many small schools differ from larger ones in that their creation was based on a particular philosophy or a distinctive set of organizing principles. AUTONOMY. To the extent possible, usually through permission or authorization from host schools or school districts, subschools and small schools develop their own organizational structure and climate. The four types represent a continuum with respect to autonomy and control over their own instructional programs, budget, and personnel. FOCUS. Many small schools have an agreed-upon focus or theme. Some are created specifically to provide students with a specialized curriculum, such as a career magnet, or to provide a certain student population with a program tailored to its unique needs. A school's focus may also be its instructional approach. It can be either broadly defined, such as use of inquiry learning techniques; or based on specific strategies, such as cooperative learning. The usual function of the focus is to attract and sustain learner engagement across a full curriculum. CONSTITUENCY. A self-selected staff and constituency results in a school community that is cohesive and committed to common goals. Ideally, therefore, small school teachers must volunteer to work in the school. Similarly, students benefit most when they elect to enroll, and when the student body is assembled on the basis of shared interests instead of on the basis of ability or achievement levels. Also, because they choose the school, presumably because of a special affinity for its program, parents tend to be more involved in its operation and in their children's performance there. FUTURE PROSPECTS FOR SMALL SCHOOLS cities--New York, Philadelphia, and Chicago, among them--have a significant investment in school downsizing, through strong professional and reformer support, and through financial support from private foundations and partnerships with non-profit organizations which are convinced that small schools are essential to urban education improvement. Downsizing experience to date has been mixed, although optimistic about its potential. It appears that, besides limited resources, the greatest inhibitors to a small school's ability to realize its potential is lack of autonomy--constraints imposed by stringent regulations, bureaucratic regularities, and longstanding labor agreements; and the need to mesh with policies and practices of the board of education, the school district, and the host school--and the hesitation of some education personnel at all levels to make fundamental changes in the way they function. Despite the difficulties, small schools are opening and many more are being planned. They combine a number of the features currently recommended by both researchers and reformers in the interests of transforming schools into engaging and responsive places to teach and learn. Darling-Hammond, L., Ancess, J., McGregor, K., & Zuckerman, D. (1995). The coalition campus schools project: Inching toward systemic change in New York City. New York, NY: Teachers College, National Center for Restructuring Education, Schools, and Teaching. Fine, M. (1994). Chartering urban school reform. In: M. Fine (Ed.), Chartering urban school reform (pp. 5-30). New York, NY: Teachers College Press. (ED 374 178) Foley, E. M., & McConnaughy, S. B. (1982). Towards school improvement: Lessons from alternative high schools. New York, NY: Public Education Association. (ED 253 596) Lee, V. E., & Smith, J. B. (1995). Collective responsibility for learning and its effects on gains in achievement for early secondary school students Madison, WI: University of Wisconsin, Center on Organization and Restructuring Lieberman, A. (1995). The work of restructuring schools: Building from the ground up. New York, NY: Teachers College Press. McMullan, B. J., Sipe, C. L., & Wolf, W. C. (1994, March). Charter and student achievement: Early evidence from school restructuring in Philadelphia. Philadelphia, PA: Center for Assessment and Policy Development. Oxley, D., & McCabe, J. G. (1990). Restructuring neighborhood high schools: The house plan solution. New York, NY: Public Education Association and Bank Street College of Education. (ED 326 596) Raywid, M. A. (1994). Focus schools: A genre to consider. Urban Diversity Series No. 106. New York, NY: Teachers College, ERIC Clearinghouse on Urban Education. (ED 377 293) Raywid, M. A. (1995). Alternatives and marginal students. In M. C. Wang & M. C. Reynolds (Eds.), Making a difference for students at risk: Trends and alternatives. Thousand Oaks, CA: Corwin Press. (ED 380 519) Wehlage, G., Smith, G., & Lipman, P. (1992, Spring). Restructuring urban schools: The new futures experience. American Educational Research Journal, 29 (1), 51-93. (ED 446 636) This digest is based on a monograph, Taking Stock: The Movement to Create Mini-Schools, Schools-Within-Schools, and Other Small Schools, by Mary Anne

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#OPINION: Virtual schooling seems like a perfect solution that will allow students to continue their education while facing a global health crisis. Although online schooling provides students with an education, it is cheating them out of a proper one. Yes, students decorate their dorm room windows using post-it notes and cardboard cutouts. These colorful creations allow students to express their innermost thoughts and desires. These god-forsaken art embodies the ultimate trait of college kids: relentless nihilism. Stony Brook University assistant professor Krishna Veeramah, a population geneticist, will be sequencing the genomes of an ancient European tribe in order to track their migration and how it affected medieval Europe. On Oct. 16, Stony Brook University hosted its annual Commons Day seminar for first-year students with guest speaker, writer and transgender rights activist, Janet Mock. Commons Day is a yearly event in which the author of the first-year reading requirement comes and speaks to students and staff. Upon entering high school, I was a successful student who was determined and motivated in all of my classes. My strong work ethic led me to excel in school. I let my intellect be defined by my remarkable grades. New York State residents know the toil it takes to pass a Regents exam. The countless hours of studying that go into preparing for the Regents is enough to drive anyone insane. Although we may have all suffered together, things may be different for future high school students. After taking a difficult exam, students are relieved to hear that their professor is curving their test grades. Test curves are a method in which a teacher adjusts the average score of an exam by moving students’ grades up a few points or even an entire letter grade.

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DAAS Associate Chair Martha Jones has been honored by the U-M Regents with an Arthur F. Thurnau professorship. She is one of six U-M faculty members chosen for this honor which celebrates outstanding contributions to undergraduate education. Referred to by colleagues as an innovative, collaborative and visionary teacher, Professor Jones combines a caring, student-centered approach with insistence that students have a responsibility to plunge into primary sources and argue for their interpretation. Pushing beyond conventional classroom boundaries, she creates experiential learning projects that connect primary research with community involvement. Her public exhibits, such as the recent “Proclaiming Emancipation” project at the Hatcher Library, provide experiences where students discover how vivid the past can be.

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Listing down some of the popular career paths in psychology Counsellors are people who help others towards understanding their situation by having them talk freely and benevolently about their problems, feelings, emotions, and approach towards life. All information shared with the counsellor is kept confidential. Some of the essential skill sets of a counsellor include empathy, patience, great communication, analysis of the situation the client is facing, and solution to cope with the problem. Clinical psychologists are highly specialized professionals trained for the diagnosis of mental, emotional, and behavioural disorders. Some may specialize further in various niche categories like substance abuse, suicide, mental trauma therapies for all ages. They are likely to collaborate with the medical team, social workers, educational institutes, psychiatrists, and experienced clinical psychologists. They may be called expert witnesses in the act as expert witnesses for legal needs. Forensic psychology is applying psychology to legal issues within the judicial system. A forensic psychologist could also have a law background. These psychologists work towards profiling the person who has conducted the felony or mapping the mind of the suspect. It is only natural for the forensic psychologist to know civil as well as criminal law. Industrial or Organizational Psychologist Industrial Psychologists apply their research knowledge and techniques towards helping organizations and their employees to improve their work performance and productivity as well as enhance their skill sets. You could be working as an HR professional towards planning and charting the selection procedure for various employment needs, assessing the performance, right attitude, and future of the employees. Teaching & Research Teaching Psychology is another choice of work if you want to teach undergraduate, postgraduate, or doctoral-level students. One can also consider taking up research projects while teaching or even get jobs that are flexible to focus on your research work altogether. To pursue further research work, one may need to have pursued Ph.D. Educational psychologists can be school counsellors, trainers, career counsellors, etc. Educational psychologists are normally trained in the education department (psychology) and employed in schools, colleges, and universities. They help towards making the foundation of students who need guidance in their life. Sport psychologists help with focussing on the identification and application of psychological techniques to ease and enrich a player’s performance and participation in sports activity as there is intense pressure towards the outcome of their performance. Additionally, as a sports psychologist, you can help the player overcome the fear of failure, anxiety, insecurities, and even traumatic past (injury) built upon them from time to time. Vishwakarma University, Pune, provides students with a holistic approach to learning and professional development and offers BA as well as an MA in Psychology. It aims at creating a strong practice-oriented theoretical base that is in sync with recent advances in the field of Psychology. Exposing students to high-level applied, active learning experiences in psychology involving research and clinical practice is an integral part of the course. Taught by a faculty with strong research orientation and field experience, the psychology course at Vishwakarma University offers a perfect balance of academic development and clinical training.

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If you are an Indian student who wants to move to pursue Higher Studies in the UK from India, then you have made the right choice. There is a huge difference between the education system in India and the UK. If we talk about the Indian Education curriculum, it focuses on theoretical aspects of a subject, but education in the UK is more focused upon the practical aspect of the subject being taught. If you want to learn the practical aspect of the subject then it would be a sound decision for you to move to the UK for pursuing further studies. Why do You Want to Study in the UK? Once you make this decision then you may need to answer this question to many people in your connection. But we are here to help you, tackle this question with confidence. When this question is asked from you, then you make the other person understand the difference between the Indian education and UK education system. The major difference is the opportunity to explore your own path in the subject. India has its predetermined curriculum which is followed throughout the country. There is little space for students to use their creativity in the subject. Whereas, education in the UK, gives you the opportunity for practical knowledge about the subject which is used in real scenarios. Undergraduate courses in India are believed to be of high quality and Graduate courses in the UK are regarded as one of the best. So if you are planning to pursue post-graduation then you must go to the UK for a better education. Why Study in the UK and not in Other Countries? The UK has some of the most revered universities in the world. Naming some:- the University of Oxford, University of Cambridge, Imperial College, London; University College London (UCL) the University of Edinburgh. Our two Former Indian Prime Ministers who have studied in Oxford are- Dr Manmohan Singh and Indira Gandhi. Mahatma Gandhi, The Father of our Nation, studied law at UCL. These Universities are a dream for many and if you are one of the lucky ones who has got the opportunity to study in any of these universities, then without any second thought you should, go and pursue your dreams. Education in the UK is usually less than the duration of courses in other courses. In the UK Full-time, undergraduate courses are for 3 years and post-graduation is for 1 year, which saves your cost of living and costs related to studies. British Council Benefits of Studying in the UK These are not one or two benefits of studying in the UK, but there are many that you can coin, Here we will acquaint you through all the benefits that you can manoeuvre by pursuing studies in the country- 1. Quality Education The United Kingdom is believed to be one of the countries which have a quality education, which provides you with practical knowledge of the subject. Official organizations like the Quality Assurance Agency for Higher Education (QAA) carry out independent audits to evaluate the quality of the top to the bottom teaching process. Teaching and Research standards at these universities are regularly assessed to make sure that they meet the benchmarks that are set. 2. Among the best in Research The REF ( Research Excellence Framework) is the organization that assesses the quality of the research conducted by leading universities and colleges in the United Kingdom. They postulate that 30 % of the research done is “world Leading: and 46% are classified as “Internationally Excellent. If you aspire to be a first-class researcher then the United Kingdom is the stop for you where you can achieve what you dream of. 3. You can Work while Study Many colleges and universities provide the student with part-time work opportunities. To be confirmed you should ask the college person or you should check on their website. This is a wonderful way for you to practice what you are learning. Working while studying enhances your CV which gives you an extra edge when you apply for jobs. 4. You can Apply for various Scholarship The United Kingdom understands the importance of education, and not every student can afford the expense of living and the cost of education together. Hence they have a scholarship option for the students. If the expenses required are too much for you, then for Indian Students that have many scholarships for which you can apply for. You can find the list here. Is IELTS important to Study in the UK? For you to pursue your studies in the UK you need to apply for a study visa and you need to provide proof of proficiency in the English language. You have to take the Secure English Language Test approved by the Home Office, such as IELTS. IELTS in the UK is mentioned by British Council and IDP. So once you have decided that you have to go to the United Kingdom for studies, start your preparation for IELTS as well. For Indian Students, studying in the United Kingdom is a great opportunity to grab if you are getting such a lifetime chance. Uk’s Education is considered to be of high quality which focuses towards the practical aspect of the subject. They also provide scholarship opportunities that Indian students can apply for if the expense is too much to bear for them. To study in the UK, you also need to achieve the desired score in IELTS which is accepted as the selection criteria.

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Qatar is a country located in the west of Asia, particularly near the Arabian Peninsula, with Doha as its capital city. It is known for its oil reserves and the massive petroleum and gas industries, making the country one of the richest in the world. There are also many things Qatar is famous for, such as its world-class airlines and airports, unique landscapes, and is one of the safest places on Earth. Besides these, you’ll also find Qatar an ideal place to study. It has built the Education City where you can find several international universities. You can also choose to study at some of its local universities. But before sending your applications, find out what most international students are taking in Qatar schools. Here are the best subjects to study in Qatar! Top Subjects to Study in Qatar 1. Gulf Studies Gulf Studies covers various topics, such as Politics, Economics, Energy, and History, providing a deeper understanding of the Gulf Region, and it is a top subject to consider in Qatar. You can also learn about the culture and society of this side of the Arab region. More importantly, taking Gulf Studies provides you the opportunity to delve into research and look for answers to timely and thought-provoking issues in this region. For these reasons, Gulf Studies is among the best subjects to study in Qatar. You can study Gulf Studies in Qatar at Qatar University. There are also related subjects at the other universities in the Education City in Qatar, such as Carnegie Mellon University and Virginia Commonwealth University. Studying in these universities can provide you with a world-class education and top-caliber facilities. With such training and preparation, you’ll be ready to take on the world. Some of the careers for international students with a background in Gulf Studies are in the academe and schools. You can also apply for work at international agencies such as the United Nations and the European Union. Finally, studying Gulf Studies can help you start a career in business and politics as an analyst. 2. Arabic Language There are many advantages to learning a new language, such as Arabic. Besides the cognitive benefits, learning Arabic can also open doors to career opportunities abroad. And while it’s more accessible to learn a new language by using a mobile app or enrolling in an online class, it’s still best to learn it in its most native form. For that, the Arabic language is one of the best subjects you can study in Qatar. The country is the most open in the region, allowing international students to explore its cities. By doing so, you can learn the language just like how the locals use it in their everyday lives. You’ll surely pick up and improve on your Arabic. Besides how you can learn the language by being in an actual Arab society, it’s also important to learn it in a formal setting. Some of the best places you can learn the Arabic Language in Qatar are Hamad Bin Khalifa University, the Loghati Center, and the Islamic Cultural Center. 3. Chemical Engineering Chemical Engineering is a diverse field that extends well to other fields, such as Biochemical, Environmental, and Material Engineering. It’s one of the best programs to study in Qatar. Here, you’ll learn about the petroleum, petrochemical, and gas industries in the country. In particular, you can study and acquire marketable skills in the development of new technologies and energy products. Being in Qatar also provides you the unique opportunity to explore the industry that makes it one of the economic powerhouses in the world. There are large gas reserves, as well as treatment and refining facilities in the country. By studying in Qatar, you’re closer to starting a career in these industries. Considering how valuable chemical engineers are in many companies and businesses in Qatar, its education system ensures to provide competent professionals through high-quality education. Some of the best universities where you can study Chemical Engineering in Qatar are the: - Qatar University - Texas A&M University Qatar - College of North Atlantic Qatar. 4. Mass Communication Mass Communication deals with creating, sending and analyzing messages to vast audiences through different forms of media, and it is an excellent program to study in Qatar for aspiring international students. This is a diverse subject that tackles the what and how of communication among large groups of people, as well as the why of it. In Qatar, you can study Mass Communication and enjoy the perks of being a country that sees its significance in today’s society. Besides the world-class education, you can also enjoy technologically advanced facilities, and learning methodologies aligned with international standards. It’s also crucial for international students to learn Mass Communication in a practical setting, which Qatar offers. Moreover, universities in the country, such as Qatar University, ensure that students get a full understanding of how Mass Communication impacts society. If you’re looking to explore specializations within this field, you’ll find that Qatar universities also offer related subjects to international students, such as Journalism and Strategic Communication. And besides Qatar University, you can also study in other academic institutions such as: - Doha Institute of Graduate Studies - Northwestern University in Qatar - Georgetown University 5. Civil Engineering Civil Engineering is the subject area that deals with built structures, such as roads, railways, bridges, airports, dams, and other infrastructures. By studying this, you’ll learn how to plan, design, and develop these structures, which are significant proof of a society’s economic success. Considering how important this field is, it’s important to choose a country where you can study this. In relation to that, Civil Engineering is another excellent subject to study in Qatar. The country is known for its impressive infrastructures, such as the Burj Doha Tower and the newly built Lusail Stadium, which will host the final game of the FIFA World Cup in 2022. With these in mind, studying Civil Engineering in Qatar means you’ll get inspiration from structures built by present successful engineers. And it doesn’t seem like the country is slowing down with its infrastructure projects. That means there’ll be more jobs available to engineering graduates in Qatar in the near future. As an international student, this will be a great opportunity for you to start a career. It’s a lucrative career and only takes you higher on the career ladder as you acquire more knowledge, skills, and work experiences. So, make sure to study Civil Engineering at top universities in Qatar such as: - Qatar University - Hamad Bin Khalifa University - Texas A&M University Qatar I hope that this article on Best Subjects to Study in Qatar was helpful. To know more information on studying abroad, check out the Available Programs for International Students.

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Communities across the country are still navigating the pandemic, but with vaccinations underway, we have to start planning for recovery and renewal. Helping communities return to full-time, in-person schooling and providing the social-emotional, academic, mental, and physical support that our children need will be a once in a generation challenge. Our Theory of Action If we provide evidence-based guidance, resources, and support at the intersection of health and education to policymakers and education practitioners then we can create a path for comprehensive recovery and renewal. Defining Recovery and Renewal Over the next year, as schools return to full-time in-person instruction, we must be thoughtful about the varied experiences of communities, teachers, students, and families and come together to attend to their diverse needs. Evidence is emerging that reveals what many anticipated: the inequities that pre-existed the pandemic have been exacerbated across health and academics. Recovery and renewal efforts begin with active listening and empathetic learning about children, staff, and family experiences during the pandemic. On the foundation of understanding, scientific evidence of what works must be utilized to re-establish healthy schools and thriving communities, to build on what we have learned, ensuring that all of our children have the opportunity to develop, grow, and prosper. The entirety of our work is based on the following principles: - We strive to ensure that every public school student is healthy, safe, engaged, supported, and challenged. - We operate with deep humility that district leaders, school leaders, teachers, and other school personnel are best positioned to meet their communities’ challenges. - We are committed to equity in design, practices, and resourcing. - We embrace uncertainty. - We believe that simpler is usually better. - Founder and Managing Director, Opportunity Labs, LLC and Opportunity Labs Foundation, Inc. - Former White House Fellow, U.S. Department of Housing and Urban Development where he was Special Assistant to Secretary Julian Castro - Former Chief Operating Officer, The New York City Department of Education Dr. Adriana Cadilla - Pediatric infectious disease physician, Nemours Children’s Hospital - Associate Professor, University of Central Florida - Former Fellow in Pediatric Infectious Disease, University of Chicago Medical Center - Software Engineer at Northwestern Mutual - Hopeless Optimist at Humble Humans - Former CCO Cowerks/Fresh Markets - Former Teacher, Sprockets (Coding Camps ages 7-13) - Former Co-Founder, Hip-Hop Institute (Boys & Girls Club) Juliette Cricket Heinze - Former Executive Director of Knowledge Sharing, The New York City Department of Education, where she oversaw the development of WeTeachNYC, the district’s online learning platform for its 80,000 teachers - Former education researcher, Education Development Center, Scholastic, and New Leaders for New Schools - Former Spanish Bilingual Teacher, Los Angeles Unified School District Dr. Mario Ramirez - Managing Director, Opportunity Labs, LLC and Opportunity Labs Foundation, Inc. - Former White House Fellow appointed by President Obama and Acting Director for the Office of Pandemic and Emerging Threats, U.S. Department of Health and Human Services - Former Emergency Medicine Physician and Flight Surgeon, United States Air Force - Former Attending Clinical Physician, Sibley Memorial Hospital (Johns Hopkins University) Dr. Meghan Walls - Pediatric psychologist in the Division of Behavioral Health, AI duPont Hospital for Children - Assistant clinical professor of Pediatrics, Sidney Kimmel Medical College, Thomas Jefferson University - Former Resident, Nationwide Children’s Hospital - Board Member, Society of Pediatric Psychology

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Rebecca Lees examines the need for greater foreign languages skills in Wales if we are to compete with the emerging economies Businesses in Wales need to tackle a shortage in languages skills if they are to compete globally with emerging economies. Many SMEs in Wales have not grasped the importance of recruiting staff with a practical knowledge of other languages and cultures. There is still a sense that ‘everybody speaks English’. Yet 75 per cent of our trade is carried out with non-English speaking countries. Stephen Hagen, Professor of Multi-lingual Business Communications at Newport University, says there is a scarcity of linguists in Wales. He has led research which shows that SMEs in Wales could increase export sales by 44.5 per cent if they had a language strategy. Despite this the take-up rate of modern foreign languages at GCSE level has declined to 27 per cent in Wales. Earlier this month Swansea University announced plans to reduce the size of its languages department. The resulting outcry – including criticism from author John le Carré that the move was “contrary to all good sense” – highlights the contradiction faced by businesses in Wales. As Professor Hagen puts it: “The UK is near the bottom of the European league in terms of its awareness of language and export strategy. The understanding is that English is the major global business language but this is not necessarily the position taken by most of the trading partners. The position for us in Wales is that we have the advantage of using English but it makes us more vulnerable as it limits our ability. Most of our competitor countries have two, three or four languages in their companies. In the UK we tend to have English and maybe one other. One argument is that we should be learning more foreign languages, which is true, and encouraging businesses to be more effective at exporting and removing cultural barriers.” Professor Hagen points to the four elements of language management in successful export companies: 1. The company has a language strategy. 2. It employs native speakers. 3. It recruits staff with language skills. 4. It employs professional translators and interpreters. “Companies with up to 250 employees in Wales could well achieve more than 40 per cent higher export sales if they adopted a language strategy along these lines,” says Prof Hagen. “Companies that are language-aware are far more likely to be successful exporters. It is important for Welsh companies to hire people with language skills. People who are bilingual are better placed to become trilingual or quadrilingual. We have to get more people who are language proficient in Wales. Bilingualism is a good step towards internationalism.” The need for more languages candidates has been seen first-hand by Newport-based recruitment agency Concentric Consulting. “There are a lot of companies in Wales which have relocated from Bristol or London and they are finding a real shortage in the candidates they need,” says its managing director Natalie Rosato. “One of our clients distributes car parts from Germany, France and Spain, while we also work with a Spanish company which distributes across the world. More and more languages candidates are needed in this area, as the majority of people applying are from London. In particular, there is a real shortage in trilingual candidates. Companies need candidates who can speak English, Welsh and another language.” The Welsh Assembly is combating the decline in language learning with the Making Languages Count action plan. Education Minister Leighton Andrews says: “Learning a foreign language is a skill for life. In the world of work, knowledge of languages helps economic growth and business competitiveness through improved understanding of the business environment and intercultural understanding. Through this action plan I hope to see increased take-up of modern foreign languages, improved levels of attainment and more flexible access to high quality courses.” As part of the action plan, a new NVQ Business Languages course is now available to students choosing their Year 10 options. The NVQ was successfully piloted in Wales last year and combines practical languages learning with a range of skills needed in the workplace. NVQ Business Languages is delivered in partnership with CILT Cymru, the National Centre for Languages based in Cardiff Bay, which has a key role in implementing Making Languages Count. CILT Cymru recently launched its Business Language Champions Awards to facilitate links between schools and business. This aims to inspire young people to see the relevance of language skills in the global economy and equip students with the international communication and employability skills needed for their future careers. CILT Cymru’s Language Teaching Adviser Claire Parry said: “The growth of the global economy is creating new market opportunities for Wales. But we are currently facing a shortage of people who can combine language skills with other specialisms, such as engineering, law and marketing. Without the language and intercultural skills needed to compete successfully with the rapidly developing economies of Brazil, Russia, China and India, businesses in Wales will face increasing challenges in adapting to this competition. The British Chambers of Commerce state that export businesses that are proactive in their use of language and cultural skills achieve on average 45 per cent more sales than companies who conduct their business solely in English. So it is important to the future economic success of Wales that our schools produce competent linguists and that businesses in Wales continue to recruit these young people.”

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Chennai Egmore, formerly known as Madras Egmore, also known as Chennai Elumbur (station code: MS), is a railway station in Chennai, Tamil Nadu, India. Situated in the neighborhood of Egmore, it is one of the four intercity railway terminals in the city; the other three are Chennai Central railway station, Tambaram railway station and Chennai Beach railway station. The station was built in 1906–1908 as the terminus of the South Indian Railway Company. The building built in Gothic style is one of the prominent landmarks of Chennai. The main entrance to the station is situated on Gandhi-Irwin Road and the rear entrance on Poonamallee High Road. |Indian Railways and Chennai Suburban Railway station| |Other names||Madras Egmore / Madras Elumbur| |Location||Gandhi-Irwin Road, Egmore, Chennai| |Owned by||Ministry of Railways, Indian Railways| |Structure type||Standard on-ground station| |Zone(s)||Southern Railway zone| |Previous names||South Indian Railway| |3,00,000 per day| 50 Express trains/day| 400 suburban trains/day 50 DEMU services/day The station was apparently constructed from 8679 on land purchased from Pulney Andy. The building is built in the Gothic style of architecture with imposing domes and corridors. It is one of the prominent landmarks of the city of Chennai. The recently opened[when?] northern entrance to this railway station is on the arterial Poonamallee High Road in Chennai city. History says that the station was actually a fort, called the Egmore Redoubt, similar to Leith Castle, which is a part of Santhome. It is said that the station came up in a place that once used to store ammunition for the British. The station building was constructed on a 2.5 acres (1.0 ha) land, for which 1.8 acres (0.73 ha) was acquired from S. Pulney Andy, an English physician, who, in his letter to the 'Collector of Madras,' initially refused to sell his property owing to the difficulty with which he had purchased and developed the property. However, the South Indian Railway (SIR) Company, which was then operating train services to the south, persuaded him to sell the land, for which Andy claimed ₹1 lakh (US$1,300) as compensation. After acquiring the land, the SIR invited Henry Irwin, CIE (chief engineer), who did much of latter day Indo-Saracenic in Madras, and E. C. Bird, company architect, to design a building to suit the traffic need. After several alterations in the plan, the construction work began in September 1905 and was completed in 1908. It was constructed by contractor T. Samynada Pillai of thirunageswaram near kumbakonnam at a cost of ₹17 lakh (US$21,000). The station was officially opened on 11 June 1908. There was initially a demand that the station be named after Robert Clive, which was, however, strongly opposed by the public as they wanted to name it Egmore. When the station was opened there was no electricity connection and a generator was used. The station became the major metre-gauge terminal for Chennai after the formation of Southern Railway in 1951 and served as the gateway to the southern Tamil Nadu, chiefly due to its acting as a connecting point for passengers from the south to the Chennai Central for boarding north-, west- and east-bound trains. Irwin and Bird worked on the design of the building, which was sympathetically added to in the 1930s and 1980s. In the 1990s it was converted into a major broad gauge terminal, a role in which it became operational in 1998. For some time it had been felt that the traffic to be handled in 'Madras' had outgrown the accommodation provided for it at the Egmore station and that something better was required. The old-fashioned, cramped station had done duty for many years as terminus for the South Indian Railway. Hence the move to construct a new station building for Madras. SIR also claimed during the inauguration of the new building that it had given Madras a building to be proud of, "whose covered platform area is greater than that of Charing Cross Station in London." The signal cabin at the station was opened in 1935, when the suburban line between Madras Beach and Tambaram was electrified. The signalling of the station is controlled by a Siemens all-electric power frame of 1935. A new suburban station building was opened in November 2004 when the Tambaram–Beach broad-gauge section became fully operational. With increasing passenger traffic, the entrance on the Gandhi-Irwin Road eventually became insufficient. In 2004, construction of a second entry to the station on the Poonamallee High Road side began at a cost of ₹11.53 crore (US$1.4 million). In June 2006, the second entrance was opened. Chennai Egmore station lies between two flyovers separated by a distance of about 925 m (3,035 ft), measuring 300 ft × 70 ft (91 m × 21 m) on 2.5 acres (1.0 ha) of land The station is about 750 m (2,460 ft) long and has 11 platforms. Platforms 1, 2 and 3 are on the eastern side. They are relatively short in length. They are used for short trains. Platform 4 is the main platform leading to the portico. Platforms 4, 5, 6 and 7 lie under the dome. These are used for long-distance trains. Platforms 10 and 11 are newly constructed ones that are handling broad-gauge electric multiple units (EMUs or suburban electric trains). Some platforms have escalators. Chennai Egmore station is not a junction. This can be understood also from its name. It has one line towards Chennai Beach railway station (via Park Town and Fort), while the other is towards Tambaram railway station (via Mambalam). The total revenue generated by the station during 2012–2013 was ₹287.3 crore (US$36 million), making it the second highest revenue-generating station of the Southern Railway, behind Puratchi Thalaivar Dr. M.G. Ramachandran Central railway station. The station has been divided into two zones for mechanised cleaning contracts—platforms 1 to 6 fall under zone I and platforms 7 to 11 fall under zone II. In December 2012, Southern Railway awarded contract to a new agency with a 43-member team taking charge of upkeep of zone II. Contracts for cleaning Chennai Egmore station has been awarded for a period of 3 years from 2010 for a value of ₹2.05 crore (US$260,000). Train care centreEdit The station has a train care centre named Egmore Railway Yard(GSN Yard – Gopal Samy Nagar), where the trains arriving at the station are prepared for departure. However, the centre is soiled and grimy due to lack of maintenance. There are 14-bedded air-conditioned dormitories and 16 retiring rooms on the first floor of the station. Three new waiting halls were added to the prepaid AC hall and second call hall. In 2019–2020, platforms 5, 7, 8, and 9 were extended to accommodate locomotives. The station has two entrance, viz. the main southern entrance on the Gandhi–Irwin Road and the secondary northern entrance on the Poonamallee High Road. Both the entrances has MTC bus routes passing through them and have pre-paid taxi and autorickshaw counters. While the southern entrance has a bus shelter, the northern entrance has a two-storey parking lot and a bus terminus. The station is also connected to the Chennai Metro Rail Line 2, serving as an underground station. In April 2012, the Government Railway Police (GRP) and the Railway Protection Force (RPF) together launched a helpline known as Kaakum karangal (literally meaning 'Protecting hands') in the terminus. This involved dividing the terminus into three sectors and deploying 18 police personnel for security. The main station has CCTV cameras installed. The suburban platforms are covered by the ₹40 crore (US$5.0 million) Integrated Security Surveillance System (ISSS) project implemented in 2012. The project, implemented jointly by the Southern Railways and HCL Infosystems, includes installation of CCTV cameras that would record visuals around the clock and store the data for 30 days, with the footage transmitted and stored using an Internet Protocol system. As the growth potential at Chennai Egmore station is limited due to space constraint, the railway is planning to originate or terminate some of the additional trains to be introduced in future at Tambaram railway station. However, the station will remain a hub of train services and there is no proposal to shift all the services to Tambaram. In February 2013, as part of a national initiative to eliminate ballast tracks at major stations, washable aprons—ballastless tracks or tracks on a concrete bed—were laid along the entire length of track of platform 2 at the terminus. Though several changes were made to the station, the letters "SIR" emblazoned on its bas relief crest still remains, though the middle letter 'I' was painted out a few years ago to read "SR" (meaning Southern Railway). - Muthiah, S. (27 October 2012) [19 September 2010]. "Whither this National Library?". Madras Miscellany (column). The Hindu. Retrieved 21 June 2019. - Pain, Paromita (27 June 2008). "Heritage tracks". Business Line. Chennai. Retrieved 8 November 2012. - "Red-letter day for Southern Railway". The Hindu. Chennai. 11 June 2008. Archived from the original on 13 June 2008. Retrieved 17 June 2012. - Muthiah, S. (16 June 2008). "Egmore and the South". The Hindu. Chennai. Archived from the original on 20 June 2008. Retrieved 29 December 2011. - Muthiah, S. (9 May 2010). "The railway of the Deep South". The Hindu. Chennai. Archived from the original on 17 November 2010. Retrieved 28 December 2011. - "One hundred years of tireless travel ... still chugging with charm". The Hindu. 7 June 2008. Archived from the original on 10 June 2008. Retrieved 24 May 2011. - Krishnaswamy, Murali N. (17 June 2008). "Chugging on . . . a hundred years hence". The Hindu. Chennai: Kasturi & Sons. Retrieved 28 September 2019. - Hinson, John. "Madras Egmore: South Indian Railway". The Signal Box. Archived from the original on 18 April 2002. Retrieved 9 September 2013. - Vydhianathan, S. (26 October 2004). "Second terminal at Puratchi Thalaivar Dr. M. G. Ramachandran Central Railway Station proposed". The Hindu. Chennai. Archived from the original on 1 December 2004. Retrieved 9 November 2012. - Venugopal, Vasudha (5 February 2013). "Display boards at station fail to show the way". The Hindu. Chennai. Retrieved 11 February 2013. - Varma, M. Dinesh (7 December 2012). "New agency undertakes cleaning of Egmore station". The Hindu. Chennai. Retrieved 13 December 2012. - "Cleanliness drive in railway stations". The Hindu. Chennai. 8 July 2010. Retrieved 7 November 2012. - Ayyappan, V. (29 October 2012). "Passengers panic as pests overrun dirty train bogies". The Times of India. Chennai. Archived from the original on 3 January 2013. Retrieved 10 November 2012. - Express News Services (26 November 2019). "Egmore railway station to have better services for commuters". The New Indian Express. Chennai: Express Publications. Retrieved 24 October 2020. - Ayyappan, V. (1 August 2014). "One more prepaid autorickshaw counter opened at Egmore Railway Station". The Times of India. Chennai. Retrieved 24 October 2020. - Madhavan, D. (5 October 2019). "Whenners Road hit by 'pothole plague'". The Hindu. Chennai: Kasturi & Sons. Retrieved 24 October 2020. - "Chennai Metro Rail Line Map". Archived from the original on 13 July 2014. - "Railway police launches two helplines". The Hindu. Chennai. 1 May 2012. Retrieved 25 November 2012. - "Chennai: Suburban railway stations to come under CCTV surveillance". IBN Live. Chennai. 18 July 2012. Archived from the original on 11 November 2013. Retrieved 14 January 2014. - "Train Timings (from 1.7.12) at Chennai Central, Chennai Egmore, Perambur, Tambaram" (PDF). Southern Railway Website PDF Upload. Southern Railway. Retrieved 20 August 2012. - "Egmore to remain railway hub". The Hindu. Chennai. 22 December 2011. Retrieved 31 December 2011. - Malavan, K. (20 January 2012). "Tambaram 3rd Rail Terminus update". The Hindu. Chennai. Retrieved 20 January 2012. - Ayyappan, V. (14 February 2013). "Puratchi Thalaivar Dr. M. G. Ramachandran Central Railway Station, Chennai Egmore Railway Station to get washable tracks". The Times of India. Chennai. Retrieved 17 February 2013. - Media related to Chennai Egmore railway station at Wikimedia Commons

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Store shelves are crammed with lunchboxes: Pokemon and Paw Patrol, Spirit and mermaids, and superheroes of every stripe. While the designs available have changed over time—my Josie and the Pussycats lunchbox definitely lacked bento-style compartments—the reason for their existence has not. It’s all about helping students get ready for what comes next: life, work, and engagement in society. The options and programs available for schools and educators to help students on their way are myriad, and considering these three questions can give you more ideas to add to your toolkit. 1. When does career readiness begin? When parents walk their kindergartner to the bus stop for the first time, they’re probably not thinking about building the workforce of the future. But educators know that learners begin to form soft, “human” skills early. An exciting new program—Global Problem Solvers: The Series—can help students as young as those in middle school develop important skills in problem solving, critical thinking, creativity, and collaboration as it inspires them to make a difference in the world. Do the skills honed through a program like GPS: The Series matter? You bet! The National Association of Colleges and Employers Job Outlook 2018 surveyed employers to identify the attributes most important in new hires. Topping the list: problem-solving skills (82.9%), ability to work in a team (82.9%), and communication skills (80.3%). 2. Is there really a “skills gap”? What about expanding students’ technical skills? Ninety percent of organizations report a shortage of potential new hires with technical skills; nearly 800 thousand technology-related jobs are available in the U.S. alone. (Read the infographic.) A combination of soft skills and strong capabilities in STEM (science, technology, engineering, and math) can open doors for many. For more than 20 years, Cisco Networking Academy has helped 9.5 million students in 180 countries learn how to design, build, manage, and secure computer networks, supporting the educational needs of local communities and preparing students for careers that are in worldwide demand. Does your school host a Network Academy? If not, consider joining the more than 22,000 professors, teachers and counselors who use the free Networking Academy curriculum to inspire and motivate students worldwide. Or, check out opportunities to foster learning online. 3. What about increasing talent in cybersecurity? In Cisco’s 2018 Annual Cybersecurity Report, more than half of all respondents (55 percent) to the Security Capabilities Benchmark Study noted that they had experienced at least one public security breach in the past year. The growing rate of cyber threats—from targeted attacks, ransomware, the proliferation of smart devices, and more—is increasing the demand for cybersecurity professionals. The median number of cybersecurity personnel in all industries has increased since 2015—from 25 to 40 in 2017—and most organizations report that they intend to hire more resources for their security teams. Targeted Cisco Networking Academy programs are training the next generation of cyber superheroes. Using every opportunity for readiness All schools, colleges, and universities play an essential role in educating the workforce of the future. Some expand on traditional programs with offerings like Global Problem Solvers: The Series or Cisco Networking Academy, while others deliver a benefit through the technology they use in teaching and learning every day. Jerry Sheehan, the CIO at Montana State University (MSU), calls it an “unexpected ripple effect.” Many students at MSU use “tools in their coursework [including Cisco Webex and Webex Teams] that they’ll use when they move into the work environment. The ‘ripple’ is that students’ experiences with Webex will go with them beyond the education environment into their professional lives.” You can see the “ripple” across the country: - Near the Kansas/Missouri border at the Shawnee Mission School District - In rural Oklahoma at Howe Public Schools - In upstate New York at Troy City Schools (Read the complete best practice study.) - In the Midwest at the University of Nebraska at Omaha To see more stories like these and learn more about the solutions that prepare students for the world of work, visit cisco.com/go/education.

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One of the most important things students can do to help animals is FSI -- Friends Share Information. Recently I heard from three people looking to network with others so that they can encourage other young people to speak up for animals. Two are 8th grade students at Sligo Middle School in Silver Spring, MD. Both students wrote to me asking for materials to pass out at an upcoming Information Fair. The purpose of the event is to give students an opportunity to learn -- from their peers -- about various nonprofit organizations in the community. I'm often invited to speak at such events, and enjoy meeting students who care about animals. But, I believe that the Information Fair at Sligo Middle School will produce more student activists than the typical such event where adults tell kids about their work. If these two students talk to 20 or 30 of their peers about the importance of responsible animal care, I guarantee that the number of kids who take animal welfare seriously, including the importance of spaying/neutering and reporting animal cruelty, will immediately increase. And, just think what happens when those newly educated animal advocates talk to 20 or 30 more students! The other person who recently approached the League about getting students to speak up for animals is Kelly, with DoSomething.org. The organization, known primarily for the Bully movie, is speaking up for animals. To learn more about their efforts, go to http://www.dosomething.org/cause/animals. And, Do Something!

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PENNSYLVANIA, USA — When it comes to listening, we could all use a little practice. This is why Life Coach Liz Reihm joined FOX43 on April 21 to discuss how to better reflect on your conversations with others. While on the show, Reihm spoke about the idea of "reflective listening," which involves paying close attention to the content and feeling expressed in another persons' communication, she says. The second part of reflective listening, according to Reihm, is after you've heard and listened to what the other person has to say, is letting them know that you understand what they're saying. When we practice reflective listening, we become better listeners, and thus, sustain more meaningful connections with others, Reihm says. To view the whole interview, check out the clip above. If you'd like to ask Reihm a question, you can email her at [email protected] or visit her Facebook page here.

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Posted November 12, 2018 Posted August 03, 2017 This website is developed and maintained by the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center and the National Implementation Research Network (NIRN) in the USA. It provides a variety of tools and resources for use when implementing new policies, programmes or practices. It also provides learning modules on a range of implementation topics, such as drivers, teams, stages and improvement cycles. All resources are freely available and are intended for use by all stakeholders actively involved in implementing or scaling up a programme or practice in any sector. Posted July 18, 2017 This website offers a set of tools and resources for those using the Normalization Process Theory (NPT). NPT was developed in 2009 by Carl May and colleagues from a number of universities across the UK, Ireland and Australia. The site contains concise descriptions of the theory, and toolkit for its practical application. This theory and website is useful for those who are designing an intervention and wish to encourage implementation and integration into routine practice. Posted July 14, 2017 This website offers useful, practical information on the Consolidated Framework for Implementation Research (CFIR). It is developed by the CFIR Team in the Centre for Clinical Management Research in the USA. The CFIR focuses on adapting interventions to fit the setting where they will be implemented, and continuously improving implementation throughout this process. The site was created for those considering using CFIR to evaluate an implementation or design an implementation study, but the information has relevance for all stakeholders involved in implementation. Posted July 11, 2017 This guide, developed in 2018 by the Education Endowment Foundation in the UK, has been designed to support school leaders and others in school-based settings to implement change. Drawing on recent reviews that summarise research on implementation in education, plus insights from wider literature in Implementation Science, it addresses the stages of, and foundations for, good implementation in school-based settings. This guide will help those who are aiming to implement any school improvement decision, be it programme or practice, a whole-school or targeted approach, or an internally or externally generated idea. Posted July 10, 2017 This is the website for the Reach, Efficacy, Adoption, Implementation and Measurement (RE-AIM) framework. RE-AIM was first published in 1999 by Russell Glasgow from the University of Colorado, and was designed to enhance the quality, speed and impact of translating public health research into practice. The website describes the components of RE-AIM, and provides resources to help apply the framework, including planning tools and checklists. It will be of interest to all stakeholders considering using RE-AIM as a framework to plan and evaluate implementation.

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Dr. Baddeley is one of the world’s leading authorities on Human Memory. He created the three component model of working memory in the 1970s. Research Interview Series #24: Girard Newkirk, Founder and CEO of Genesis Block and KWHCoin Girard Newkirk is a technology entrepreneur Founder and CEO of KWHCoin and Genesis Block. Genesis Block is a business development services company focused on small business, entrepreneurship and economic development that provides coworking, educational resources and technology. KWHCoin an energy data management company. Genesis Block: https://genesisblockilm.com/ Research Interview Series #23: Mike Boylan of Mike’s Weather Page, spaghettimodels.com In this interview you will get to hear Mike talk about how he started Mike’s Weather Page, why he does it, and how it has become an invaluable asset to those tracking serious weather (ie hurricanes) in the US and beyond! To learn more about Mike’s Weather Page and find links to the social media account, see the following link: https://spaghettimodels.com/ Research Interview Series #22: Ray Pastore, Ph.D. interviews Janna Robertson, Ph.D., Professor of Education. We talk Art, Education, Impacts, and Community! Forest of DREAMS article: https://wrightsvillebeachmagazine.com/flash/2020-1/page_39.html Forest of DREAM Documentary: https://vimeo.com/224277353 End Racism Now Art Installation: https://www.eighteenforward.com/ School Justice Partnership: https://jannasrobertson.wixsite.com/sjpartner Dr. Janna Siegel Robertson has worked in the field of education for over 35 years and received her doctorate from University of California in Los Angeles in Educational Psychology. She is currently a Professor of Secondary Education at the University of North Carolina, Wilmington. Her research and multiple publications focus in the areas of dropout prevention, at-risk students, instructional technology, teacher preparation, arts education, special education, gifted education and community service learning. In the past, she was a general and special education teacher, a school administrator and a district administrator. Dr. Robertson’s directed “The Forest of DREAMS” mural which was a 240-foot block long mural that transformed an entire Northside neighborhood by DREAMS Center for Arts. During 2016, she solicited 76 organizations including schools, churches, non-profits, businesses, neighbors, and individuals to sponsor their creature in the forest and supervised over 600 volunteers. The formerly neglected neighborhood is now a destination where busloads of children, tourists and locals come to visit the mural with its hidden creatures and stories. A documentary titled “Brushstrokes” describing the community service learning project. Several additional community murals have been painted around town including at Elderhaus, The Career Readiness Academy at Mosley PLC, DC Virgo Preparatory School, New Beginnings Church, Black Man Running, and Support the Port. Her most recent project was co-directing the “Black Lives Do Matter: End Racism Now” art installation for the City of Wilmington. This 135-foot sculpture consist of the 8-foot aluminum letters each painted by a diverse group of artists depicting positive contributions of Black culture to the city. The art installation will be at Jervay Freedom Walk Park for 2020-2021. She is involved with several additional projects through UNCW for 2021 that integrate social justice art, resilience, social emotional learning, and community service. Ray Pastore Research Series Interview #21 – with Danielle Rourke, Dell Technologies Senior Higher Education Specialist Danielle Rourke is a Dell Technologies Senior Higher Education Strategist with extensive leadership and technology skills. Prior to joining Dell Technologies, Danielle served as an Associate Director of Information Technology for the University of Colorado Boulder, where she championed new and innovative methods of utilizing technology to make education more accessible to under-served student populations. A technologist and analyst at heart, Danielle’s true passion is helping broker technological solutions to help students, staff, and faculty across the globe engage more fully in the power of education. In addition to undergraduate degrees in Psychology, Business Quality Management, and Computer Operations, Danielle holds a Master’s Degree in Information Technology from Capella University. Follow Danielle on LinkedIn: https://www.linkedin.com/in/daniellerourke Follow Danielle on Twitter: https://twitter.com/HiEdDanielle | @HiEdDanielle Interview with Jared Tendler, MS, LMHC, Head of Sports Psychology at Team Liquid Ray Pastore #19 – Interview with Elliott Masie, Founder of the Masie Center, Learning Consortium, and Learning Conference, author and speaker focused on the changing world of the workplace, learning and technology. Elliott is acknowledged as the first analyst to use the term eLearning and has advocated for a sane deployment of learning and collaboration technology as a means of supporting the effectiveness and profitability of enterprises. Ray Pastore #18 – Interview with Bruce Baumgart, Ph.D. Entrepreneur, computer scientist, and winner of the first video game competition, Intergalactic Spacewar Olympics, in 1972!

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By the end of the year, we completed our donation drive and our homeless women kits. Something positive we did for our school was we encouraged team work in the advisory classes by hosting a competition, and we helped students care about others by hosting a donation drive. Something positive we did for our community was that we gave St. Francis Center the food and materials that some could not afford and need to survive. We also personally helped sort and organize the food at St. Francis Center, and also passed out those food supplies to community members in need when they came to the Pantry Program. If we could redo this project, an improvement would be to encourage more students to donate and make more volunteer opportunities at the St. Francis Center, so that more students could get involved and have the hands-on experiences that we did. The short-term outcome of this project is to provide personal hygiene kits to homeless women in order to meet their needs. Another outcome of this project will be to provide more food supplies to local food banks. Finally, we also will host workshops and events on campus to make our students and staff excited about our project; for example, we would like to host workshops where we teach our school community how to hand-make goods like soap. In the long-term, our goal is to encourage people to help out at events like food drives, donation drives, and volunteering for local community services. By hosting events at our middle school, we can shape how our students see their community and make them feel responsible for helping others.

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There’s been a lot of talk over the motivations behind “The Great Reset” – with worries over why the phrase was used by the World Economic Forum in 2020 in particular, its use and promotion appeared to be of ill-taste for some audiences in the context of a global pandemic to assimilate phraseology that appeared to “predict” the limitations and transformations that were set upon economies and freedoms worldwide. Other audiences found Davos to be the policy wonk snoozefest that it ‘usually’ is. The fear of ‘The Great Reset’ has also been echoed in the discourse of education delivery, training delivery and the bias towards remote learning – a methodology that was not previously preferred nor appeared to be desired – until it was enforced as the global pandemic took place. As suitably imagined many parents have found virtual learning and homeschooling challenging. Further up in the education journey, colleges and universities have been colleting tutition fees but were forced to inky be able to provide virtual learning and ‘Zoom university tuition for a quarter million dollars‘. While many will leave 2020 behind asking questions about the value of their education, their life and the time that they spend on that learning journey; there are issues that have bene helpfully raised and do indeed, require a ‘reset one way or another’. Here are some of them: An assumption that technology is replacing teachers While the World Economic Forum article posited here doesn’t massively help the anti-fear argument (the statistics they report on only represent the lack of CPD provided to teachers in providing effective technology use, with no mention of the total lack of training made available for teachers who may be able to accommodate alternative arrangements such as live virtual classes, the education cybersecurity rights of young people, community or nanoschools, correspondence schools, or multimodal learning i.e. virtual learning mixed with in-attendance “real school” teaching); it highlights that the pandemic has grossly exacerbated a digital divide where the internet-haves and the internet-have-nots are more misaligned and maligned than ever, risking educational inequality on a huge scale. Public systems should not be vulnerable to private scalping The World Economic Foundation points out the stark fact that quite literally, hundreds of millions of young people are out of the school system by way of access. In its summary in a piece called ‘The world is failing miserably on access to education. Here’s how to change course‘, we discover that the privatisation of education is creeping into public provision, creating a “private fungus” issue where public taxes and public money is increasingly spent on private resources without the accountabilities that public provisions are necessarily subject to. The factfile states: The Great Reset and the shift of power from teachers to algorithms Teachers famously hate marking their students’ work – this book suggests ways of minimising marking to get on with teaching. Most professionals claim that it takes time away from the interactive and interpersonal act of teaching. Nevertheless, some teachers, by not enjoying the marking process or seeking to change it, may be unwittingly moving themselves towards a more automated change of pace, where the objective judgement skills required for marking work will gradually be taken away from them. It’s also a zero-sum game in this regard: algorithms largely perform better in marking schoolwork where there are only correct and incorrect answers – and they can mark them completely, without teacher bias. This might support the very human issues that we see in terms of racial bias from teachers when it comes to extra advantages such as gifted invitations and grants as well as grading, a racial bias which remains a global and unfought phenomenon. And as New Scientist noted from Andrew Klobucar, software can mark essays with a stringent accuracy that removes human biases that can scupper students throughout their life beyond school. For any great reset to work significantly, we have to fight the fear of technology being created to replace all human behaviours – when the idea is for technology to augment the capabilities of human teachers and remove falsity, bias and discrimination. And it could take much more than a great reset for that to actually happen.

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An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess intelligence. The abbreviation "IQ" comes from the German term Intelligenz-Quotient, originally coined by psychologist William Stern. When current IQ tests are developed, the median raw score of the norming sample is defined as IQ 100 and scores each standard deviation up or down are defined as 15 IQ points greater or less, although this was not always so historically. By this definition, approximately 95 percent of the population scores an IQ between 70 and 130, which is within two standard deviations of the mean. IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status, and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates and the mechanisms of inheritance. IQ scores are used as predictors of educational achievement, special needs, job performance and income. The translations of i.q. from English to other languages presented in this section have been obtained through automatic statistical translation; where the essential translation unit is the word «i.q.» in English. List of principal searches undertaken by users to access our English online dictionary and most widely used expressions with the word «i.q.». FREQUENCY OF USE OF THE TERM «I.Q.» OVER TIME The graph expresses the annual evolution of the frequency of use of the word «i.q.» during the past 500 years. Its implementation is based on analysing how often the term «i.q.» appears in digitalised printed sources in English between the year 1500 and the present day. Examples of use in the English literature, quotes and news about i.q. 10 ENGLISH BOOKS RELATING TO «I.Q.» Discover the use of i.q. in the following bibliographical selection. Books relating to i.q. and brief extracts from same to provide context of its use in English literature. The Book of IQ Tests: 25 Self-Scoring Quizzes to Sharpen ... Readers test their intelligence--and that of their friends--with a self-scoring collection of twenty-five challenging IQ quizzes that include diagrams, numerical challenges, wordplay, and other entertaining elements. Philip J. Carter, Kenneth A. Russell, 2008 IQ and Immigration Policy "The statistical construct known as IQ can reliably estimate general mental ability, or intelligence. Jason Richwine, 2009 Test Your IQ: 400 Questions to Boost Your Brainpower These include The Times Book of IQ Tests (Books 1 to 5). Philip Carter is also the author of IQ & Psychometric Tests and The IQ & Psychometric Test Workbook, all published by Kogan Page. Philip Carter, 2009 Asian Americans: Achievement Beyond IQ This authoritative book shows how the gap between a group's mean IQ and achievement can be precisely measured, and then partitioned between two factors -- an important methodology with potential application for all ethnic groups. James Robert Flynn, 1991 IQ Testing 101 This book provides a brief, compelling introduction to the topic of IQ testing-its mysteries, misconceptions, and truths. This newest edition to the popular Psych 101 Series presents a common-sense approach to what IQ is and what it is not. Dr. Alan S. Kaufman PhD, 2009 The Times Book of IQ Tests The popular series of IQ testing books continues! This latest addition of The Times Book of IQ Tests: Book 4 contains 400 brand new questions.The questions are typical of those you are likely to encounter in actual IQ tests. Kenneth A. Russell, Philip J. Carter, 2004 Succeed at IQ Tests: Improve Your Numerical, Verbal and ... IQ tests are a commonplace feature of both the educational system and recruitment and selection procedures. Succeed at IQ Tests contains 400 questions, typical of those you are likely to encounter in actual IQ tests. Philip Carter, 2008 IQ and Psychometric Tests: Assess Your Personality Aptitude ... Technical. aptitude. In. psychology the word 'aptitude' generally means the potential for achievement. The object of aptitude testing is to determine whether a person's performance will increase markedly with additional training. Aptitude Philip Carter, 2010 Mommy IQ: The Complete Guide to Pregnancy Enter pregnancy expert Rosie Pope. With her signature style, humor, and razor-sharp expertise, Rosie offers women the ultimate guide to these unique nine months ahead. Rosie Pope, 2012 IQ and Aptitude Tests: Assess Your Verbal Numerical and ... Invaluable to those who are faced with an aptitude or IQ test, this book will also help anyone who needs to improve their verbal, numerical and reasoning skills. Philip Carter, 2010 2 NEWS ITEMS WHICH INCLUDE THE TERM «I.Q.» Find out what the national and international press are talking about and how the term i.q. is used in the context of the following news items. Mensa mini-quiz: High I.Q. organization holds convention in Louisville This five-day event happens every year during the Independence Day holiday and is an opportunity for members of the high I.Q. organization to ... «WDRB, Jul 15» Do minorities disproportionately fail the death penalty IQ test … The high court decided because Brumfield has an I.Q. below 75, ... then perhaps minority death row inmates disproprotionately fail IQ tests ... «American Thinker, Jun 15» « EDUCALINGO. I.q. [online]. Available <https://educalingo.com/en/dic-en/iq>. Aug 2022 ».

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Active Listening- A Key Life Skill As a professional, a husband and father, it is a requirement to listen to those who have issues to discuss. People in my life voice problems, talk about their dreams and detail day-to-day happenings. It is key to your listening skills and make yourself an "active listener" in order to meet the needs of others and learn about their lives. Life is a people-business. No matter what job you work at, from fast-food to nuclear engineering requires active listening. What is active listening? Simply put, it is a dedicated concentration and focus on the message the speaker is communicating to you, the listener. In communication, there are 3-main points of consideration: the speaker, the message and the listener. The words and non-verbal communication methods of the speaker must be analyzed. Consider the items below when actively listening: What non-verbal cues is the speaker delivering? Are they actively upset? Confused? Am I listening to the speaker or am I formulating a reply while they are speaking? What has the speaker left out? Is it intentional? Why? Am I asking open or closed ended questions? How are my questions perceived by the speaker? What can I do to put the speaker or listener at ease? Is the speaker aware I want to listen to them? Am I fully facing the listener and giving eye contact? Next time you listen to someone, be present in the conversation and give them your undivided attention.

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The Level I/Aspiring Leaders Program (ALP) is district professional learning that is designed to prepare participants for the potential role in the position of assistant principal and to assist them with application procedures related to pool placement. - Gain a clear understanding of the job expectations for the role of an assistant principal in the district. - Gain a clear understanding of the screening and selection processes for assistant principals in the district. - Identify experiences in leadership to become an effective assistant principal. - Assess themselves in the job expectations, screenings and selection process and leadership experiences for the role of assistant principal. - Make a career decision appropriate for their goal(s) related to school-based - Experience specific job functions and tasks related to the role of assistant principal. - Document behaviors consistent with the Florida Leadership Standards - Experience the support of a mentor relationship with an experienced assistant principal.

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Purpose of Curriculum Instruction In accord with the college’s stated mission, it is the purpose of curriculum instruction to prepare graduates for employment as skilled and productive members of the workforce and continued academic success in their pursuit of further study. Goals for Curriculum Education - To provide an academic advising system that assists all students in setting and achieving appropriate educational goals. - To require all students to demonstrate an appropriate level of reading, writing, and mathematics skill before taking college-level courses. - To require all graduates, as appropriate for each degree, diploma, or certificate program, to develop the following: - Communication Skills (reading, writing, listening, and speaking) - Mathematics Reasoning Skills - Technological Skills - Critical Thinking Skills - Global and Cultural Awareness - To require all degree graduates, as appropriate to each degree program, to further demonstrate competencies in the following areas: - Humanities/Fine Arts - Social Sciences - To meet or exceed all North Carolina Community College System performance standards for curriculum programs. Return to Top of Page Options for Program Completion ECC offers a wide variety of college credit curriculum programs. Students enrolled in curriculum courses at ECC can choose one of these options for program completion: the associate degree, the diploma, or the certificate. Classes in many areas are available day, night, on weekends, and through distance education. Admission to the college requires a high school diploma or its equivalent to enter an associate degree or diploma program. Students may need to take placement assessments in math, reading, computers, biology, and English before beginning their studies and may need to take supplemental courses in those subjects if they are required prerequisites and their scores so indicate. Supplemental courses do not count toward the number of course credits required for graduation. Associate Degree Programs The college awards four degrees: Associate in Arts, Associate in General Education, Associate in Science, and Associate in Applied Science. The college designed the Associate in Arts and Associate in Science degrees for those students who wish to transfer to a four-year college or university after completing their first two years at ECC. Associate in Applied Science degree programs prepare students for entry-level jobs in paraprofessional fields as technicians; however, students may transfer some credits to selected colleges and universities for further study. Students take general education courses in addition to technical and occupational classes. The Associate in General Education degree program is for the academic enrichment of students who wish to broaden their education, with emphasis on personal interest, growth, and development. Graduates are prepared for advancements within their field of interest and become better qualified for a wide range of employment opportunities. Degree programs require an identified sixty-four to seventy-six (64-76) semester hours of credit in a curriculum program. Each graduate must demonstrate competence in communication skills, mathematical reasoning skills, technological skills, cultural and global awareness, critical thinking, and sustainability skills. Diploma programs are designed to provide training that will enable graduates to enter a technical occupation at the entry level and to progress rapidly to the skilled or craftsman level. Diploma programs require an identified thirty-six to forty-eight (36-48) semester hours of credit and include courses in communication skills and social sciences. In some curriculum areas, diploma programs are the equivalent of the first three (3) semesters of the associate degree program, and courses earned in completing the diploma count toward the associate degree. Certificate programs train students for immediate employment, and they can generally complete the coursework in one (1) or two (2) semesters on a full-time or part-time basis. Students who successfully complete an identified twelve to eighteen (12-18) semester hours of credit in a curriculum program receive a certificate. In some curriculum areas, the courses earned in completing the certificate program count toward the diploma or associate degree. Return to Top of Page Programs of Study

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Building strong parent-school relationships are very important to NJB. Our meetings cover information, support, networking and ELAC/School Sit Council. ELAC: Each California Public School from Kindergarten through grade 12, where there are 21 scholars or more, must form a functional English Learner Advisory Committee (ELAC). The ELAC is a committee for parents or other community members who want to advocate for English Learners. The Sacramento City Unified School District prohibits discrimination, intimidation, harassment (including sexual harassment) or bullying based on a person’s actual or perceived ancestry, color, disability, race or ethnicity, religion, gender, gender expression, gender identity, immigration status, national origin, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. For questions or complaints, contact Equity Compliance Officer and Title IX Coordinator: Stephan Brown – 5735 47th Avenue, Sacramento CA, 95824; 916.643.9425; [email protected].

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- Page Content - Should I Become a psychologist in Oklahoma - Career Outlook for Psychologists in Oklahoma - Steps to Become a psychologist in Oklahoma - How Long Does It Take to Become a psychologist in Oklahoma? - What Are the Requirements of Becoming a psychologist in Oklahoma - How Much Can I Make as a Psychologist in Oklahoma? Learn how to become a psychologist in Oklahoma, complete with information on the educational, training and licensing requirements in the following guide. You will also find information here on the salary and career outlook for psychologists in Oklahoma. Should I Become a Psychologist in Oklahoma Becoming a psychologist entails that you possess a certain skill set, such as communication skills and keen observational skills. In addition to that, if you are fascinated by the human mind and what causes various kinds of behaviors, the field of psychology might just be the one for you. The following table sheds some light on the basics of this career. |Education Required||Master’s or Doctoral Degree| |Training||Required pre- or post-doctoral| |Licenses/Certifications||Required in Oklahoma| |Key Skills||Patience, Analytical Skills, Integrity, Interpersonal Skills, Communication Skills, Observational Skills,| |Annual Mean Salary (2019) – National||$87,450 (Clinical, Counseling and School Psychologists)| |Job Outlook (2018-28)||14%| |Annual Mean Salary (2019) – Oklahoma||$66,400 (Clinical, Counseling and School Psychologists)| Source: US Bureau of Labor Statistics Career Outlook for Psychologists in Oklahoma The number of jobs for psychologists in the US is expected to experience a tremendous growth of 14% in the years from 2018 to 2028 as per the US Bureau of Labor Statistics. This demand is likely to be caused by an increased focus on mental health and stability. In addition to that, psychologists will be needed to deal with various developmental disorders, such as autism. The number of jobs for Clinical, Counseling and School Psychologists in Oklahoma is expected to increase by a massive 16% in the years from 2016 to 2026 according to O*Net Online. Steps to Become a Psychologist in Oklahoma - Complete a Bachelor’s Degree To get enrolled into a doctoral level psychology program, students will need to complete at least a bachelor’s degree. It does not have to be in a psychology related major. - Enroll in a Psy.D. or a Ph.D. Some students prefer to get a master’s degree before enrolling in a Psy.D. or a Ph.D. program, to create a stronger foundation in psychology. This degree, however, is not mandatory. A doctoral level psychology degree is the minimum education required to become a practicing psychologist in the US. A Ph.D. would be ideal for research based positions, while a Psy.D. would be perfect for clinical psychologists. - Get a License The process of licensing in Oklahoma is taken care of by the Oklahoma State Board of Examiners of Psychologists. The licensing process would require you to have a doctoral degree, at least two years of experience and pass an exam. How Long Does It Take to Become a Psychologist in Oklahoma? The process to become a psychologist in Oklahoma, or any other state in the US, is long and requires a lot of effort. It will take approximately 10 years or more to become a practicing psychologist. What Are the Requirements for Becoming a Psychologist in Oklahoma? In order to join this prestigious profession in Oklahoma, students will need to meet certain requirements: - Possess a certain skillset - Complete a Bachelor’s Degree - Complete a Psy.D. or a Ph.D. - Get the required number of hours of supervised experience - Get a license How Much Can I Make as a Psychologist in Oklahoma? After becoming a psychologist in Oklahoma, Clinical, Counseling and School Psychologists can earn an annual mean wage of $66,400, as per the 2019 data from the US Bureau of Labor Statistics. The earning potential would vary according to the industry of employment and the specialization, if any. For instance, Clinical, Counseling and School Psychologists were paid the most by Child Day Care Services in the US, with an annual mean wage of $120,130.

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This article was originally published in The Notebook. In August 2020, The Notebook became Chalkbeat Philadelphia. Katrina Stevens, former senior adviser to the U.S. Department of Education during the Obama administration, will be speaking Tuesday at Drexel University’s ExCITe Center about policies that are working in classrooms nationwide and how to successfully scale those models to implement them in other schools and districts. The free event runs from 6 to 8 p.m. in the Mitchell Auditorium, Bossone Research Center, at 3126 Market St. Stevens spent eight years teaching English at private schools in Maryland and Pennsylvania. She then moved out of the classroom to design curriculum for Johns Hopkins University’s Center for Talented Youth in Bermuda, before being promoted to the deputy director of that center. Then she moved into the public school system for the first time, becoming an English language arts supervisor at Baltimore County Public Schools, where she designed and implemented a literacy curriculum incorporated across content areas for three years. Next, Stevens entered the consulting world, helping to co-found LessonCast Learning — a company that develops and markets two pieces of software used for professional development. She left the company two years later to work as a consultant for Maryland Public Television, where she spent two years designing STEM units and aligning the station’s educational content with the Next Generation Science Standards. She spent the following year working as a consultant for Tuscany Strategy Consulting, and the next year as the summit director and a contributing writer for EdSurge, before being hired by former President Barack Obama’s Department of Education. She worked in the Office of Educational Technology, where she led the development and launch of Tech Rapid Cycle Evaluation Coach — a free online platform that helps districts and schools choose the best technology for their needs and circumstances. “The need to make good decisions based on evidence, as opposed to relying on marketing hype or the buzz among a small group of peers, is critical,” Stevens wrote in a blog post at the time. “The goal is to fundamentally change the procurement and implementation process to include a continuous cycle of evidence-based decision making and to help states and districts spend millions of dollars more effectively.” Since Obama left office, she has been operating her own firm: Katrina Stevens Consulting. The firm will “provide analysis and strategy, develop new programs, and support transitions for organizations of various sizes and types including national organizations, startups, and local, state and university education institutions,” according to Stevens’ LinkedIn page. Her clients include the Bill and Melinda Gates Foundation, Jefferson Education, Digital Promise, Jobs for Future, and the Alliance for Excellent Education — an organization whose president, former West Virginia Gov. Bob Wise, has promoted the rapid expansion of virtual charter schools in legislation written by Jeb Bush, and whose leadership has spoken at the conservative American Legislative Exchange Council’s Education and Workforce Development Taskforce. You can register online for the event.

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Don’t Close with a PowerPoint Presentation In the Zoom world, it is difficult to get attention, so you need to refresh the audience frequently. You can refresh with a break in the way you are presenting, showing a video refreshes, asking questions and having a conversation is a good way to refresh. We need to do these things because the audience’s attention is straying, no matter how good their intentions. One of the most important segments in a presentation is the close. It could contain a Q&A session as well. If only to refresh the audience, when you get to the close and don’t need your slides anymore, close the PowerPoint which then allows all of the participants to fill the screen and see each other. Now let’s talk. Have a Q&A, then make your close, which might include a call to action of some sort. A close is much better done connecting with the audience (to the extent you can) and not a more limited view because the PowerPoint is blocking everyone. Richie Havens was a folk rocker and the first performer at the original Woodstock concert. He was asked how he puts his concerts together. He said he only rehearses the first song he’ll open with and the last song he’ll close with. Everything in the middle just “rolls out”. That’s excellent advice if you’re preparing a presentation. Focus on the first thing you’ll say because it gets most of the attention and sets the table for the rest of the pitch. Then, know how you’re going to close the pitch. The middle is typically the stuff that you already know lots about and you’ll probably need less time preparing. Make sure to rehearse your opening number and your closer before you take the show on the road. Here’s a really easy tip that will give you more confidence when you speak. Before you start your comments at a meeting or in a presentation, have a very clear idea of how you want to end your remarks. There’s nothing worse than watching a good speaker searching for some line or story to close his/her talk. And, knowing your exit line is a great lifesaver if you get in trouble and need to bail out early. You’ll have the close ready to go and get you off the stage with elegance! 1) Identify the one thing you want the audience to remember in terms that are a benefit to them. Build that into the very opening of the presentation. 2) Demonstrate that benefit in the middle of the presentation 3) The close is an echo of the open. The #1 reason people give to charities is because someone asked them directly to make a donation. Without the ask, there is a lot less giving. Don’t forget that in your pitch you must ask the prospect to do something: Hire us. Use our services. Adopt our point of view. Whatever it is, don’t assume the prospect knows what you want them to do. Ask them directly and specifically. The logical place to do that is after the Q&A section and in your close. Summarize the key points you discussed and then look the prospect square in the eyes and ask for the business. There are two times in a presentation that the audience is probably listening to you; at the very beginning and the very end. A lot of people run out of steam at the end and don’t put enough punch into the last thing they say. They don’t have the same volume and energy that they had in the beginning of the presentation. The end of a pitch is a great opportunity to suggest an action step, get a buy-in, or, receive a nod of approval. But, you won’t get it if you don’t ask. And you need to ask with energy and a smile.

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Kids, Work and Education Day The colleges after the grand success of the yearly day hopes for an additional occasion to come which will be an additional exciting day at their view. Brooklin Spring Fair’s Education Day is a superb prospect for Gr. That is enchanting on occasion. There’s a significant market location confronting a row of stores and inns. There’s more of a opportunity to personally connect with volunteers and take part in more adventures. You all have the chance to pitch a previous project idea. Making the bathtub simple to enter signifies that it’s safer and there is less possibility of a individual slipping and injuring themselves while attempting to become in. The schedule contains the contact information to every one of your additional CCL meeting team members. Then, you might reschedule to a different date. Registration is demanded! ” also the best people are associated with by to. It isn’t complete until payment was received. It’s shut for the most recent offering. More info is seen in www.etrade.com. Some research suggests it could be hereditary. Consider on your students and you’re going to be amazed by precisely how much both you and they are ready to attain. Students may also help with cleanup, particularly regions of the classroom they use regularly, like their desks. The students are going to learn about current farming techniques, have the chance to view real-time milking, showing demonstrations, and get involved in hands-on agricultural pursuits. review my essay The university is situated in South Africa. The universities in the region have been a huge driver of financial development, states Tyler. The uk is separated from continental europe from the english station. Education particularly impacts the business community. It affects every part of our civilization and society. Quite simply, environmental education is intended to teach us the way to reside in harmony with nature and decrease human influence on the surroundings. Teaching regarding the water cycle is now getting to be a more important region of the curriculum. It’s also essential to be certain some other adults in the classroom have been reiterating exactly the exact details. Considering just how much their workers add to the success of the business, Tyler has granted them an impressive surroundings to get the work finished. Inexperienced young workers are somewhat more likely to obtain hurt at work and are not as likely to learn about employment standards than more experienced workers. Ordinarily, three young individuals will die at work and over 4,000 young workers will undergo a workplace injury in Saskatchewan annually. The writer’s conclusions should really be defined and well-blended. Then the work thing occurred. My occupation is to use the proper individuals, he states. It’s excellent for companies like ours since there are new businesses and new hotels for potential company, and the state is reacting with infrastructure improvements, he states. Without a robust and educated workforce companies find it impossible to be successful. A year or two back I started admitting my offense to buddies. He appears to be two of the most gorgeous people in the entire world. A great deal of things occurred. Folks wish to reunite. This implies you will be distinct and brief when giving the data. In medicine, as soon as an individual developed illness, doctors attempt to locate its root cause. Children will need spending money to produce purchases at the function. You are in the age when a wonderful deal of the greatest man functions call for just a bit of muscle.

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Education WA introduces Caroline Chisholm Education Foundation in Dandenong, for all your education and learning needs. The Caroline Chisholm Education Foundation is an independent charitable trust, initiated and supported by Chisholm Institute of TAFE to encourage, enable and support members of the community experiencing hardship to participate in vocational education. “I promise to know neither country nor creed, but to serve all justly and impartially” Welcome to Caroline Chisholm Education Foundation one of the popular educators in your Dandenong area. Our aim is help you in your learning journey. We endeavour to celebrate each other’s uniqueness by providing opportunity for all and to develop a culture that identifies that the journey towards excellence is often paved with trial and error, risk taking, learning from mistakes, flexibility and adaptability. We believe that encouraging students to take ownership of the learning is critical in achieving the best learning outcomes and that implicit in this concept is that students learn their own areas of strength and areas of development, through useful and explicit feedback.

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Support for All Students Disability Support Services (DSS) at NOCE offers accommodations, specialized programs, and individual counseling for students with verified disabilities. DSS counselors at all NOCE locations help with eligibility, educational and employment goal setting, accommodations, and support services. Get started today! Call or email the DSS Program to arrange a tour or meeting with a counselor. Learning Disability Assessments Students who are having academic difficulties may benefit from an assessment to determine if they have a learning disability. NOCE DSS counselors use the California Community College eligibility model. Counselors refer students to other community service agencies, campus resources, and other DSS programs such as WISE and Mobility Skills Training. Who is Eligible? Eligibility to take DSS Program classes is determined on an individual basis. Generally, students must demonstrate: - Potential to benefit from group instruction. - Ability to independently perform schoolwork with minimal assistance. - Ability to follow directions and learn tasks. - Attention span to participate in hour-long classes in a setting with distractions. - Language comprehension skills to participate in the educational program. - Receptive and expressive language skills. - Behavioral and emotional responses in compliance with the NOCCCD Student Code of Conduct. - Independence with personal care and self-direction, unless accompanied by a personal assistant to help with daily living needs and supervision. Three Easy Steps to Apply 1. Get a Student ID (Student Number) APPLY TO NOCE Apply at www.noce.edu/apply Part 1: Complete the NOCE Interest Form - Complete your contact information - Click submit Part 2: Create an OpenCCC Account You will receive a Welcome email from the California Community College Website with your account information and a code. Important: This code is NOT your student ID. Do you need a step-by-step guide? Visit How to Create an OpenCCC Account – Application Part 1 Part 3: Complete the Noncredit College Application - In 24-48 hours, you will receive your Student ID. Do you need a step-by-step guide? Visit How to Apply to NOCE – Application Part 2 2. Make an appointment with a DSS counselor Contact the DSS office at 714.484.7057 or [email protected] to schedule an intake appointment. Two separate one-hour appointments are needed to complete the entire intake process. Your DSS counselor will schedule a second appointment to complete the intake process after you meet. Bring with you: - A copy of your Psycho-Educational Evaluation or Triennial Evaluation signed by the school psychologist and your IEP - Names and phone numbers for two emergency contacts - A list of current medications you are taking (please include dosage and purpose information for each medication) - The name and phone number of your service coordinator if you receive Regional Center services. - A student or California ID (so that we can add your student photo to our records) 3. Attend Classes - Log into Canvas on the start date listed in the class schedule to find your lessons/assignments for the week. For step-by-step instructions on how to log into and use Canvas, view the Canvas video. In-Person Classes – View the course description in the class schedule for dates/time/location of the class; COVID-19 vaccination or approved exemption required. Please visit NOCE’s Vaccine Mandate page for the latest COVID-19 vaccine mandate updates. Contact the Disability Support Services Program to learn how to get started!

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Giving Kids The Tools For Any Job They Want Bryan explains how parents and educators can succeed at giving kids the tools for any job they want. This podcast was originally a presentation at the 2022 FPEA Florida Homeschool Convention. Jobs, careers, and vocations have changed a lot over the years. Even though those have changed over the years, parents still want their kids’ vocations to develop character, foster growth, and bring joy. While kids are young, parents can instill values of grit and diligence; however, parents have to overcome the challenges presented by the instant gratification provided by technology. Interest-guided learning is a double-edged sword, as it allows a child to pursue their interests but can cut them off from the interest of others. Developing the values of kindness and deference can temper the negative effects of interest-guided learning while maintaining the benefits of interest-guided learning. If a child has an interest in something and can pursue that interest on their own by demonstrating autodidactism, they open themself up to a lot of vocational options. Nowadays, it’s a lot more common for people to hold many different jobs or vocations over their lifetime. Encouraging a child to learn different skills allows them to explore non-linear career paths more easily than children who don’t learn useful skills. When teaching children, developing mental models and an appreciation for learning is another key to success across vocations. Bryan also talks about: - Vocation vs. avocation - Grit vs. talent in the pursuit of success - Modeling and practicing gratefulness - Transferable skills - Feeling “stuck” in a vocation - Visualizing average molecular velocity - Learning about humidity and electrical movement - Striking a balance between joy, service, and passion - Expectations vs. standards - Pursuing college, business ownership, and other career opportunities Check out our handy calculators HERE.

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Workforce development is instrumental in developing individual and organizational capabilities for fulfilling the mission of state government. The Department of Behavioral Health and Developmental Services supports workforce development by leading, promoting, and embedding a culture of continuous workplace learning, advancement, and growth supportive of individual, team, and organizational development. Our goal is to holistically support workforce development through the following programs. SystemLEAD is a leadership development program designed to give participants broad exposure to the competencies necessary to be a successful leader in our system. Over a nine month program, key competencies for leadership will be used to increase the knowledge, skills, abilities, and behaviors for participants aspiring to a leadership role. Read more and learn how to apply by clicking on the link above. Email [email protected] with questions or for additional information Direct Support Career Pathways Program Department of Behavioral Health & Developmental Services (DBHDS) Direct Support Professional Career Pathway Program To improve client service, reduce high vacancy and turnover rates, and create an improved learning environment for the Direct Service Associates (DSA), the agency proposes to create strategies that offer training, competency building and advancement opportunities for direct-care DSAs. The experience, training and development opportunities are structured in three tiers that provide increasing advancement opportunities based on attaining increased experience and competencies as a Direct Support Professional (DSP). The career pathway’s three tiers represent career growth opportunities for all participating DSAs. The DSP Career Pathway includes partnerships involving DBHDS, community colleges, College of Direct Support, and others that promote a rich learning and work environment for DSAs within the facilities. The career pathway will support a more motivated, experienced and competent direct-care work staff providing higher quality care and service. It is envisioned that the career pathway will improve the overall competency level of staff, lead to a more positive work place environment, raise morale, and improve both recruitment and retention measures at the facilities. The career pathway will be defined through study to identify key competencies that distinguish success on the job and are profiled at each of the three tiers in the DSP’s career pathway. The key competencies have the following characteristics: - Observable and measurable behaviors; - Distinct progression to each level (validated by qualified DSP peer leaders and supervisors/managers); - Direct tie to excellence on the job; and - Will be used as basis for pay increases (where funds are available). Virginia Public Sector Leader Program The Virginia Public Sector Leader Program (VPSL I, II, III) – at all levels – is a leadership development certificate program of Virginia Tech’s School of Public and International Affairs (SPIA). The VPSL learning continuum is designed with participant professional experience in mind. Faculty-developed curricula addresses The Department of Behavioral Health and Developmental Services (DBHDS) agency-identified needs, and utilizes trusted and researched assessment instruments, experienced and degreed human development professionals and trainers, and validated program materials. All VPSL levels share the same 5 components: - Emotional Intelligence - Management Functions - Leadership and Decision-Making - Team Building and Influence - Strategic Process However, the learning pillars are addressed in differing approaches, based on participant professional experience. Andrological learning models are deployed using self-directed readings, seminar/lecture settings, and individual presentation-making, and small-group work. Specific agency issues and agency documents are frequently used as part of the program goal. Employment Opportunities Plan for Individuals with Disabilities Employment Opportunities Plan Background In support of the Commonwealth’s commitment to inclusion, each July 1 agencies are required to submit a formal Employment Opportunities Plan (EOP) that outlines strategies for increasing the employment of individuals with disabilities. The Employment Opportunities Plan highlights progress achieved towards the strategies used for expanding and increasing opportunities for individuals with disabilities, to include: internal policies and practices, recruitment efforts, interviewing criteria, and resources to accommodate applicants and workers with disabilities. The DBHDS Employment Opportunities Plan is created by examining key workforce metrics, analyzing both internal and external environmental factors, and outlining strategy objectives and action items. DBHDS Annual Workforce Planning Report

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CAS Standards Contextual Statement In the 1960’s, with its social upheaval, a movement to make the college curriculum more relevant and to apply the knowledge of theoretical disciplines to solve societal problems gained considerable momentum. As higher education institutions revamped their curricula, they began to recognize that supervised learning experiences outside the classroom were relevant to the educational process and that ways could be found to evaluate these experiences, possibly for academic credit. In the early 1970’s, two professional associations, the Society for Field Experience and National Center for Public Service Internship Programs, were formed among those involved in college-based field experiences and those involved in policy issues and government-based projects, such as the Urban Corps. These organizations merged in 1978 to form the organization known today as the National Society for Experiential Education (NSEE). Other experiential education organizations include the Cooperative Education and Internship Association (CEIA), the Association for Experiential Education (AEE), NAFSA: The Association of International Educators, and the National Association of Colleges and Employers, among others. A goal of these organizations has been to advocate experiential and related forms of active or engaged learning, both within and outside the classroom or campus setting, and to establish appropriate standards and ethics in the profession. As a result of the efforts of these organizations as well as the demand by students and parents for a more career-oriented curriculum, internships have become an integral part of a college education. What distinguishes internships from other forms of active learning is that there is a degree of supervision and self-study that allows students to “learn by doing” and to reflect upon that learning in a way that achieves certain learning goals and objectives. Feedback for improvement and the development or refinement of learning goals is also essential. What distinguishes an intern from a volunteer is the deliberative form of learning that takes place. There must be a balance between learning and contributing, and the student, the student’s institution, and the internship placement site must share in the responsibility to ensure that the balance is appropriate and that the learning is of sufficiently high quality to warrant the effort, which might include academic credit. Major questions and concerns arise regarding how colleges and universities can provide an appropriate internship experience, given the various goals of the institution, the academic and student affairs divisions, and the student. For example, some institutions encourage internships but refuse to grant academic credit for them. Some have policies that restrict academic credit to internships only outside the major. Also, accreditation standards within a professional field may conflict with institutional policy. Some may prohibit students from receiving academic credit for internships that provide compensation, although this attitude is declining as quality placements increase. Then there are the variable standards as to what is a credit-worthy internship (i.e., how many hours equals how many credits) and concern for the liability of students and their institutions should mistakes be made. The kinds of internship experience sanctioned by an institution may vary. Some emphasize a form of cooperative education in which compensation for professional work is a high expectation, although credit for the experience is not necessarily expected. Some may involve a heavily supervised semester or summer-long experience either for or not for academic credit, while others might utilize a form of externship, which is similar to short-term, field-based learning with minimal or limited interaction with an organization. Setting standards for internship programs will establish a set of benchmarks that identify quality internship programs for administrators, faculty, and students. But it is important that we distinguish between an academic internship within academic affairs and the co-curricular internship found in the student affairs division. The CAS internship program standards take into account the importance of establishing standards within each of these areas to meet student academic, career, and personal goals. It also assumes that there is sufficient communication between the two areas so that the appropriate expertise can be utilized across divisions and throughout the campus. Of considerable significance is the intent of CAS to include the notion that an internship program is not the sole purview of a career center or off-campus programs office. Academic departments that grant credit for internships that have faculty designated to oversee internships, or have faculty member who accompany students on a short-term or long-term basis to locations off campus such as Washington or London, should be expected to meet these CAS standards. Although professionalism in experiential education has made significant leaps in the past decade, the establishment of these standards is an important milestone within the field. For the first time, a major statement is made that defines an internship within the context of an academic institution of higher education. It emphasizes that careful thought, planning, administration, implementation, and feedback are important in the entire learning process and that sufficient resources should be available to accomplish the established goals of the learning experience. Also, this professionalism must exist within both the academic and the co-curricular areas of the institution. With the proliferation of internships at the local, state, national, and international levels, administrators and faculty have a special obligation to ensure not only the high quality of the learning environment for their students but also to assess the risk management and safety of students in these settings. Both faculty and staff need to be sufficiently trained to appropriately oversee an internship, to recognize the warning signs of problems, and to take appropriate action. Increasingly, institutions work with third-party organizations to place, supervise, and evaluate students because these organizations have dedicated personnel who are expert in these areas. Yet, similar diligence must be paid to the evaluation of their performance as well. Internships and other forms of experiential education are much more acceptable as part of the college experience. New faculty members are often former interns who understand the value of an internship and the appropriate ways of measuring student performance. More agencies understand how to utilize interns and to give them substantive work and responsibilities. More financial assistance is available either through the institution or the placement site to help cover the student’s costs. Technology is providing career centers, internship offices, or off-campus programs with the ability to match the interests of the student with an appropriate placement more efficiently and effectively. Also, the movement toward on-line portfolio systems allows more participation in the development and evaluation of the student by all those involved in the internship experience. Such advances will very likely lead to greater advances in assessment of student outcomes in internships and other forms of experiential learning. References, Readings, and Resources Chickering, A.W. (1977). Experience and learning: An introduction to experiential learning. Rochelle, NY: Change Magazine Press. Inkster, Robert P. and Ross, Roseanna G. (1995). The Internship as partnership: A handbook for campus-based coordinators and advisors. Raleigh, NC: National Society for Experiential Education. ______(1998) The Internship as partnership: A handbook for businesses, nonprofits, and government agencies. Raleigh, NC: National Society for Experiential Education. Kendall, Jane C., Duley, John S., Little, Thomas C., Permaul, Jane S. and Rubin, Sharon. (1986) Strengthening experiential education within your institution. Raleigh, NC: National Society for Internships and Experiential Education. Kiser, P.M. (2000). Getting the most out of your internship: Learning from experience. Belmont, CA: Wadsworth/Thomson Learning. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, N.J.: Prentice-Hall. Stanton, T. and Ali, K. (1994). The experienced hand: A student manual for making the most of an internship (2nd. Ed.). New York: Caroll Press Sweitzer, H. Frederick and King, Mary A. (2004). The successful internship: Transformation and empowerment in experiential learning. Belmont, CA: Brooks Cole. National Society for Experiential Education, 19 Mantua Road, Mt. Royal, NJ 08061; (1-856.423.3427; fax: 856.423.3420)

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Each year, we select a few young IT professionals and train, upskill and pair them up with government departments working on healthcare, crime, disaster management, transportation, traffic education, that lack the resources to develop or improve services offered to citizens. Our program provides young IT professionals with training, mentorship from industry experts, and exposure to the workings of the government. Most importantly, these fellows work on projects that create a large-scale positive impact. Our Fellowship Program revolves around three key features Citizens and government working together, hand-in-hand, to solve problems Adopting user-centric, lean, and agile development methodologies Increasing civic engagement by creating innovative solutions in public services

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AURORA, Colo. (CBS4)- Cherry Creek Schools is trying to remove barriers to healthcare for their students and families. They have partnered with Stride Community Health to open community clinics on two school campuses; Overland High School and Horizon Middle School. They are more than just a school nurse’s office. They are fully staffed medical clinics where students, staff and even the community can get medical and mental help if they need it. Sybil Booker the principal for Overland says that’s important because they feel an obligation to take care of their students so they can learn. “We think about the whole child, right? We think about the fact that we need to meet their needs,” she said. “If they don’t feel well, they can’t learn,” adds… All news and articles are copyrighted to the respective authors and/or News Broadcasters. RockyDailyNews.Com is an independent Online News Aggregator Read more from original source here…

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We are Vallejo At VCUSD, we want to help students be successful in their educational journey. Please find some of the resources that VCUSD has for our students. Order student records, including transcripts and special education files. Need to obtain a work permit? Find more information about how to get one. VCUSD offers an online driver's education course. Find out how to apply. Learn more about the services provided by our libraries. Food and nutrition is an important part of the learning experience. Find more information about how VCUSD does its part in providing healthy meals. Learn more about the steps for getting ready for college or a career.

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Purpose, Structure, & Function of Education in a Democracy 1. What is your philosophy of education (perennialism/ Essentialism/ Progressivism/ Existentialism/ social reconstructivism)? cite the relevant philosophers and ideas discussed in your text and/or examined in class. how will your philosophical perspective impact your teaching style? how will your teaching placement modify your philosophy? how do your personal personal values political proclivities, class consciousness, racial perspectives, and historical insights influence your outlook? why is it important to have a philosophy of education? * Double-spaced, word processed, 1-inch margins, 12-point font. * conventions : Spelling, usage, paragraphing, and sentence structure. * Length/format : Appropriate to question ( 5 pages ) * completeness : Thorough discussion (‘ compact crystallization”) * The writing should be scholarly, but natural, unforced, and shot through with wit, passion, delight, and/ or intrigue. * there should be an engaging ” sound” to the writing, a contrast in sentence length and cadence. It doesn’t plod; it has lilt. Thus, “write for the ear.”

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Since 2002, Ribas Associates and Publications has been assisting K-12 school leaders and the educators in their districts in their mission to improve the effectiveness of teaching and learning. We offer our clients the following: 1. Expert Practitioners: All of our professional development trainers and consultants all have over 20 years of experience as school practitioners. 2. Educator Evaluation: Our educator evaluation consultants have served as union officers, principals, assistant superintendents, and superintendents. All are knowledgeable of, and experienced with, the policies, regulations, and laws that govern teacher evaluation. 3. Thought Leadership: Our trainers' and consultants' practical background is supported by a comprehensive knowledge of the latest findings in educational research. Our book, Supervision and Evaluation of Teachers, School Clinicians, and Administrators contains all the same research and practice that was used to create the RTTT regulations on teacher evaluation found in all the states. 4. Timely Research: Our book on effective teaching is the most current and comprehensive on the market, addressing all the components found in state and district teacher performance rubrics. 5. State Specific Content: All of our programs are delivered with corresponding district initiatives and state requirements embedded into the programs. For example, educator evaluation programs always use the district's supervision and evaluation document, contract language, and initiatives in curriculum and instruction. 6. Pragmatic Programs: We are experienced with and have programs specifically designed for work with schools identified as underperforming.

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The Faculty of Management moved into its new home in the Samuel Bronfman Building on Sherbrooke Street in the heart of downtown Montreal in 1972. A generous donation from the Bronfman family, of Seagram Corporation fame, made the construction of the building possible. The Faculty is still housed in the storied halls of the Bronfman Building. Four years later, the Faculty partnered with Concordia University to establish a joint PhD program in management.) 1970-1973 – Howard I. Ross, Dean, Faculty of Management Montreal native Howard I. Ross became the first Dean of the Faculty of Management in 1970, having previously served as the Chancellor of the University, President of the McGill University Graduates’ Society, and a graduate representative on the Board of Governors. In 1972, he oversaw the inauguration of the Samuel Bronfman Building on Sherbrooke Street, a major milestone in the history of the Faculty of Management. He retired the following year and was named a Professor Emeritus of Management. Ross held degrees from McGill and Oxford and worked as a chartered accountant in addition to his leadership roles in higher education. The Howard Ross Library of Management was named in honour of his achievements. Donation of the Samuel Bronfman Building In 1972, long-time McGill benefactor Samuel Bronfman donated a building to house the Faculty of Management at a time when the Faculty was quickly outgrowing its offices and classrooms in Duggan House and Purvis Hall. Located at the northwest corner of Sherbrooke and McTavish in a neighbourhood of stylish row houses known as Prince of Wales Terrace, the Bronfman Building is comprised of six solid storeys resting on a reinforced concrete frame. After its completion, the Bronfman Building provided the Faculty of Management with classrooms, meetings rooms, offices, and a library for many years to come, along with extra space for the Departments of German, Hispanic, and Italian Studies. The Bronfman Building is still in use by the Faculty today. 1972 – Notable alumni Sheila Fraser (BCom’72, LLD’08) served as the Auditor General of Canada from 2001 to 2011, making history as the first woman to hold the office. Known for her tough, dauntless approach to maintaining integrity in public spending, she was ranked among the five most trusted Canadians in a Reader’s Digest poll during her time in office. She made headlines for exposing corruption in the federal government’s “sponsorship scandal,” which played a pivotal role in the defeat of the Liberal government and the election of Prime Minister Stephen Harper. A native of Dundee, Quebec, Fraser is the daughter of Kenneth Fraser, a former member of the National Assembly of Quebec. She became a chartered accountant after graduating from McGill with a Bachelor of Commerce degree. In 1981, she became a partner at Ernst and Young, where she worked on assignment to the Auditor General of Quebec. She joined the Office of the Auditor General of Canada as Deputy Auditor General, Audit Operations, in 1999 before her appointment to the top job in 2001. Fraser sits on the board of several prominent organizations, including the Canadian Public Accountability Board (CPAB) and the International Federation of Accountants (IFAC). She was appointed as an Officer of the Order of Canada in 2018. 1973-1978 – Stanley J. Shapiro, Dean Dr. Stanley J. Shapiro ushered in an era of modernization and growth at the Faculty of Management. He became a faculty member at McGill in 1967, having earned degrees at Harvard University and the Wharton School of the University of Pennsylvania. Leveraging his experience in private industry, Dr. Shapiro help the Faculty shift from a narrow, heavily quantitative focus to develop a more comprehensive curriculum. Enrollment increased significantly during his tenure, with a notable influx of female students to comprise nearly 35 percent of the student body. 1976 – Creation of the joint PhD in Management The Faculty of Management initiates a joint PhD program with Concordia University, École des Hautes Études Commerciales (HEC) of the Université de Montréal, and Université du Québec à Montréal (UQAM). Founded in 1976, it is still one of the world’s largest centres of doctoral management education. In November 2016, Director Samer Faraj and his counterparts from partner institutions hosted a celebration for the program’s 40th anniversary. The day-long event featured speakers and panels and was capped off with a reception. Official guests included McGill’s Principal, Suzanne Fortier, and Quebec Minister of Higher Education, Hélène David. Read more about the joint PhD program: Celebrating 40 years 1977 – Notable alumni Paul Desmarais Jr. (BCom’77) is a prominent business leader and philanthropist. A native of Sudbury, Ontario, Desmarais earned his Bachelor of Commerce degree from McGill in 1977 and his MBA from INSEAD in France. Since 1996, he has served as the Chair of Power Corporation of Canada. Until his retirement in 2020, he also served as the Co-CEO of Power Corporation alongside his brother and as the Executive Co-Chairman of Power Financial Corporation. Desmarais’s civic and corporate leadership extends across borders. He serves on the Board of Directors for INSEAD and the Board of Governors for the International Economic Forum, and he is a member of the Business Council of Canada and the U.S.-based Business Council. He actively supports a number of philanthropic organizations, including Centraide of Greater Montreal; the CHU Sainte-Justine Foundation; and True Patriot Love, Canada’s largest charity that supports military families. From 2007 to 2012, Desmarais co-chaired a national campaign for the Nature Conservancy of Canada to protect more than 752,000 acres of endangered natural habitat across Canada. Desmarais served as the first Chair of the Desautels International Advisory Board established in 1991 to seek management education advice from leading Canadian and foreign business leaders. He was named an Officer of the Order of Canada and an Officer of L’Ordre National du Quebec. In 2005, he received the Executive of the Year Award from the Academy of International Business. Desautels International Advisory Board McGill news: McGill confers honorary degrees on Alzheimer’s researcher and Montreal business leaders 1977 – Notable alumni Ram Panda, MEng’71, MBA’77 Chair of the McGill Board of Governors Read more in McGill Giving: Made by a welcoming community 1979 – Recognizing leaders in Canadian business Every year, members of the Desautels community come together to celebrate the year’s recipients of the Desautels Management Achievement Awards (DMAA). The DMAA was established in 1979 by Neil Murdoch (BCom’81), Alan De Sousa (BCom’81) and Wayne Townsend (BCom’81). This event is organized annually by Desautels undergraduate students to honour business leaders who have made a significant contribution to society, both through their success in business and their community involvement.The event also provides an opportunity for students to network with industry professionals. See all DMAA recipients

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DAY SCHOOLS IN CHENNAI Founded in the year 1661 by the East India Company, Chennai lies on the coast of the Bay of Bengal. It is the capital of the state of Tamil Nadu. It is the fourth largest city in India. It was previously known as Madras city. The town had been ruled by many of the empires of South India like the Pandya, the Chola, etc. Some of the city's main attractions are Marina Beach, George Town, Santhome Cathedral, Saint Thomas Mount, Sri Parthasarathy Temple, Valluvar Kottam, Thousand Lights Mosque, Elliot's Beach, Ashtalakshmi Temple, Government Museum, etc. Education System in Chennai Chennai has been in the education field since the mid-1800s. In the late 19th century, more than 12,000 schools in Chennai and almost 2 lakh teachers were working there. Although during that time, the male-female teachers' ratio was extremely poor with a population of male teachers, which was 1,84,110 to 4,500 female teachers only. The Madras Christian College was built before independence, but it continues to be one the best colleges in our country. In Chennai, schools are either under the control of the Tamil Nadu government, private organizations, or sponsored by the government. The private schools teach only in English, but the public schools are either English medium or Tamil medium. The schools follow the state board's curriculum, Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE), or the National Institute of Open Learning. In Chennai, a child must attend three years of kindergarten education, ten years of primary and secondary schooling, and two years of higher secondary school. Day Schools in Chennai - Padma Seshadri Bala Bhavan School - The PSBB Millennium School, Chennai - Chettinad Vidyashram - Chettinad Hari Shree Vidyalayam - Kaligi Ranganathan Montford Matric Hr. Sec. School - SBOA School And Junior College. - Vidya Mandir Senior Secondary School. - D.A.V. Girls Senior Secondary School. - D.A.V. Boys Senior Secondary School. - Maharishi Vidya Mandir. - Dr. C. L. Metha Sishya O.M.R. School Facilities in Day Schools in Chennai The schools in Chennai provide many amenities where a child can grow and flourish to his full potential. These schools have well-lit classrooms, drinking water facilities, cafeterias, dance rooms, music rooms, art rooms, and laboratories for different subjects. Many schools also offer amenities for various sports like a tennis court, swimming pool, table tennis arena, basketball court, volleyball court, cricket pitch and net, and football. These schools believe in building and maintaining a healthy teacher-student relationship. For this, they scout the best teachers in their fields. The schools also boast auditoriums, audiovisual rooms, and libraries with countless books to help students with their studies. Extracurricular activities hold an important place in these schools. They believe that a child will only have a promising future if he has more experience in different co-curricular activities. Debates, quizzes, music, dance, art, story-telling, robotics, poetry, photography, yoga, etc., are a few of the schools that encourage the students to participate. Other than this, many schools let their students learn different languages. It all comes down to what suits you best for your ward. As the competition increases among the peers, the schools are trying to get better and better in all aspects. Be it the infrastructural facilities or teaching aids, or co-curriculum. The schools are trying their best to provide the best education to the students. It is only you who knows your child and can inspect which school would be best for him. Just remember, a school can make your child's future if it is the right fit for him. So research thoroughly before admitting your ward to any institution.

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What do you do when you change your focus? Focusing on what is important and what needs to be accomplished can be challenging. However, what happens when you decide to change your focus? How many times have you set out to do something great but then life happens, unforeseen problems, children, and family and suddenly the great thing you wanted to do suddenly is not your focus. How do you get that focus back? Where do you start? First, you have to be resolved to stay focused! Just because you made the decision to accomplish something doesn’t mean life will stop so that you can get it done. Life doesn’t stop because you decided to become focused on your goals and accomplishing your dreams! This is a crucial moment – staying focus is vital to your success! Here a few key points to remember! Get the tools you need to stay focused! CALL OR SCHEDULE YOU FREE 30 MINUTE CONSULTATION TODAY I am a firm believer that there are two types of worker mentalities in the workplace. One is the worker and one is the leader. A worker will show up every day and work their designated hours, seek nothing more from their place of employment, and may often complain about the work load. A leader shows up looking for ways for advancement, offer fewer excuses and generally the leader is not part of the crowd. A worker will sometimes complain about the tasks that needs to be completed, the work that is required and the management staff. The complaining worker has to have an audience around when voicing their opinion and often is inclined to tell management on how to run the organization differently and more effectively. The leader will meet and exceed the expectations of their position, look for other ways to be a team player, and understands that to carry out something different you have to be do something different. The difference begins in the response. Ask yourself: Are you a worker? Or are you a leader? The answer to this question will decide if you are an entrepreneur, a business owner, or a nonprofit leader. It is my belief that if you are a complainer at work you will not service your customers properly! Your focus will not be that the customer is always right, nor will it be focused on providing the best possible service. It will instead be focused on the amount of work you will have to do for just one client, or focusing on the reasons why you make not like the client instead of providing them a great service. There is absolutely no problem with being a worker however, ask yourself if you can affectively service your customer and or community with a workers attitude? Today, I want you to keep track of your responses to those around you at work. Are you part of the crowd? What does your speech say about you? “Don’t Let Small Distractions Get In The Way Of the Big Picture” J’Anmetra Waddell CONTACT WADDELL CONSULTING SERVICES TODAY AND LET'S TALK ABOUT WHAT YOU ARE GOING TO OFFER YOUR CLIENTS AND YOUR COMMUNITY! WWW.WADDELLCONSULT.COM OR CALL 404-590-8174 ! J’Anmetra is uniquely positioned to understand the many nuisances business owners face when they’re just starting out. Coaching services are provided online, via email, in person, or via phone. As a survivor of Domestic Violence J'Anmetra has lived by the following quote that motivates her daily is from John Wooden

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Upper schools in Chronicle Country have signed up to a project to help students gain university places. Sandy Secondary School, Stratton Upper in Biggleswade and Samuel Whitbread Academy in Clifton are among a dozen schools across the county to take part. The project, Raising Sixth Form Aspirations, aims to increase the number of young people securing places at some of the country’s top universities and improve the chances of students going to both traditional and modern universities. School transport costs Central Beds Council £64k a day £83k payout for former Central Beds Council children's services director A-level results day: Stratton Upper School celebrates 'superb' set of grades and individual achievements Central Beds Council is ‘ahead of the game’ with its new SEND strategy Edward Peake middle school in Biggleswade 'requires improvement' say Ofsted inspectors It also hopes to increase the number gaining places on top medical and veterinary science courses and higher-level degree apprenticeship schemes. The three-year project is the brainchild of Professor Lee Hubbard, Head of Academia at Samuel Whitbread Academy, which is part of the Bedfordshire Schools Trust (BEST). He will be leading on the project alongside Yvonne Ashby, Head of Careers at the Wootton Academy Trust, and Nigel Croft, Education Consultant and formerly Head Teacher of Redborne Upper School. Professor Hubbard said: “The project is based on my work over the last three years at Samuel Whitbread. The aim is to help to raise the aspirations of our young people, improve their personal statements and interview skills, as well as their communication, organisation and problem-solving techniques.” Sponsored by the Connolly Foundation – which will be distributing grants of £3,000 per year to schools involved, in order for them to lead on the project in-house – partner institutions include the University of Bedfordshire, Oxford and Cambridge Universities, Cranfield University and Cranfield’s MK:U platform. Further support and resources will be provided by BEST and the Meridian Trust. The project was officially launched at a special event held at the University of Bedfordshire earlier this month, attended by head teachers and sixth form leaders from participating schools. Work will get under way in earnest in the new academic year in September. David Seaton, Assistant Director of Student Recruitment & Admissions at the University of Bedfordshire, commented: “We’re extremely proud to be supporting our local schools and colleges through this collaboration. It will give prospective students the opportunity to access higher education in their home region and inform them of the variety of learning and apprenticeship paths they can choose to experience, which will all help towards their future careers.”

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Join the movement Schools everywhere are engaging in public-private partnerships that expand educational opportunities for all young people. Until now, there has been no single place where educators and community leaders could turn for support in the design, implementation, and improvement of high-impact partnerships. National Network of Schools in Partnership (NNSP) was created to meet the growing demand for models of best practice and access to expertise in developing partnerships, in order to scale innovation more quickly – and with greater results. Hear from Claudia Daggett, President of ISACS answer the question "What does NNSP mean to you?" BECOME A MEMBER TODAY

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Rules Around School Think of others Dining Hall Rules We queue calmly. We stay in our seat. We face the table. We use our indoor voices. We keep food on the plate. We finish our food before leaving. We clean up after we have finished and leave the table as we would like to find it. Our Caring Playground Rules We play together and look after each other. We follow instructions the first time, given by an adult. We play without fighting, play fighting or being rough. We use kind words and actions towards each other. We call other children by their real names. We are polite to everyone.

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Policy Should Learn From Practice Like most before it, a new book from Teach Plus explores how to solve the most intractable problems in education. But unlike most before it, the book looks to those with the most direct experience about what does and doesn’t work: classroom teachers. Learning from the Experts: Teacher Leaders on Solving America’s Education Challenges features ideas from 17 teachers for effecting change on seven critical challenges facing education. One of those challenges is ensuring equitable access to effective teachers for all students. Two teachers, Erin Dukeshire and Lisa Goncalves Lavin, work in high-need schools and are part of Teach Plus’s Turnaround Teacher Teams Initiative (T3) in Boston Public Schools. In a chapter that Kati Haycock and I contributed to, Dukeshire and Lavin illustrate how their opportunities to take on meaningful and significant teacher leadership roles, combined with other fundamental conditions such as high expectations for performance and a strong school culture, attracted and kept them in high-need schools. “We were drawn to the dual challenges presented by leading change as teachers in turnaround schools: to teach low-income, high-need students … and also to take on leadership roles to effect schoolwide change,” Dukeshire and Lavin write in the chapter. They said they joined T3 because it “would allow us to be part of the problem-solving team to ‘turn around’ a school and would afford us the opportunity to work with a team of people who were effective, informed and dedicated… Most importantly, our fellow teacher leaders would share our belief that all children can succeed under the right circumstances.” T3, which encourages collaborative decision-making and teacher leadership in schools, is one promising practice we’ve highlighted in our Building and Sustaining Talent report. As many districts and states struggle with the issue of equitable access to effective teachers, few are certain what to do about it. T3 might not be the right solution for every district, but as states and districts try innovative strategies to draw and retain strong teachers in high-need schools, those of us working in policy need to be listening and learning from those on the ground. Dukeshire and Lavin can attest: “After three years as teacher leaders, we are convinced that this model works — both to attract great teachers to struggling school to improve those schools for students and to offer teachers an opportunity to learn and expand their impact beyond a single classroom.” Ed Trust has long strived to inform our policy positioning by looking to and learning from practice. The thoughtful insights of the teachers in Learning from the Experts emphasize the importance of making sure that we are all doing this more often.

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From the archives: First published in this form in Education Otherwise, August 1997 Excerpts of an article from the paper journal, Taking Children Seriously 23. For the full article, see: Objectifying education sabotages learning One of the most important duties of parents is to help their children to discover and pursue new interests, retaining the love of learning that is almost universal in young children and almost universally extinct in conventionally educated adults. Standardised curricula, and the stultifying educational hoops that schoolchildren have to jump through, sabotage this aim. This can cause trouble for parents who have to satisfy other people (such as local education authorities, or grandparents) that they are educating their children properly. Under pressure, they may slide into a ‘homeschooling’ mentality that distorts and damages their children’s education. For instance, they may keep diaries of educational activities or portfolios of their children’s work. This may sound innocuous, but in making themselves continually aware of their children’s education as education, parents are likely to convey this to the children who are then likely to start thinking about their ‘education’ at the expense of their own interests. Education then becomes performance. Children’s creativity is diverted into the problem of how to be seen to be meeting the external standards implicit in the curriculum and to produce ‘evidence’ of ‘progress’, instead of solving problems that arise naturally out of their own personalities and experiences. The more important the parents consider this ‘evidence’ to be, the more likely they are to exert subtle pressure on their children to perform. For many children, this will be enough to change the focus of their endeavours from genuine learning to performance. One educationalist recently objected, when I made this point: “But children like to see the progress they have made. If parents don’t keep their work, they won’t be able to see how far they have come.” Yes. Children in school may indeed “like to see the progress they have made”, but that is likely to be no more than a sad reflection of the focus upon performance that is the raison d’êtreof their whole ‘education’. The carrot of ‘good progress’ is, by logical necessity, backed by the stick of ‘poor progress.’ Being motivated by either is equally harmful. Children’s work should remain their own private property, not to be seen by anyone unless they want to show it. If they do want to show it, are they excited about having solved a problem they were working on? Are they seeking criticism and help solving a problem? Or is the purpose to get affection and attention from their parents? In that case, the parents are manipulating their children by the implicit threat of withholding that affection or attention. If you are keeping your children’s work it might be worth asking yourself whether you are defining your children by who they once were. If so, they too may start to define themselves by moments in their pasts, and so be less able to grow and learn. Avoid encouraging children to look back at the history of their learning. For that matter, don’t encourage them to look at their learning at all. Learning is one thing. Looking at one’s learning is something quite different. For the full article from which the above excerpts were taken, see: Objectifying education sabotages learning. Sarah Fitz-Claridge, 1997, ‘Beware the curriculum mentality’, Education Otherwise August 1997, https://www.takingchildrenseriously.com/beware-the-curriculum-mentality/

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How can you create a safe and reflective classroom where students learn to exchange ideas and listen respectfully to each other? What strategies are most effective in helping students practice constructive civil discourse? In the midst of the disruption engendered by a global pandemic, protests against police brutality and systemic racism, the cost of living crisis, conflict in Ukraine, ongoing tensions around immigration, rising Islamophobia, antisemitism and far right extremism, we are all rightly concerned about the lessons that today’s students might be absorbing about respect, communication, problem solving, and their ability to make a difference. Educators have an essential role to play in creating classrooms where students learn to listen respectfully to different opinions and experiences, try out ideas and positions, and give - and get - constructive feedback without fear or intimidation. Connect with other teachers and explore strategies designed to help you navigate these challenging times and support your students to develop effective skills for participation in the classroom and the wider community. We will be using breakout rooms during the session. This event is aimed at teachers in the UK. Details for joining the Zoom meeting will be shared by email prior to the event.

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|Vidor ISD Performance Report| Texas Academic Performance Report (TAPR) 2019-20 The annual Report must include the Texas Academic Performance Report (TAPR), which is its primary component . The TAPR provides district and campus performance data, as well as Student, Staff, Program and Financial Information. The reports for the District and each campus are available online in English and Spanish at: https://rptsvr1.tea.texas.gov/perfreport/apr/2020/index.html. Refer to the TAPR Glossary, or Glosario, on this site for clarification of terms used in the documents. The TXSchools.org website contains interactive accountability rating summaries and detailed reports for each district, campus, and open-enrollment charter school in the state of Texas. District Accreditation Status Texas Education Code §39.051 requires each district to include the 2019-20 accreditation status in their Annual Report. This information can be accessed at: http://tea.texas.gov/accredstatus/. Campus Performance Objectives Texas Education Code §11.253 requires each campus to have an improvement plan with performance objectives and progress reports. Both the objectives and the progress of each campus toward meeting those objectives are included in the district’s Annual Report. The current District Improvement Plan (DIP) and the Campus Improvement Plans (CIP) are located here. Other performance objectives can be found in the Vidor ISD District Goals. Report on Violent or Criminal Incidents The Annual Report must include information about violent or criminal incidents that occur on each campus. As reported in the 2018-2019 NCLB Consolidated Compliance Report, there were no violent and criminal acts reported in the district. Information about school violence prevention and intervention policies and procedures are found on the district website. Refer to: PEIMS Financial Standard Reports (19-20 Financial Actual Reports) Financial Standard Reports by district are provided by the Office of School Finance and can be accessed from a link on the last page of the TAPR at http://tea.texas.gov/financialstandardreports/ or on the VISD Financial Transparency webpage.

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All opinions of the interviewer are my own and do not necessarily reflect those of Novo Nordisk. Illumina is the industry leader in high-throughput sequencing platforms and over the past decade has employed a fascinating mix of innovation, creativity in approach, community engagement and aggressive exploration into different business areas. I recently had the opportunity to interview Erica Ramos, who works as a clinical genomics specialist and certified genetic counselor in the professional services group within Illumina’s CLIA lab, about Illumina and genetic counseling. Kyle Serikawa: Can you describe what Illumina is doing in the field of genetic counseling? That is, are you creating a genetic counseling service, or advocating an increase in training of genetic counselors, or creating materials to facilitate counseling? Erica Ramos: So Illumina has four full time genetic counselors as part of their services group. We don’t provide direct services to patients; Illumina’s model is to provide support to the providers, the physicians. We support what’s being done in the genetics core at Illumina. As for training, we offer opportunities for that. Every year we welcome a second year student in genetic counseling for a 10 week, part time rotation. We’ve done about 5 of those so far. It’s an opportunity for those students to see how genetic counseling skills can be applied to a non-clinical setting. We see the internships as a way to engage these people who will go on to become genetic counselors. Illumina is also a very active in the genetics community, including membership in the American College of Medical Genetics and other organizations. KS: Given the current landscape of, for example, exome and whole-genome sequencing, it seems like genetic literacy will become an increasingly important skill—both for understanding how genetic variants can be interpreted and also how genetic information will be communicated. How is Illumina thinking about educational needs in genetics? ER: The genetics community as a whole is concerned about the need for wider understanding of genetics to help inform medical practice. From Illumina’s standpoint, one of the things we can do is to support the internships I’ve described as a way to provide exposure to non-clinical roles for genetic counselors, which broadens the potential market. Also, we’re providing a training option that maybe not all academic programs can support. At the same time, the universities themselves can see the developing need, and through supply and demand we hope to see an increase in the number of genetic counselors being trained. There is also need for the education and updating of other professions. Physicians, nurse practitioners and others. Illumina has put on the “Understand Your Genome” symposia to work with providers who don’t currently have as deep an understanding as they would like. KS: How do you see genetic counseling as synergizing with Illumina’s business interests? ER: Illumina is very interested in genomes being available in the clinical space. It’s an extremely powerful technology. At the same time, we want to make sure that genome information is used in a way that is helpful. This is why we’re focused on things like our training programs, to help make this information useful. KS: There has been a great increase in interest about the genetic underpinnings of disease and wellness, in no small part because of the technological advances Illumina has been a part of. What do you see as the key ways in which genetic information is helping human health? How do you think genetic information will be used most effectively in the future? ER: If we look at the landscape now, what are being reported are what you can think of as “poster child” cases; situations where genome sequencing has led to an understanding of the cause of a previously mysterious illness or disease. These are very important as they provide a concrete example of the benefits of learning genomic information. It’s an interesting time. We’re seeing more and more of these “poster children” and it’s very clear that even though often an understanding of the genetic basis doesn’t immediately suggest a cure or treatment, there is nevertheless a real benefit for the diagnosis, and that can’t be undervalued. Eventually we expect to see value more broadly. Historically for genetics, the way medical incorporation of genetic information and technologies has gone is, an initial round in which the application is primarily to the affected patients, whom are helped. Once we learn about the genes and variants that are important, however, that information can be used to create tests to screen for carrier status. The same thing will, hopefully, happen with genome scale information. At first the community will focus on specific diseases, and over time the benefits and knowledge will spread out and applications will grow. KS: It’s clear that with the advances in our understanding of genetics and genomics over the past decade that better knowledge and communication of genetic results will be needed in medical practice. How do you see genetic counselors fitting in to the practice of medicine? Do you feel continuing medical education needs to do more in the area of training physicians? ER: Medical schools are coming to that realization. We’re seeing many medical schools becoming very innovative. Mt. Sinai has started integrating sequencing and genomics into their regular practice of diagnosis and treating of patients. Schools are also creating interactive programs that try to engage patients differently, given a greater understanding of their genomes. KS: What methods do you see as becoming most useful in the practice of genetic counseling moving forward? As more people get their genome sequenced or at least genotyped, how can nuances best be communicated to people? ER: One of the things that’s been a focus of thinking is the delivery of genetic counseling services. For example, does that have to be face-to-face? Can that be via video? Or will a phone call suffice? How can we address individuals who live in remote areas? KS: Yes, that seems to be a thread across a lot of healthcare discussion today—the digital divide, how mobile health may alleviate some of the discrepancies of service in rural areas, and also what are the optimal, as opposed to high-tech, solutions. Being from Seattle, I often immediately think that high-tech is the way to go, but you provide a good reminder that what’s important is what actually gets the job done, and that might be as simple as a phone call. ER: Exactly. Another thing that’s helping is to have specialization within genetic counseling. For example, we might have a group of cardiovascular specialists, and with the internet and the ability to connect people remotely, those specialists can be called in to talk to specific patients about specific findings that are important for cardiovascular health. In this way, even with a limited number of counselors, the impact can be greater. We have to think about alternative models. KS: What does Illumina think about the process of consent for genomic studies? For example, is Illumina in favor of portable consents? What is Illumina’s position on the Genetic Information Non-Discrimination Act? ER: Particularly in clinical services, we are very aware of consenting patients. It’s absolutely a part of our requirements that informed consent be obtained and we’re very proud of that. We do our services via physicians, not patients, and so when communicating with the health care provider we offer advice, templates, and standard practices to them if they need it, to ensure things are done correctly for patient consent. With respect to using data, we are conscientious about protecting personal health information. We have an external ethics advisory board with whom we discuss uses of data, what consents allow for data use, and where to draw the line between acceptable and unacceptable uses. With respect to GINA and other legislation, Illumina believes very strongly that access to genetic and genomic testing is of public importance, and that it’s important to have safeguards in place to ensure this can continue. KS: Thank you very much for your time. Is there anything you’d like to add about genetic counseling and Illumina? ER: I think generally Illumina has been a good, integrated place for genetic counseling. It’s allowed genetic counselors such as myself to take on roles that are a little different from the norm. It takes the people, interactive, explanatory and analytical skills we are trained in and lets us move those skills into the lab and the business environment. I think this has been a benefit both for us and the larger community.

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Morris School District Calendar: Morris School District is a public school district located in Morristown, New Jersey, United States. It is the 12th best school district in Morris County, New Jersey, United States. There is a total of 10 schools in the school district which includes 8 Elementary Schools, 1 Middle School, and 1 High School. Morris School District is consists of a total of 5,216 students and teachers in a ratio of 12:1. This school district starts from grade P-K to grade K-12. Also, there are approx 33.9% of students in the school district get free or reduced lunch services. All the education-related technology updates to date and are those which work for the future too. Teachers and the admission teaches students about time management and also the value of time. Every student has a different goal and they try to achieve them as hard as they can. Morris School District Calendar 2021 This is the Morris School District Calendar 2021 in PDF format. This is the very simple and clear format of the school calendar that you would definitely love to use it. Also, all the school holidays are given just below the calendar structure there inside the school calendar of the year 2021-22. It is a colorful school calendar that looks great and simple. Morris School District, New Jersey Calendar Holidays 2021 Here are these Morris School District Calendars 2021-22 years with their PDF links. All these school calendars are given here for free. You can download the other school district calendars too from the website in the image as well as in PDF. You can anytime come to the website and check out all the school district calendars of the U.S. This is the list of some school district calendars that are there on the website like Pennsbury School District Calendar 2021, Pleasanton Unified School District Calendar 2021, Pasadena Unified School District Calendar 2021, Meridian School District Calendar 2021, Murrieta Valley Unified School District Calendar 2021, etc. are some of the school calendars. But apart from these, we have many more which you can also check out and have too for free. All the school calendars are given with their school’s holidays downside of the calendar structure. Morris County School District Proposed Calendar 2021-2022 Month and Date |September 6, 2021||Labor Day – School Closed| |September 7, 2021||Rosh Hashanah – School Closed| |September 8, 2021||First Day for Students| |September 16, 2021||Yom Kippur – School Closed| |November 4 – 5, 2021||NJEA Convention – School Closed| |November 25 – 26, 2021||Thanksgiving Break – School Closed| |December 24 – 31, 2021||Winter Break – School Closed| |January 17, 2022||Martin Luther King’s Birthday – School Closed| |February 21, 2022||President’s Day – School Closed| |April 11 – 15, 2022||Spring Break – School Closed| |May 30, 2022||Memorial Day – School Closed| |June 17, 2022||Last Day for Students| This is the holiday table of the Morris School District of the 2021 year schedule. These are all the holidays going to fall this year. This school holiday table will let you know all the upcoming holidays of the Morris School District. We have customized this holiday table for you in a colorful printable form. You can download this PDF on your desktop with the help of the given link above of this para. And with the help of this link, you would able to download the holiday table directly from this school district. If you will visit directly on the website main page you can see there all the school district calendars of the current year and can download any one or more than one out of there for free. It’s totally upon you that which school district calendar you are in need of. Morris School District Corona Virus Update Morris School District’s latest update is that the classes will go online four 4 days a week and for the rest 2 days there will be in-person learning for the end of this pandemic. These days the pandemic is getting worst again and so we need to stay safer and for others, we need to keep others safe too. This is very important for us right now to stay safe and others from this coronavirus. We all are facing a lot of problems due to this pandemic. So, this needs to treat soon as soon as possible. Till then follow the old safety rules and regulations of this corona-related information. And the more such information you will get inside the school’s official website. Morris School District Jobs There are so many school job opportunities for the employees working in the school district. Each one has a good job position in which they get good source of income. Also, this a good school district where all the teachers are working in high positions. Like here we have a list of school jobs given by them are Migrant Professional Staff, Academic Interventuonalist, Summer Worker, Custodian, Migrant Tutors, Summer Teachers, Preschool Tutor, Reading Tutor, Elementary Literacy Tutor, Maintenance Worker, Substitute Teacher, Rural Career Associate, School Counselor, etc. are some school district jobs. Morris School District Pay Scale Morris School District employees are getting quite a good pay scale. They all have different jobs and for which they get a high pay scale. All of them are very talented and creative. Get teaches very well to the students and also motivated them every time. Here, is the list of jobs with their payscales like Elementary School Teacher gets a $54k – $103k estimated salary, Bus Driver, School gets a $44k – $75k estimated salary, Guidance Counselor gets a $48k – $88k estimated salary, and more such types of jobs are being given to the employees of the school district. Morris School District Phone Number We have provided you the Official Phone Number of the Morris School District i.e. (973)292-2300 on which you may call and ask the school administration about the school fee, transportation system, and other facilities given for the school district. Also, if you want to then, you may also visit the school’s website which is https://www.morrisschooldistrict.org/ where you will definitely get all the information required to you.

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Even though our online masters degree program is accelerated, we offer the requisite courses in a manageable load that busy working students can accommodate. Our educational calendar makes it that a lot easier for college students to enroll when the time is right for them. The calendar has six start dates for potential college students. They are: January, March, Might, June, September, and November. Students are able to coordinate their work schedules to find out their enrollment date. This masters of education distance studying program blends studying mediums and makes it easy to start out on persevering with education programs. As with any form of psychotherapy, the information and ability that goes into this type of counseling is huge and the sources are growing each day. Any therapist who needs to offer the perfect for their sufferers must keep up with the research of trauma; persevering with education is a vital a part of this endeavor. Not only will it enhance the follow, it is required in many states to stay licensed. Ensure you know your state’s requirements as you move via your profession. May this plan give you the results you want? Except for people across the university these childcare services may also be useful for professors working in the identical tutorial establishment. Professors are also busy and most of them have youngsters. They’ll enroll their youngsters and bring them everyday throughout their class schedule. Since they’re in the identical location, professors can leave their kids in the early childhood education facility after which return home collectively as soon as lessons are performed. That is convenient on their end since they’ll also go to their kids now and again if they will not go to work. There are quite a few kinds of other awards which might be available for college students as well. Not all of them are primarily based on athletics or educational standards. There are awards that pertain to regions that students come from and even some designed for those who have disabilities of some variety. Trying into and applying for all which are relevant to your scenario could be a enormous assist in relation to the possibility of being chosen as a recipient for one. The extra that are applied for will imply that the more probabilities you will have of successful something. Compare a high school graduate to a college graduate. Academics which might be currently working within the faculty techniques are being confronted with challenges and obstacles day by day. With the appearance of new challenges coming, we’re offering the possibility for educators to develop their data and improve their talents by reaching for the next level in their education. Since insurance coverage is a type of fields which mandates obligatory coaching and re-certification periodically, persevering with education is sort of a giant industry. Within the latest years, the preferred mode of insurance continuing education California has been on-line. A big proportion of brokers within the state select to do their courses and take their exams on-line, as it is extremely handy and also very economical when in comparison with the fees at an area insurance faculty. In California, the number of required programs also is higher than those in most of the other states in America. Education careers have also ratcheted up in popularity amongst common Individuals after extra federal funding is finding its way into high quality education from the bottom up. It’s simple to find education employment anywhere in the US in addition to overseas if you are equipped with the right skills and expertise.

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Kimberli Hunt is the Founder, Board member, and Chief Academic Officer at Milestone Academy. Throughout her life, education has always played an important role in her life. As a child with Dyslexia, Kimberli struggled through school. This was one of the most difficult times in her life. However, thanks to Sister Helen Rita, she eventually learned to read and excel and was given the opportunity to attend the best high school in Philadelphia – The Philadelphia High School for Girls. From that point in her life, Kimberli knew that teaching was her goal. She later became a teacher where she advocated for the rights of students. As a parent, Kimberli affords the opportunity to be the mother of a student with multiple language learning disabilities. He had every “dys” that there was. He struggled with reading, writing, and everyday learning. As a result of his frustration, she began discussing options for her then, high school son and realized that there were very few educational options for a child like hers. Immediately thereafter, three women, including Kimberli, sat down and decided to establish their own school for students like theirs — with language learning barriers. The three women worked tirelessly to build Milestone Academy. Milestone was established in 2015. We are a small private high school with less than 20 students. We help students that have had difficulties in their earlier school. In addition, we help find resources for families so that they can succeed financially, emotionally, and physically through this journey. Our team helps students achieve their goals academically in college, trade school, or career links. It is Kimberli’s hope that one day she will have a school that will allow all students to attend without financial aid, where they can have all academic, athletic, social, and emotional resources they require. Contact Kimberli Hunt By Phone (215) 663-1160 or Email.

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Images for Speeches - Speech Topics and Presentations - NICC Library at Northeast Iowa Community CollegeSkip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Speech Topics and Presentations Information for Speech Classes including the following topics; public speaking tips, finding speech topics, managing fear of public speaking, websites, tutorials, and how to access articles in "Vital Speeches of the Day."

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The Toastmasters Journey Toastmasters began as a series of speaking clubs organized by Ralph C. Smedley during his time working for the YMCA (Young Men’s Christian Association) in Bloomington, Illinois, United States. As director of education at the YMCA, Smedley saw a need for the men in the community to learn how to speak, conduct meetings, plan programs and work on committees, and he wanted to help them. Smedley decided to organize a club where they could learn these skills in a social environment, and the men responded well to the concept. He named the group the Toastmasters Club; “toastmaster” was a popular term that referred to a person who gave toasts at banquets and other occasions. The first unofficial Toastmasters meeting was held on March 24, 1905. Much like Toastmasters meetings today, the participants took turns leading and speaking at each meeting. Smedley and the older, more experienced men evaluated short speeches, while the younger men were invited to join in the evaluations. However, as Smedley was offered positions at other YMCAs in Illinois and later, in San Jose, California, the fledgling clubs lacked leadership and did not flourish. The Forming of Toastmasters International Smedley began working at the newly organized YMCA in Santa Ana, California, in 1922, and for the first two years, his time was spent building a home for the organization. However, his passion to help others learn to speak and lead remained. Once the new YMCA building was christened in April of 1924, he was able to introduce the idea of Toastmasters to his colleagues, and organize the Toastmasters club that eventually became Club No. 1 of Toastmasters International. The first meeting was held at the YMCA building on October 22, 1924. Word spread about Smedley’s Toastmasters clubs and soon people in surrounding communities and other states were asking how they could start their own club. To save time replying to the many letters and inquiries he was receiving, Smedley wrote the “Manual of Instructions” and “Ten Lessons in Public Speaking,” which he had printed and bound in paper covers. On October 25, 1928, he secured copyrights on the publications and trademarked the name “Toastmasters Club.” By 1930, nearly 30 Toastmasters clubs had formed including a club in British Columbia, Canada. To reflect expansion outside of the United States, the newly formed association was re-named Toastmasters International. Two years later, in 1932, Toastmasters International was incorporated as a California non-profit organization and Smedley took on the positions of Secretary and Editor of the new association. He resigned as YMCA Secretary in 1941 to devote more time to Toastmasters. Through the war years, he operated the organization out of a small office. When the war ended, a new Secretary, Ted Blanding, replaced Smedley and remained active as Educational Director for the rest of his life, as well as a permanent member of the Board of Directors. The Growth of Toastmasters International A series of rented office spaces in Southern California served as Toastmasters International’s headquarters until 1962, when the staff moved into the first World Headquarters building in Santa Ana, not far from the YMCA where the first Toastmasters club met. Ralph C. Smedley died in 1965. In 1970, Toastmasters International admitted its first female member, Helen Blanchard, under the name Homer Blanchard. In 1973, Toastmasters began officially admitting women, and in 1985, Helen became Toastmasters’ first female international president. Terrence McCann, an Olympic wrestler, was chosen in 1975 to serve as the Executive Director of Toastmasters International, a position he held until 2001. He was replaced by Donna Groh (2001–2008) and then Daniel Rex (2008 to present).

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The Executive Secretary, National Institute for Cultural Orientation (NICO), Dr. Barclays Foubiri Ayakoroma, has stated that there is every need for government to take proactive measures towards ensuring that the right things are done to give our indigenous languages a pride of place in the scheme of things. Ayakoroma made this known in his office, Wednesday, 19 February 2014, while fielding questions in an exclusive interview with a BBC Media Action reporter, Chibuike Utaka, on the fear that over forty indigenous languages spoken in Nigeria will soon go into extinction. In the interview, which lasted for about an hour, the ES expressed worry that if the UNESCO prediction that Igbo language (one of the big three in Nigeria) is facing extinction is anything to go by, then one can only imagine what will happen to the smaller ones, stressing that language is one of the factors or instruments that give people an identity and losing it implies that they have lost their culture. According to him, NICO as an agency of government, with the responsibility of orientating and sensitizing Nigerians towards a culture-friendly lifestyle, has been concentrating on Nigerian indigenous languages as one of its core programmes. His words: “We teach Nigerian indigenous languages during the long vacation in August. We have progressed to what we call the Weekend Language Programme because the long vacation programme was targeted at children so that during the vacation, instead of their being at home and playing video games, being on social media, at least they will spend that valuable time to learn their indigenous languages. With the response we have had, we felt there was need for us to go on a Weekend Language Programme so that it will offer an opportunity for those who may not have the time during the long vacation programme to now attend the weekend programme.” The NICO boss blamed the dyeing state of our indigenous languages in the school system, the family, the religious system and even in offices, saying: “In the primary school system then, when we were growing up, learning started with the indigenous language. I am from the Ijaw speaking part of Nigeria. We started school learning the alphabets, the numbers in our Izon language; but that is not the case now. Somebody could say the National Policy on Education provides that for the early years of a child, the learning should be in the indigenous language or the language of the immediate environment. But are we really implementing it? You come to the family; how many parents speak indigenous language in their home?” Continuing, Ayakoroma regretted that in many families today, indigenous languages are dead, in such a way that when parents speak their indigenous languages to their children, they rather ask their parents what they were talking about, which implies that they do not understand what their parents are saying, a situation he described as a major problem, warning that unless the use of indigenous languages is made key in our communication process in the family, our efforts at saving Nigerian indigenous languages from going into extinction will be a mirage. While lamenting that our religious bodies too have not helped matters as it is only in the villages today that pastors preach in indigenous languages, Ayakoroma pointed out that the Federal Ministry of Education, on its part, has had the responsibility of ensuring that our indigenous languages are taught compulsorily. He recalled a number of countries where he has visited and got to understand that their educational systems were fashioned in such a way that learning starts in the indigenous languages and further queried why it was not mandatory for foreigners students to study our indigenous languages in Nigerian universities; while our children go abroad to study and are subjected to learning their indigenous languages before proceeding to study their main courses. “Even talking about the UK, a graduate from Nigeria will be made to take the Test in English as a Foreign Language, which to me is an embarrassment; that you studied English right from primary, secondary up to university level and you are going to UK to do a masters programme and they still test you because they know that English is not your own language. If you read Yoruba or Hausa or Igbo, they will not say come and do exams in these languages because they know that is your own area of efficiency.” Ayakoroma disclosed that NICO has made it in such a way that all culture workers, who register for the Diploma and Post-Graduate Diploma programmes in Cultural Administration study Nigerian Language compulsorily, and that it is fashioned in such a way that if a candidate is Igbo, he or she will not be allowed to offer Igbo; if Ijaw or Hausa, the candidate will equally not be allowed to offer those languages because it is assumed that candidates should be able to speak their mother tongue. He therefore expressed optimism that if Nigerians can speak more of other languages, there will be accelerated integration stressing, “If I come to your house and I speak your own language to you, I am not sure you will look at me as a total stranger. You will be surprised that I speak your language and ask me how did I do it and friendship starts from that very moment and that is what we are trying to do in NICO.”

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When your child needs extra support, we want to find the best way forward as soon as possible. This leaflet explains how everyone will work together to put your family at the heart of decisions made about your child. The Early Help Assessment is a way of working with children and young people. It involves listening to you and your child to find out your child’s needs, and what is working well in your child’s life. An action plan, agreed with you and your child, is also put in place to make sure your child gets the right sort of help. The Early Help Assessment is voluntary – you and your child can choose to be involved. The Early Help Assessment exists to help you support your child. It can lead to a quick solution or help to identify extra support if needed. The Early Help Assessment will ensure that everyone involved with your child – such as teachers and health visitors – works together to support your child. The Early Help Assessment will help your child receive the right support at an early stage before their needs increase which can be much more difficult to help you with. As The Early Help Assessment is a shared assessment, you and your child will not have to repeat the same story to different workers. The Early Help Assessment can be used if you or someone who works with your child would like your child to receive extra support. It will help to identify your child’s additional needs, and other workers required to support your family. With agreement a worker will ask you and your child some questions to find out what help and support your child might need. This information is recorded on a simple form. You and your child will agree what is put on the form, and you will be given a copy of it. Older children may feel able to discuss their situation on their own with the worker. A young person’s wish to keep information confidential from parents may be respected by the worker, where this is in the young person’s best interests and welfare As a rule the information which you and your child provide will only be shared with your family’s consent. However there may be certain times when the people working with you need to share information. • When they need to find out urgently if a child is at risk of harm • To help a child who is at risk of harm • When an adult is at risk of harm or • To help prevent or detect a serious crime. Based on the information you and your child provide, all those who can help your child will work together to provide the support your child needs. Only workers who need to know about your child will share your child’s information. If an Early Help Assessment is to be completed you will choose who you would like to be the co-ordinator. This person will keep you informed, listen to your views and support you. The named worker will also co-ordinate all the services supporting your child.

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This edWeb podcast is hosted by AASA, The School Superintendents Association. The webinar recording can be accessed here. Please listen to Dr. Aaron Spence and Dr. LaQuiche R. Parrott as they share Virginia Beach City Public Schools’ strategic framework, Compass to 2025, a five-year plan focused on six goals: educational excellence; student well-being; student ownership of learning; an exemplary, diversified workforce; mutually supportive partnerships; and organizational effectiveness and efficiency. Developed with significant stakeholder input, Compass to 2025 is a true roadmap for teaching and learning in the school division. Dr. Spence and his team are staunch advocates of equity, emphasizing that every student—regardless of economic status, race or zip code—should be provided the learning experiences and the knowledge, skills and dispositions needed to succeed. Equity is embedded across all six goals of Compass to 2025 as the school division strives to help achieve student, workforce and organizational success over the next five years. Essential questions for discussion include: AASA, The Superintendents Association Listeners learn about strategies to address systemic disparities and inequities in order to benefit all students. This edWeb podcast is of particular value to school superintendents, K-12 school and district leaders, and aspiring leaders.

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Hey North East, upskill and develop with The Skills Network today! Details: Written by Eleanor Lodge Hey North East, looking to upskill in your region today? With 48 fully accredited training courses available for free through government funding, upskilling with The Skills Network could help you take the next step in your career today. With skills in nursing and mental health coming in on the list of the top ten most highly requested hard skills in this area, our courses for care workers and more in mental health could help: - Level 2 Certificate in the Principles of the Mental Health Care Worker - Level 2 Certificate in Awareness of Mental Health Problems - Level 2 Certificate in Self-harm and Suicide Awareness and Prevention - Level 2 Certificate in Understanding Children and Young People's Mental Health And with skills in warehousing coming in at number three on the list of hard skills most demanded in the North East, our Level 2 Certificate in the Principles of Warehousing could provide you will skills to succeed! Top hard skills in demand in the North East: - Mental Health - Key Performance Indicators (KPIs) - Agile Methodology - Business Development - Risk Analysis Top soft skills in demand in the North East: - Customer Service - Detail Oriented With communications, management and customer service being revealed as the top soft skill in demand in the North East today, our expertly developed, fully accredited and totally free training courses in Level 2 Principles of Customer Service, Level 2 Lean Organisation Management Techniques or our Level 2 Principles of Team Leading can help as you upskill in the fields that your region are requesting now! Top posted occupations in the North East: - Care workers and home carers - Sales accounts and business development managers - Elementary storage occupations - Other administrative occupations n.e.c. - Programmers and software development professionals - Primary and nursery education teaching professionals - Van drivers - Metal working production and maintenance fitters - Business sales executives With 48 fully funded free training courses available, upskilling with The Skills Network just makes sense! Looking for FREE training for your staff? Click here Looking for FREE training for yourself? Click here

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We’ve been making home visits to JPOH students to make sure they don’t forget what they have learned! 😊 Students at JPOH received provisions for two weeks while at home for the summer. It’s been a month now since we opened our day program for individuals with autism and other special needs. The students have proven that every child is capable of learning if given a chance. Our first day program for individuals with autism and other special needs, opened in Bo, Sierra Leone on May 14th, 2018. The students range in age from 7 to 19 years old. Junior and I returned to the United States from Sierra Leone yesterday. We opened a day program for individuals with developmental disorders andContinue reading “May 14th, 2018” Hello! We’re definitely overdue for an update. I’ve been in Sierra Leone for about a month now and I’m so pleased with the way things are moving along. We were fortunate to take part in the Kick Stigma Out of Autism event last month, which was a collaboration with the Sierra Leone Autistic Society andContinue reading “JPOH Sierra Leone” I am so grateful for the outpouring of support from around the world! Our dream of opening a day program for individuals with autism, and other special needs in Sierra Leone is finally getting it’s legs. The interviewing and assessment process has begun and its looking very promising. The banners, tables and chairs are complete,Continue reading “Thank You! 🙌” JPOH is getting underway! You all know I have been working on Juniors Place of Hope, and we are getting there, slowly but surely. I finally started the website, and you can click on the link and see how things are coming along. I know some of you have asking how to donate, please contact usContinue reading “JPOH Update”

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What is communication and why is it important? Our ability to communicate is central to everyday life and an essential skill in social work. This easy-to-read book offers a step-by-step guide to developing effective communication skills with a diverse range of service users and professionals. It is the perfect guide to help manage different communication skills in different settings, and more importantly, encourage students to continually reflect and develop these skills. - Wide range of case studies from an array of service areas and user groups - Reflective tasks and questions to stimulate critical thinking and discussion - Skills audits to test where your strengths are and areas for development This book is designed to guide readers in developing their own communication style that best suits them to become an effective social worker, whilst meeting the needs of their service user group and individual service user.

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May 10, 2022 Foundations have got to be out there looking for strategic partnerships because the donors, these days, aren't giving to just one institution. Most donors give to up to eight institutions. And I think leveraging the ability to combine resources, serve a population that might engage people from one organization, people to another, you're going to find it that there's crossover there. You just can't go it alone anymore. You're going to waste resources and you're going to be exhausted. The workforce landscape is rapidly changing and educators and their institutions need to keep up. Preparing students before they enter the workforce to make our communities and businesses stronger is at the core of getting an education. But we need to understand how to change and adjust so that we can begin to project where things are headed before we even get there. So, how do we begin to predict the future? Hi, I'm Salvatrice Cummo, Vice President of Economic and Workforce Development at Pasadena City College and host of this podcast. And I'm Christina Barsi, producer and co-host of this podcast. And we are starting the conversation about the future of work. We'll explore topics like how education can partner with industry, how to be more equitable, and how to attain one of our highest goals: more internships, and PCC students in the workforce. We at Pasadena City College want to lead the charge in closing the gap between what our students are learning and what the demands of the workforce will be once they enter. This is a conversation that impacts all of us. You, the employers, the policymakers, the educational institutions, and the community as a whole. We believe change happens when we work together, and it all starts with having a conversation. I'm Christina Barsi. And I'm Salvatrice Cummo, and this is the Future of Work. Hi everyone, and welcome back to the Future of Work Podcast. I am your host, Salvatrice Cummo. And today, we'll be talking about PCC's foundation and how they are helping prepare the workforce. We will also hear about current trends in fundraising and really what the future holds for our nonprofit organizations. With that, we want to welcome the executive director of PCC's foundation, Bobbi Abram. Bobbi has her education and experience in nonprofit management, specifically in executive and development areas. And something really fun to know about Bobbi is that she joined PCC in 2012. And since then, our foundation has done phenomenal work and she's a lead in this space. She sets the tone and the momentum for how foundations really should work with community colleges and workforce development entities. And we're incredibly lucky, beyond lucky to have her with us. Bobbi, how are you? Very nice to be here, and I'm excited to be a guest on your podcast. This is great. Well, thank you. We're equally as excited to be with you as well. Let's dive in, how about that? Let's do it. Okay. I have the advantage that I know a lot about you. That could be good or bad. Yeah, I'll tell you what, it's all been good thus far. And there might be listeners who know a lot about you as it relates to the foundation, and you're an incredible leader in this space. I'm not saying that just because I know you and we're friends and you're my colleague, but I've never in my capacity in higher ed, I haven't seen a foundation do the work that you do. And so, I'm really thrilled about sharing that good work here on this episode. But for those who don't know Bobbi Abram, tell us a little bit more about you and what kind of led you to the path of this work. What led you to foundation work, and why is it something that you continue to do? I I think it started with selling girl scout cookies when I was about 10-years-old, and I'm not kidding about that. Because you never go to a career fair and say, "I'd like to be a fundraiser." But the fact that I had a lot of volunteer opportunities and community service kinds of opportunities that included fundraising growing up, I felt very comfortable with it. I had an extroverted personality as a kid and so, I actually had fun with fundraising. And so, again, there was no, no major in college for it, but I ended up majoring in business, sort of took after my dad in that way. And when it came time to get a master's, by then, I had already worked in community colleges, actually two different ones at that point in the Midwest. And I had decided that development work in higher education and alumni work at that time, because a lot of those offices are combined - that was really what I wanted to do. And so, I always thought that I would probably go on to work at a four-year institution because fundraising at those institutions are really exciting. They've usually got a Greek system, where they've got an athletic program that makes it so much fun. And there's so many more resources that you can use to help build a fundraising program. But I ended up starting in the community college system and surprisingly, fell in love with it. And the reason I fell in love with fundraising in a community college system is that the population that I'm serving is so perfectly matched with the needs that we are trying to serve. And it's such an easy conversation with a donor to explain that community college students either are preparing for their four-year institution transfer or they're going to go right into the workforce. And donors understand that and they get it. So, while community colleges still only raise about 2% of all of the money raised for higher education, it is a growing trend and we've seen some really exciting things happen over just the past couple of years in California that show that that trend is changing. And I think community colleges are going to have more and more of that percentage in fundraising in the higher education space. That's really important. I mean I heard partnership between the foundation and the community college. And I also heard partnership between the foundation and the employers/donors potentially. Let's unpack that a little bit. I mean, what does that look like? Are there any specific examples that you feel that you've experienced yourself or that you're championing or that you see as trends in this space? Well, let me give you an example just right here at PCC. And that is several years ago, we were approached by the Boone Foundation and they wanted to do something that would help students who were going directly into the workforce. And we did some interviews with faculty. We even visited some of the classrooms of a lot of the career education programs. And one of the things that they identified was that one of the barriers between finishing your certificate program and starting your job in the workforce are the things you have to do, specifically tools of the trade or certification exams. So, if you're a nurse and you've just finished your RN, you still have that NCLEX exam ahead of you and it's not cheap. You might need a stethoscope, you might need scrubs. You might need a really good pair of shoes. Those are all things that even though you've got the certification now, it still hinders you. One of the programs that the Boone Achievement Awards started with, was talking with the Welding Program and with Auto Technology Program. So, the Boone family decided that they would support ... now, this started out with nine different programs that applied for funding that year. It's been, I think, we're in our sixth year now. We had 27 programs this year that got funding. So, that's 27 students from programs ranging from, like I said, auto technology to ... that is sort of A to W, isn't it? To welding; but it also includes all of our health programs. So, nursing, rad tech, it includes computer, operations, office machines, machine shop - it's everything you can possibly imagine. And the Boone Foundation decided that they wanted to honor the deserving student in each one of those programs with tools of trade. So, it goes anywhere from computers and specialized computer software that you might need to do geo-mapping, to a cosmetology kit because you can't afford the special types of scissors, or ... I didn't know this, but cosmetologists have to have their own coloring. So, they have to buy all of those products. Where if you've just completed your program, you don't have the funding to go out and buy $1,500 worth of color products. So, it has been an amazing program that's grown here on our campus and the responses we get from the students are unbelievable. They said "Well, we thought we were just going to get an award and like a certificate. We didn't know that a gift came along with it." And when they find out that they've got a snap-on toolkit, that they can go to their first day on the job or a special pair of welding boots or a generator, it really changes their outlook. And so, that's just one example of how foundations can support the work of the training of the workforce to get those community college students directly into a job, the minute they graduate or they get that certificate. How do we amplify that? How do we do more of the generosity of the Boone family? You know, it's interesting, we put an article about this program in our newsletter and another donor read it, and decided he wanted to have lunch with Nick Boone. So, we arranged it and made a donation right there. Another way that we can grow that program is we do a lot of partnerships with the Pasadena Community Foundation. And we have one program that we're working on together. And part of that program is when the students finish in this particular program, they are a career education student, they will get tools of the trade when they're done. So, we're starting to build it in to some of the boutique programs that we have here at the foundation. We have another program called the Anne Pepper Scholars Program, which is brand new. We'll be rolling it out this fall. We built that piece into that program as well, because we don't want this news to get all the way to the finish line, and then they have no place to go after that. That's not the time to stall. That's the time to push foot on the gas. That's right. The foundation helped PCC connect to the Freeman family. Your leadership and your donors, and just the commitment of this community values the work that we are doing with our CT programming and our career services, and really just the wraparound services. I mean, that's kind of how I view, I think the work that I do and the work that you do. It's this complementary services that propels our student to have a competitive advantage in the workplace. It's complimentary obviously to the work that is happening within the classroom, but it's also just, again, like giving that ... almost envision like a cape, like a cape of services that we provide our students to fairly compete in this space. And I think that that's kind of the challenge that we see a lot, is our students are competing with four-year university students, they're competing with the trade organizations and private schools and things like that. And so, I feel really strongly that the work that both your office does and my office does, we prepare them in such a way that gets them to fairly compete in this competitive market of the workforce. And so, I think that there's room just based on what we've had to go through the last two years, and where we need to be in the next year. I'm not even suggesting two to three years from now. I'm suggesting like in the next year, we turn up the volume on this employer engagement piece with our community colleges. And I feel strongly that the foundation opens those doors for our community colleges. Well, I think we're privileged too because our foundation board, we're a 33-member board, and then we have additional advisors to the board. And that is a cross-section of representation of the business and academic communities in the Pasadena area community college district. And so, we have a very unique position to be able to say - let me give you an example: we worked with a faculty member at the Nursing Program and said "If we could help you do something, what would it be?" And they said, "We need senior level relationships in the healthcare organizations to increase the number of clinical sites, because if we could do that, that's the one thing that is stopping us from growing our nursing program. And as you know, especially with COVID over the last couple of years, the need for nurses is skyrocketing." And so, we turned around and lo and behold, there are people on our board that know people at local organizations that can help put together those conversations. And we actually have one of those conversations coming up where we're introducing our college president to the president of a local health organization to talk about the pipeline that we would like to create for nurses. And that's just one piece of that whole challenge. Another piece was hospitals want to hire nurses that have BSNs, and as you know, PCC's program gives you an ADN and an RN. So, when we started the conversations with our business council here at the foundation to find out, okay, how can we make our nurses more attractive to those positions? It became very clear - we've got to work strategically and help those students get their BSN. So, we started a strategic partnership with Azusa Pacific University and their nursing program there. So, now, our nursing students can get their ADN and their BSN concurrently. And not only that, we have a donor that has stepped up to partner with the foundation to make it available to those students in that dual program, be able to get a loan for that money because private institutions are more expensive than public institutions. And so, that's an additional cost that those students didn't plan on. So, we have a donor that makes it possible for them to get a loan. It's a microlending program, we started it right here at the foundation. And we're already in a recycling phase where some of the students are already paying back their loans. And one of the reasons they can go out and get a job right away and pay back that loan right away, is that they got that BSN. So, we are now the only institution in Los Angeles County, where you can start by getting your CNA, your certified nursing assistant certification all the way through to the BSN. So, you can have an entire academic career in nursing here at PCC. That's amazing. Why aren't we talking about it a lot? Like why isn't this on the news? Like what is, you know- Well, one of the things that we're working on, is that very thing - getting that word out there. And one of the things that's helping us with that is that just last week, we had the groundbreaking for the new Serapian building here on the PCC campus. And that building, 10 years ago, was deemed seismically concerning. And so, we basically turned it into a storage area and all of those programs in that building had to go into what we call science village, which are modular units or move over to the Foothill campus. Now, that we've done a groundbreaking, we expect in two years, that we will have those programs back under that one roof. And one of the things that the foundation is doing, is holding a targeted campaign between now and then to raise about $4 million for the fixture, furniture, and equipment that needs to go into that building that adds additional support as those programs move back in. And the lead gift on that targeted campaign was the Keck Foundation who gave us $1 million. We were the very first community college to be supported by the Keck Foundation. And that was specifically for the biotech program. So, of course, we get to call it the Keck Biotech Program now. We're very excited about that. So, over the next couple of years, we are going to be talking more and more about it because we're going to be putting our foundation board members to work, to talk about the needs of that new building and look for some community support for it. You and your team and your board, and everyone there truly sets the tone and the trends, because I think what sets foundations apart are foundations who are willing to do business outside of the normal, thinking creatively. I use the term, "We can't do business as usual anymore." And I see you doing that. I see you leading that in the foundation, and it brings a lot of joy and not only to me, but everyone around here on the campus. I was going to ask you a question actually about what trends you're seeing in this space, but Bobbi, you're the one setting the trends. I read a quote once that said "The trouble with being on the cutting edge is that sometimes you fall in front of it." Sometimes, things are so innovative that ... the beginning of organization is chaos. And so, when you start a conversation and you try to pull in this partner or that partner, or this partner, they've never done anything like this before, they don't even know what they're supposed to be doing. And it's very messy at the beginning, it's confusing. And until everyone can understand the vision of what you're trying to create and get so connected to the vision, that they understand how they, as a resource, can be used to build that impact - you can feel like you're circling for a while. And so, for people who are trying those kind of innovative programs, I would just say, give yourself a while to circle because that's all going to be part of it. But what I'm finding, as far as trends are concerned, is that foundations have got to be out there looking for strategic partnerships. Not only do we go to take our mission and our vision for our organization to individual donors, but we have to be leveraging because the donors, these days, aren't giving to just one institution. Most donors give to up to eight institutions. And finding out where your donors are already connected, gives you a really good indication of who your strategic partners could be. And so, I would say to anyone out there saying, "How do we get started on that?" Find out what other organizations or donors are supporting. This one particular donor that started this microlending program is the one who's also wanting to increase the size of the nursing program. And so, what did he do? He started supporting other organizations that he wants us to partner with. And he called us up and he said, "Okay, I've started giving to this organization." Well, that was the call for us that said, that's where we need to start our conversations for partnership. And I think leveraging the ability to combine resources, serve a population that might engage people from one organization, people to another, you're going to find that there's crossover there. You just can't go it alone anymore. You're going to waste resources and you're going to be exhausted. And we're not even creating the impact that we have intentions to when we're exhausting, the same resources, be it funding, be it services, be it anything. Speaking of which, MacKenzie Scott. Yes, there's a name that changed my life over the last year. Yeah, tell us about it. That was a beautiful surprise. Yeah, I was actually on vacation. I'd gone back to Kansas City, which is where my stomping grounds are. And I was having brunch with a friend and saw that my boss, Dr. Endrijonas from PCC was calling me and I thought, "Hmm, she knows I'm on vacation, what could this be about?" And she said, "Bobbi, are you sitting down?" I said, "Yes." And then there was complete silence. And finally, I said, " Are you okay?" I thought, what is she going to tell me? I've left town for vacation. What is happening back in Pasadena that is turning into an emergency? And she said, "I just got off the phone with someone who wants to make an anonymous gift of 30 million." And I will tell you, we will have to bleep out the words that I said after that. And so, I said to her, I said, "Well, can you tell me a little bit about this person?" I said, " Are they from Pasadena? Are they an alum of the college?" And she says, "Okay, I'm going to tell you, but you are under a cone of silence because there's a restriction that the donor only wanted people to know that were involved in the transaction itself." So, even our board of trustees at the college or the foundation board were to be only on a need-to-know basis. So, they were very serious about not wanting the word out because the donor wanted the opportunity to make the announcement. And they said that would be within four months or sooner, they would let us know. So, we kept it very quiet. And then one of the questions was, "Do you want this in pieces or do you want to be able to just to take $30 million?" And to take $30 million quietly is not the easiest trick. And so, we had to get the need-to-know board members aligned to open up the right accounts and all that kind of stuff. And it just so happened that she did decide to make the announcement public a half hour before we were going into our foundation annual board meeting. I remember calling Erika on the phone saying "She just posted, so we can announce it to our board." And I will tell you, we were on Zoom at that point and all the faces just dropped. We have a recording. The beauty of what Mackenzie Scott has done is that she's not only found organizations that need support, she has found organizations that she has researched that give other donors the confidence that that is an organization that they should support. And so, she supported us, not only monetarily, but in her confidence in giving us those gifts, she has increased our value in our own community. And the gifts are coming in unrestricted to those organizations that she chose. And that is unheard of. Unrestricted money is the hardest money to raise. And we are just at the point where we have just given away some of our first grants. Again, it was unrestricted, but we took our planning from Dr. Endrijonas, who decided that she wanted to treat the funding as if it were an endowment, meaning that we would invest the money and then only spend a payout rate that the foundation would come up with each year, which is what we do with all of our funds. And so, what that does is puts off about a million dollars every year. And we just recently finished our grant process and we awarded about $950,000 to faculty staff around the college campus. And they have come up with all kinds of innovative programs. And I just looked through the list before we started the podcast and they range anywhere from, to start a beekeeping club or incentives for a program where they're wanting to create a student equity plan to, I think the largest gift was $150 , 000. And that was for distance education initiatives, creating peer online course review. And it's just things that, that PCC could never have thought to be able to do without this funding. So, the trend that she is setting, it's like an earthquake in the philanthropic world in the sense that the shift hopefully, is permanent and hopefully, other donors will start to give the same way. It makes for happy nonprofits, I will tell you that. This feels like we don't have to go out and raise money for each one of these individual projects. We can fund them all now. That makes a happy development officer. That's right, it does. It really kind of sets the model for future nonprofit work, perhaps, which kind of leads me to ask the question about how do you envision the future of nonprofits? Like what does that look like for you in this space, knowing what you've known, and what we've seen as shifts. That donation of MacKenzie Scott was a shift to operations, a shift to how we are valued and looked at in the community, how we support our programming, et cetera. What do you think the future of nonprofits look like Over my career, which started in about 1987, donors were becoming a little more savvy. Back then, we were looking to things like Charity Navigator or GuideStar to tell us if this was a good nonprofit to support. So, as donors, you sort of didn't know. And then you heard these awful reports would come out periodically that this executive director had done some malfeasance with some funding or this nonprofit went bankrupt or whatever. And so, it was a little risky to fund something that you didn't have a complete solid relationship with. And I've seen the pendulum swing from having to figure out who the good nonprofits are. And donors got very savvy and started doing that. And then when they became savvy, they became very restrictive. "Okay, I'm only going to give to you and I'm only going to give for this purpose, and I'm only going to give this much. And you write as a grant. And if you have to spend a little bit more money in this area or that area, then you need to come back to me and ask for permission to make that shift." And so, the relationship between the nonprofit and the donor was very tight, but it was also restrictive. It was sort of rule-following. It was transactional. What MacKenzie Scott is doing is she's trusting, she's putting the trust out there first. And even in the reporting that she's asking back for, it's a three-page report for the first three years of the grant. And then after that, there's no reporting even required. That's unheard of. She is truly setting a trend. So, it'll be very interesting to see if other philanthropic organizations pick up that trend and go with it. She's obviously set the stage. And right now, she's the lone player. It's a solo act. I don't know a lot of other philanthropists who are giving away funds at that level and doing it with such hands-off. And to be chosen to be a recipient of that kind of trust and those kind of funds is really humbling. And it does make you want to work harder and not want to disappoint her because she changed everything. She certainly has. I think this is kind of like a nice segue into one of my final questions with you, is we talked a lot today about the trends and really examples of what economic and workforce and a foundation partnership can look like. And there's so much more to explore Bobbi. I mean, you and I sit hours, and we can go for hours on this topic. And what I love about it, is that you and I get to ideate, and then we actually get to do it, which is fun. And that's what keeps us engaged in our work. But if there's one thing that you'd like our listener to know about this particular conversation, how it impacts their future, whether they're thinking about a career in nonprofit or whether they're a practitioner in the space, a thought leader in this space, a legislator in this space, what would be that one thing you'd like our listener to know? I'm going to start with students who are listeners. And I'm going to say, do not let the fact that you don't have money in your pocket and you don't know how to pay your tuition or your college fees be the thing that stops you. Because I find myself telling students, if you are not getting a scholarship or getting financial aid to pay for your college, it's because you haven't talked with me yet. Because I can guarantee you that there is funding out there to support you, and you do not have to worry about coming up with that funding. Between the financial aid that's available, the private donors who make it available, the grants that we get and share with our students, it's there. When it comes to the philanthropists or the partners, I would say the time for partnering with a community college has never been better. Community colleges are the answer. They are the way that you are going to get your workforce. And either we're going to train them and we're going to send them to you, or you can call us and say, "We need you to train a workforce we already have, because we're retooling our shop, or we're going to a hybrid model and now, all of our accounting department needs all of their own computers and they need to know how to do this software." Community colleges are there on both ends of that spectrum. We can help in the beginning, in the end, during the process, and we are nimble. We're nimble organizations that when we need a just-in-time training, that's exactly what we're for. And so, when a CEO decides that it's time for them to take on a new innovative project, they need a trainer, or they need a workforce that's already been trained, coming to our Freeman Center and saying, "I need 15 people who know how to do this particular skill." That's what we're all about these days. And it's a growing trend to become better and better and better at it. And you've given me a lot of accolades today, so let me turn them back on, Salvatrice. The Freeman Center for Career and Completion is a location on our PCC campus that other community colleges don't have. There is a place where you can now show up if you're a graduate, if you're an employer, if you're a student to make the connection between where you are and the workforce and the organizations who need the workforce. And the Freeman Center is just the trifecta of where all of those different partners can get support. So, what you're doing on the PCC campus is also quite innovative. Thank you, I appreciate that. This has been so nice and refreshing and appreciate it very, very much. If our listener does want to connect with you, if there's employers, donors, anyone out there who would like to connect with you, what's the best place to connect with you. They can reach us at [email protected] or our website. We're on the pasadena.edu/foundation. And you can see some of the things that we're currently doing. You can also see when our scholarships come open. If you're a student and you want to apply for scholarships, that's a place you want to find that information. And then we are actually located one block off the main campus. We're at the corner of Holliston and Green. We're on the second floor of the Child Development Center there. And our foundation staff is here to help. Such a pleasure. Thank you again. Thank you for the invitation to be here and I'm thrilled to share what the foundation is. Thank you for listening to the Future of Work Podcast. Make sure you're subscribed on your favorite listening platform so you can easily get new episodes every Tuesday. You can reach out to us by clicking on the website link below in the show notes to collaborate, partner, or just chat about all things future of work. We'd love to connect with you. All of us here at the Future of Work and Pasadena City College wish you safety and wellness.

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Values: WHAT DOES IT MEAN? WHERE DO WE GET OUR VALUES? DHQ – Lesson 2 What are some examples of “values?” Write down three. If you are not sure, take a guess… VALUES Values = moral standards personal code of conduct Ways They are Passed On… 1. Lecture teaching, impressions by frequent repetitions (people) 2. Acting (modeling) 3. Experiences 4. Environment **You may/may not agree with your parents values – but you gather and use information to make your own judgments Examples of Values www.va lues.co m Your Turn… On the back of your notes (you will not be handing this in): First – list 5 values that are important to you. Next – rank them one being the most important and five being the least Lastly – pick the most important value to you Miss Anthony’s Top Five 1. Faith 2. Love 3. Integrity 4. Optimism 5. Respect A coat of arms is a unique heraldic design on an escutcheon (i.e. shield), surcoat, or tabard. The coat of arms which consists of shield, supporters, crest, and motto. What would your coat of arms look like…? Individual Activity Create a banner / “Coat of Arms” I will provide all necessary arts & crafts to be able to create your banner The project must include: Two things that you value People that you value (at least two) 5 Personal characteristics / values (highlight your #1 value in a creative way) Activity is worth 10 classwork points – WRITE YOUR NAME & CLASS ON THE BACK!

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Have you been in meetings where topics keep looping around and around? More often than not, we’re missing important information, because we’re waiting to express our own opinion instead of paying attention to where the conversation is going. Without listening, no meaning is created and without meaning, no action is taken… Practicing active listening is challenging, but the reward is great. This skill boosts your ability to influence people around you and deepens the understanding between you and others in a unique way. - improve your ability to maintain your listening focus - make yourself heard in conversations and discussions - approach and achieve agreement in difficult situation …exercises with challenging topics and negotiating examples I would love to help you find your Right Kind of Loud. Get in touch at +44 (0)757 032 3650 or [email protected]

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The school year was about to be over, but at the Baltimore Teacher Supply Swap — a big warehouse space brimming with binders, felt-tipped pens, stacks of copy paper and much more — the action was hot and heavy. This is the busiest time of year for the three-year-old organization, with teachers grabbing things they know they will need next year. Meanwhile, many have supplies to unload that would otherwise be stashed in a school basement or end up in the trash. The wish list for Asia Maxton, a teacher at Violetville Elementary-Middle School, included something simple: pencils. “Just little stuff like sharpened pencils are really hard to come by,” said Maxton, who was prowling the aisles of the building, at 1224 Wicomico Street last week. In the past, Maxton would have to ration her pencils and only leave a few out for students. But lately, as a result of getting an ample supply from the Swap, she has been able to maintain a steady amount through the school year. She’s been participating for a couple of years in the Supply Swap, which allows teachers who pay a small annual fee of $10 to fill up to five baskets of supplies, as well as drop off any superfluous books or goods. It has given away more than $90,000 in school supplies since its opening in summer 2014. For Maxton, a drama teacher at the southwest school, the service provides not just supplies, but a bit of relief from the stress that comes with teaching 19 classes a week. “We make millions of decisions as teachers, so to make one less decision knowing, ‘I’m not going to spend 10 minutes shopping because we already have sharpened pencils’ is really significant,” she said. Spending Their Own Money The program, co-founded by Melissa Badeker and Kathleen Williams, is available to educators, home school parents and preschool operators. It began in a small church, but eventually moved into its current 1,800-square-foot warehouse. They are sustained by memberships, individual contributions, and selling highly valued donated items. Badeker and Williams, who met while rooming together as volunteers at the House of Ruth, open the Swap on Thursday and Saturday afternoons all year long. A former teacher who worked in city schools for five years, Badecker said what inspired her to start the organization was knowing how much money teachers spend on their own classroom supplies. “A lot of people don’t know that teachers spend hundreds of thousands of dollars every year out of their own pockets,” she said, noting that she often spent more than $1,000 in a given year. “I bought consumable supplies such as composition notebooks, pencils and pen that the students went through very quickly,” she said. The idea that teachers could be so under-resourced struck her as fundamentally wrong. “It’s amazing to me because we’re putting our children’s futures into their hands and not even giving them the tools to do anything about it,” she said. At the same time, she pointed out, “schools, individuals, businesses and teachers often have stuff they don’t know what to do with.” A Systemic Problem? Since starting the Swap, Badeker has spent substantial time looking at Baltimore’s education system to figure out why there are so many unused supplies and, at the same time, so many under-equipped teachers. “What we find is that principals aren’t spending the money appropriately for a variety of reasons,” she said. “Because of that, there are stockpiles in the basement that never get used,” she explained. “It’s just an issue that they’re not taught on how to manage properly.” Although Williams doesn’t think their service will force schools to totally rethink their methods for supplying teachers, it is steadily picking up steam as the go-to place for any miscellaneous classroom needs. “We don’t think we can fix things but we’ve hoped all along we could make a difference,” she said. Puppets and Pencils Two teachers from the Mt. Zion Christian Preschool in Howard County shared the concern about scarce resources. Kristin Robertson, on her fourth visit to the Swap, was there with first-timer Ann Thompson. “You can find a lot of unique stuff here,” Robertson said. “I love it because as teachers we don’t make a whole lot of money. Let’s just say my son busing tables makes more than I do.” Maxton, meanwhile, was filling most of her shopping cart with colorful costumes, board games and even puppets to equip her classroom for the upcoming school year. She also had a bag full of letters to drop off from students thanking the “Swap” for all the goods it let their teacher bring back. Maxton said she and her students appreciate all that the Supply Swap does for resource-poor city classrooms. “At one of my previous schools,” she said, “the principal would whisper to me, ‘If I gave paper to every teacher who asked for it. . .’ So I mean things like paper were like gold there.” FOR MORE INFORMATION Badecker said Baltimore Teacher Supply Swap is always in need of pencils, pens, reusable bags, and copy paper. Check their website for examples of donations they accept (posters, charts, arts and craft supplies and much more) and items they do not take (furniture, worksheets, outdated materials and more.) The website also has information on hours of operation and how to volunteer.

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Part 4: Chapter 20 The analytical writing process is often challenging for students because there is not a single, correct answer. Analysis does not always lead to a definitive answer; instead, your goal is to consider your own ideas and develop your impressions of a topic. The textbook A Guide to Perspective Analysis suggests spending time thinking about your point of view on a topic, whether you’re writing about a text or image, is a critical step because your perception is influenced by connections you have already developed to the topic, your values, and your experiences. Here is a sample that will help you focus on the analytical writing process. Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. Kenneth Burke, The Philosophy of Literary Form (Berkeley, CA: University of California Press, 1974), 110. This often quoted parable reveals how history functions as an on-going conversation, a conversation that we’re invited to participate in during the time we have on earth. Likewise, when we write an analysis of a subject, we should see ourselves as participating in a discussion, one that will continue long after we’ve handed in our essays. Just as it’s unlikely that what we have to say will be the last word, we should not allow others to have the final say either. Of course, there isn’t just one conversation that goes on in our lives; instead, we are involved every day in several discussions, and they all influence each other. Because we do not begin any analysis as a blank slate, we first need to understand why we see a subject in a certain way, by considering how past discussions and experiences inform our reactions. None of us are raised in a vacuum: our friends, our teachers, and our families influence our beliefs, tastes, and judgments. Though sometimes we may disagree with their perspectives (especially those of our parents), we can never completely escape from them. Likewise, our broader culture exerts a heavy influence. For instance, although you might enjoy shows like South Park or Family Guy that satirize the American family, you might not have liked them if you were alive (and able to see them) in the 1950s when Americans were more celebratory and less critical of themselves. In addition, personal experiences strongly inform our reactions. At some time, we have all heard a sappy song about a heartbroken person and wanted to scream at the singer to get over it, only to hear the same song again after being freshly dumped and feeling as though it now penetrates our soul. This subjectivity holds true not only for works of art and fiction but also for writing that reveals the author’s intentions more directly, such as editorials, documentaries, and essays. For one, we may disagree as to whether the author’s stated purpose is the only reason behind the piece. If, for instance, I were to write an editorial arguing that the government should spend more money on education to make it more accessible to the poor and bring about greater cultural literacy, I know what my friends and family would say: “Yeah, right; you just want a raise.” And even if everyone were to agree that the author has sincerely stated the purpose of the piece, the effect of that purpose will vary from person to person due to the different experiences, morals, and beliefs that shape each individual’s unique perspective. For instance, a Michael Moore documentary that is critical of American business practices may leave one person (who just received a promotion) seething at him for trying to tear down established institutions, while another viewer (who just got downsized) may applaud Moore for bravely calling our attention to an injustice that needs to be rectified. We can all agree that it is impossible to wipe our minds of all potential bias. Objectivity is an ideal that is largely unattainable, for we all see the world through our own subjective lenses. This example of an individual reader response is why we need to first acknowledge, understand, and evaluate our subjectivity, especially as it relates to the subject of our analysis. To consider why you react to something as you do, consider recording your thoughts in a reading/observation journal when reading a text, viewing a show, listening to a song, or recalling an experience. Taking the time to pause periodically and record your thoughts will help you identify and understand your own perceptions and biases. Your responses will vary in length and type, but should essentially consist of two parts: first summarize what you encounter (if it’s a written or visual text, mark the page number or DVD chapter so you can find it again), and then write your reaction to it. The advantage to keeping a reading/observation journal is that it allows you to reflect on your subject as you examine it. Though you might think pausing to write in a journal will take away from experiencing or enjoying your subject, it may actually help you to encounter it more fully. When a piece inspires a particular thought, your mind may wander through its implications even as you continue reading or viewing, causing you to overlook important details. The journal allows you to pause and record your considerations and then return to your focus with greater attention. Below are a few examples of reading observation journal entries for an analysis of a book, a business report, and a travel essay. Response to Virginia Woolf’s Essay “A Room of One’s Own” p. 5 Woolf claims that she had to “kill the Angel of the House” before she felt the freedom to engage in her own writing. She clearly associates this phrase with the expectations laid out for women in this period. This seems a bit dated to me. Most of the couples I know split the household chores. I also know that if my girlfriend asked me to do the dishes while she wrote poetry, I would support her. p. 7 Woolf also points out that to write anything worthwhile we need to have a “room of one’s own,” free from distractions or expectations. I would love to have a room of my own, but unfortunately as a student living in Southern California, I can’t afford one. And there are plenty of distractions: My roommate’s TV, the passing traffic, the cat that keeps jumping up on my lap. She’s so aware of the problems with gender, she isn’t thinking about social… Business Report on Buddies, a Family Restaurant Chain Quarterly Profits were up by 10% on the Lincoln and Elm location, but down over 5% at the Broadway and Fourth location. Of course several factors could allow for this. The management team at L&E is more competent, but they are also located in a family neighborhood. Customers want something more upscale. A suggestion was made at board meeting on 12/7 to increase advertising for B&F location and possibly bring in new management. I doubt either plan will have much success, other family restaurants tried the same strategy but failed in that area. Best scenario is to shut down and move to a more family friendly neighborhood, and then consider… Travel Journal for a Week in Paris June 23, 8 p.m. Sitting across the coffee shop from me are two Americans asking for soy milk. The waiter clearly looks confused, so they repeat their request more loudly. The waiter simply walks away, leaving the Americans to comment, “It’s true what they say about the French being rude.” Why don’t more Americans understand not everybody should speak English and that raising your voice does not help? I made an effort to order in French and the waiter was very nice to me. Another example of how we create and believe our stereotypes. June 24, 3 p.m. Amazing view from top of Eiffel Tower, the city stretches on as far as you can see in every direction. On further reflection, however, I preferred the quieter places in the city. I loved the hidden restaurants, the small art galleries, the… As you can see from these examples, what you write at this point will probably not appear in your finished draft, at least not verbatim. In this chapter and the next two, try to write in a more exploratory fashion, using your pen or keyboard to discover and develop your perspectives before you present them more formally. Your initial responses should take the form of freewriting, writing that comes out as a stream of thoughts unencumbered by grammar, spelling, or a fear of where it is heading. In addition to freewriting, we will look at several other exercises and heuristics, which are discovery procedures, that will help you begin the process—but always remember that if you do not take the time to explore your ideas, then your final draft will most likely seem obvious and under-developed, no matter how much you polish the structure or style.

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What initially drew you to studying at Oxford? I feel like I’m supposed to have a deeper answer than this, but my school’s career advisor had one of those computer programmes where you put in what you’re interested in and it tells you what degree you should do. I told it what I liked about my A-levels, and it told me to do PPE (Philosophy, Politics and Economics)! I was interested in lots of things and struggling to make up my mind, and PPE saved me from having to pick a single subject. Are there any particular memories that spring to mind? I had some fantastic tutors and can imagine myself back in tutorials with them in an instant. I remember sucking up knowledge like a sponge from my politics tutorials, and feeling at the cutting edge when my economics tutor taught me how to use new techniques he was researching for my dissertation. And of course I won’t forget starring in an exceptional cover of one of B*Witched’s finest songs at a college charity concert. What inspired you to go into education? When I was at primary school my head teacher encouraged my parents to take me for scholarship exams at the local independent schools. We couldn’t have afforded a place, but luckily the person who beat me in the entrance exam to one school decided to go somewhere else and left their heavily subsidised place vacant. That small element of chance determined that I got a great education. You never know the counterfactual, but it has always struck me as wrong that such a small thing could be so important in someone’s life. I think all children deserve the highest quality education – regardless of their intelligence or their parents’ wealth. What are the greatest challenges in your role? Is just saying 'I work with a thousand teenagers' enough? I jest – they are a joy and not a challenge. Trying to balance learning and life is the hardest thing. Our children want to learn and want to be successful at school, but many elements in life make that hard. The challenge is to not give up on the high standards of learning because life is hard, whilst also acknowledging that life is hard and acting on that. We can’t drop our expectations, but nor can we pretend that the challenges aren’t there. With the onset of the pandemic you co-created the Oak National Academy, what was the reasoning behind that? I led a school that was well-placed to react quickly and bring online learning to our children. We have a staff team who are relatively young and tech savvy. Other schools, through no fault of their own, were just less able to respond. They might have had more staff who were vulnerable, or not have the IT infrastructure already in place. It felt wrong that some children should have a full-time online education whilst others shouldn’t, so those of us who were in the more fortunate place came together to try and share what we were doing with others, so we created ONA: which now has more than 10,000 free video lessons and resources - for teachers and students alike. Where do you see ONA heading in the future? For as long as the future contains COVID-19 and the risk of school closure then we need to stay focused on that. Children have lost too much of their learning already and we need to do all we can to support their schools. How do you think the face of education will change with the 'new normal' after the pandemic? I am not one of these people who believes that the future of education is in robot teachers or schools where every child just sits in front of a computer being taught by AI. I think school closures have taught us just how important the human element of schooling is. The relationship between child and teacher matters. That said, there is big potential in helping children learn when they can’t be with a highly-skilled teacher. School closures and self-isolation has taught us that it is possible to learn from home, and to orchestrate that at scale. How do you think that Oxford changed you? I think Oxford helped give me the confidence to be myself. It was daunting heading off to Oxford and I worried that I’d need to change myself to fit in. I didn’t, and I think that’s made me more comfortable being myself ever since.

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Family & Children’s Place receives $3,000 grant from the Gilbert Foundation July 25, 2016 Funds will support out of school programming for Meyzeek Middle School students LOUISVILLE, Ky. (July 25, 2016) – Family & Children’s Place has received a $3,000 grant from the Gilbert Foundation. The funds will support at-risk students at Louisville’s Meyzeek Middle School through the agency’s Family & School Services (FSS) program. Family & Children’s Place is the leading agency in the Greater Louisville area providing preventive and corrective solutions through six program areas – Child & Family Services, Child Advocacy Center, Family & School Services, Family Stabilization Program, HANDS and the PAL Initiative –to the complex issues surrounding children who have been witness or subject to violence, neglect and abuse. A magnet school, Meyzeek draws outside students to its excellent math, science and technology programs, but it’s also a neighborhood school, serving young people living in poverty in the Smoketown and Shelby Park communities, where more than 52 percent of students qualify for free or reduced lunch. The out of school experience provides highly structured activities to help students develop positive values, social competencies and identities. Activities include homework help, life skills development, enrichment activities and service learning projects. During the summer, students cultivate and maintain a Community Garden. Students plan, plant and harvest the garden, and learn the science of botany by doing, watching the seeds turn into plants and plants produce “fruit” and finding the seeds within. Students harvest tomatoes, cucumbers, lettuce, broccoli and other vegetables, which they enjoy for lunch. The program also helps students learn to manage anger, to avoid alcohol and drugs, relate with peers, and critical thinking skills that help them reduce risk-taking behaviors and make better choices. # # # About Family & Children’s Place Family & Children’s Place protects Kentuckiana children, families and communities from abuse, neglect and exploitation, and helps move them from hurting to healing. We serve nearly 5,000 children and families annually through trauma-informed and impact-evident services. For more information about Family and Children’s Place, visit www.famchildplace.org or call 502-893-3900.

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2011 Florida Statutes Florida Secondary School Redesign Act. Florida Secondary School Redesign Act. 1003.413 Florida Secondary School Redesign Act.— (1) Secondary schools are schools that primarily serve students in grades 6 through 12. It is the intent of the Legislature to provide for secondary school redesign so that students promoted from the 8th grade have the necessary academic skills for success in high school and students graduating from high school have the necessary skills for success in the workplace and postsecondary education. (2) The following guiding principles for secondary school redesign shall be used in the annual preparation of each secondary school’s improvement plan required by s. 1001.42(18): (a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning. (b) Every teacher must contribute to every student’s reading improvement. (c) Quality professional development provides teachers and principals with the tools they need to better serve students. (d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses. (e) Intensive intervention in reading and mathematics must occur early and through innovative delivery systems. (f) Parents need access to tools they can use to monitor their child’s progress in school, communicate with teachers, and act early on behalf of their child. (g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures. (h) School is more relevant when students choose courses based on their goals, interests, and talents. (i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs. (j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves. (3) Based on these guiding principles, district school boards shall establish policies to implement the requirements of ss. 1003.4156, 1003.428, and 1003.493. The policies must address: (a) Procedures for placing and promoting students who enter a Florida public school at grade 6 through grade 12 from out of state or from a foreign country, including a review of the student’s prior academic performance. (b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained. (c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs. (d) Credit recovery courses and intensive reading and mathematics intervention courses based on student performance on FCAT Reading and Mathematics. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. School districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses. (e) Grade forgiveness policies that replace a grade of “D” or “F” with a grade of “C” or higher earned subsequently in the same or a comparable course. (f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student’s participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student’s classification as a first-time 9th grader for reporting purposes. (g) Strategies to support teachers’ pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers. (h) Creative and flexible scheduling designed to meet student needs. (i) An annual review of each high school student’s electronic personal education plan created pursuant to s. 1003.4156 and procedures for high school students who have not prepared an electronic personal education plan pursuant to s. 1003.4156 to prepare such plan. (j) Tools for parents to regularly monitor student progress and communicate with teachers. (k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program pursuant to s. 1001.41(3). (4) In order to support the successful implementation of this section by district school boards, the Department of Education shall: (a) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive mathematics intervention. (b) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide school districts with support to implement this section. History.—s. 19, ch. 2006-74; s. 17, ch. 2008-108; s. 6, ch. 2008-235; s. 1, ch. 2010-22; s. 25, ch. 2010-70.

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This toolkit was assembled by the Florida Department of Education to assist teachers in the development of more resilient and healthy students. Teachers utilizing the instructional resources included in this toolkit will empower Florida’s students as they develop resilience and character education skills to adapt to a variety of situations. These lessons can also assist with instruction in health education topics included in required instruction. Videos: Compilation video l Tom Brady l David Beckham l Tony Dungy l Lou Holtz l Joey Logano l Peyton Manning l Ali Marpet l Bryant McFadden l Marc Richt l Jonathan Vilma l Charlie Ward Critical Thinking & Problem SolvingThe use of a process to solve problems, critically think and promote confidence in students to manage challenges. Inferring Informational Text – Bridges (Grade 5) All “Tired” Up (Grade 6) For Students by Students (Grades 6-7) Evaluating Claims About Cancer (Grades 9-12) Uncle Henry’s Dilemma (Grades 6-8) The Towers of Hanoi (Grades 9-12) Celebrating Overcoming Adversity & GritA student’s strength of character to persevere through any situation and work towards achieving their goals. Mentorship & VolunteerismThe opportunity for a student to give or receive guidance and direction. RespectTo value yourself, others and their property, and to demonstrate proper considerations of people and ideas that are different. Coping SkillsThese tools and strategies are used by students to manage a variety of situations and help them adapt to stressful circumstances. Monique Burr Foundation Bullying Prevention Lesson (Grades K-2) Monique Burr Foundation Bullying Prevention Lesson (Grades 3-5) Monique Burr Foundation Bullying Prevention Lesson (Grades 6-8) Monique Burr Foundation Bullying Prevention Lesson (Grades 9-12) GratitudeThe student’s feelings of thankfulness and appreciation for the kindness and generosity of others. CitizenshipWhen students are engaged and supportive of their community through positive action and respect for the world around them. David’s Big Problem (Grade 1) Footsteps that Changed Society (Grade 2) The Civil Rights Movement in Florida: Tallahassee Bus Boycott (Grade 4) Bill of Rights, Freedom of Speech and Two Regimes: Witness to War (Grade 5) Decoding the Declaration (Grades 6-8) Rhetoric of Revolution (Grades 9-12) Reconstruction and the 14th Amendment (Grade 9-12) HopeA student’s desire and optimism for something to happen or be true. HonestyA student’s ability to be truthful in both their words and their actions.

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15000+ students are more globally minded! In 2021, ICE launched – 103 educational programmes with – 15 FREE programmes offered to underprivileged schools and societies – Directly impacted with 15000+ students and participants – 43% Universities and corporates, 57% secondary and primary schools – Over 95,000 views on YouTube! – New activities: Sustainable Development Goals course, Model United Nations Training, Quidditch, Pinata workshop, etc. In 2022, we hope to continue to connect aspiring youths to world leaders to maximize their future career opportunities. #1 Students were matched with international guests to create mini documentaries. These type of projects nurtured global competency of students and improved their interview and cross cultural communication skills. #2 Bringing in global female leaders from different fields e.g. the United Nations Development Programme and one of the first female space engineer in Krygyzstan to share about their career choices with the girls from Sacred Heart Canossian College. 在家環遊世界 ICE Explorers’ Month We’ve been working hard on bringing the world to you with our Explorers’ Month series to the public, and now to CityU students! We have explored the history, language, tourism, cuisines with format of videos and live sessions, interactive Q&A, face to face workshops of 9 countries. With over 10,000 views on our Explorers’ Month videos in 2021, we hope to bring our work forward and provide a playground for your students to join more in depth and fun sessions in 2022.

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Welcome to Deutschland, the land of beer and sausages, historic castles, and more than 80 million Germans. Situated in the middle of Europe, the country is surrounded by Austria, France, the Netherlands, Poland, the Czech Republic and Hungary – and Italy and Belgium are just a few hours away. Expats to this fine country will find that plenty of new opportunities and adventures await them. They’ll also have the opportunity to meet people from many other countries. Following is a short tour of Germany, including its language, driving habits, housing, and schools, as well as some helpful tips for your expatriates. Sprechen sie Deutsch? Although English is a language spoken almost everywhere, it will do your expats wonders if they learn a few key words of German before departing on assignment. Language schools are also available in most cities, so they can continue their lessons once they are in the country. Getting down to business When it comes to business style, the Germans are more formal than their American counterparts, in both style and attitude, so manners and proper etiquette are important. In the German language, there is a distinction between “you” (du) informal, and “you” (Sie) formal. Expats who address a superior as “du” are sure to make an enemy of that person. They’ll also want to avoid addressing co-workers by their first names, unless invited to do so in advance. German protocol dictates that even those who’ve worked together for a long time still address each other as Mr. Bonn or Mrs. Donner. Germans also have a penchant for punctuality, so it’s important to be on time for work and meetings. And when it comes to humor, they do not share the American viewpoint; jokes of any kind are simply not appropriate in the workplace. A wild ride around the country Driving, according to Webster’s New College Dictionary, means a trip in a carriage or automobile. But in Germany, it takes on a whole new meaning, something more akin to an F-16 jet fighter about to nail a missile site. Expats will need courage to drive on German streets. Unlike the US, there are no strict speed limits, so it’s not unusual for cars to travel at speeds up to 100 m.p.h. It is also possible, however, that expats who exceed the speed limit will have their picture taken while driving. Shortly thereafter, they’ll find a ticket in the mail. Expats who venture onto German highways should keep to the right hand lane most of the time, except if they need to pass someone. When changing lanes, they should always use a signal and be certain the lane is clear before they move. Driver’s licenses are mandatory, so they should have them on their person at all times. Last but not least, they may want to consider driving a new Volvo, preferably the one with the side impact protection system! Fundamental differences in housing In general, German and European houses are not as spacious as those in America, so expats should bring only the essentials in their household goods shipment. On the other hand, however, they shouldn’t be surprised to find houses without closets, refrigerators or stoves; it’s expected that they will bring those with them. Locating housing can be a long process, especially if expats don’t speak the language. It’s advisable to use the services of a local relocation agency, which can help expats negotiate rental prices and complete the necessary registrations. Typical rental deposits run up to three months, and leases can run up to five years in length. Since the average German doesn’t move often, even a two- or three-year commitment is considered “short-term.” An abundance of schools A main priority for many expats is finding schooling for their children. There are many international schools in Germany, where the primary language is English. For a more enriching cultural experience, however, expats can enroll their children in a German school if they desire. The differences a doctor makes When expats see a doctor in Europe, they go directly to a specialist rather than a general practitioner as they may do first in the US. Another difference is that it’s customary for doctors to have patients remove all of their clothing, even if they just have a sore throat. And, unlike in the US, johnnies may or may not be available. Food for thought Expats longing for the “comforts and conveniences” of home will find that there are more than 500 McDonald’s restaurants as well as several hundred Burger Kings in Germany. Those who prefer to try something different, however, will find a wide range of options to choose from. Sausages come in all sizes, shapes and colors, and of course, there’s always plenty of beer. There are also an abundance of foreign restaurants to be found. One last word of advice As is true when entering any new country, expats should try not to judge Germans by their own standards. Instead, they should learn to accept and understand them for who they are. Expatriates who are able to do so will find they will learn much from their German counterparts. They’ll also find they have a great deal to offer in return.

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School starts Monday. That’s worth repeating. School. Starts. Monday. There’s a lot that can be said about the beginning of a new school year. Churches providing meals for staff meetings and the offering of prayers for the upcoming school year. School supplies collected. Excitement. Tears. First last days for high school seniors. First last days for the teacher who is retiring soon. And I think one of the hardest, the first days of many first days. First day of kindergarten. First day of middle school. First day of high school. First day of being the new kid in school. And first day of a new teacher, principal. And parents it’s hard. I know. And I remember how difficult the part of ‘preparing’ my children for the beginning of a new school was, but what I often overlooked was this—others were readying themselves for my children too. Our teachers—preparing their rooms with new bulletin boards with encouraging notes and colorful photos. Lesson plans upon lesson plans to ensure every single student in the classroom have the opportunity to learn in a safe, clean, and fun environment, attending countless summer workshops increasing their knowledge and then sharing in the coming year. Club advisors. Committees and more committees. These are our teachers. Our principals and administrators—hiring and mentoring new teachers, many preparing to take on new leadership at different schools, attendance at summer workshops and professional development, and the list goes on. Our athletic coaches—and like many school staff there are no summers off for our school’s athletic coaches. Summer sports camps for our youth. Summer camps and workouts for prospective players and current athletes. And the never-ending maintenance and upkeep of the sports fields. Our bus drivers, bus garage staff, school maintenance staff and cafeteria staff—Meetings and training, repairs, installations of new equipment, every single bus inspected, cleaned, and shined. Our custodial staff—and this week I have watched as the custodial staff along with many staff members at one of our local high schools have cleaned and walls and doors and stair railings now have a fresh coat of paint. Every light fixture has been disassembled and rid of any visible dead bugs. The buildings and sidewalks—pressure washed. And landscaping, bushes trimmed, grass mowed, weeds pulled. And some may say, well, this is their job—but for the majority, it is their passion. This week I am thankful for……. Principals and administrators School counselors, school social workers, school nurses and all student services staff School administrative staff School data managers School finance managers And so many others who work with our children School starts Monday. Alarms will sound earlier, buses will be on the roads, there will be Mamas and Daddies shedding tears as their little ones walk away, some so excited they forget to tell their parents good-bye, Friday night football and other sporting events, homework, and the car lines will go on forever. And in the noise and busyness of all the new school year brings, never forget to remember—our schools are filled with individuals who truly care about our children. Every. Single.Day. Pray without ceasing 1 Thessalonians 5:17

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The mission of the Center for Leadership Development is to foster the advancement of minority youth in Central Indiana as future professional, business and community leaders by providing experiences that encourage personal and educational attainment. For 45 years, CLD has increased educational equity in central Indiana by empowering Black youth to achieve their academic and career goals. Black students face gaps in academic achievement and college preparation. In central Indiana, only 16.8% of Black people hold a bachelor’s degree or higher than 36.7% of White people (SAVI). This gap is higher in areas that have been identified as having the greatest need for CLD services which provide students, families, and schools with 18 unique, free, or low-cost programs that address specific gaps in holistic college preparation. CLD offers a continuum of support from 4th grade through college, ensuring that students graduate from our programs prepared for future college and career success. CLD’s tiered program pathway keeps students engaged with new programs and builds competencies yearly. Through CLD’s programs, youth 1) Develop the academic skills needed to succeed in high school and post-secondary programs, 2) Acquire life skills and real-world exposure to careers, leaders, and community institutions that will guide their future careers; and 3) Develop the social and emotional skills needed to succeed in life (as seen in CLD’s Principles for Success: Character Development, Educational Excellence, Leadership Effectiveness, Community Service, and Career Achievement). Previous Arthur Dean Family Foundation Funding - 2022: Support for the Self Discovery/Career Exploration program.

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Rotary District 5240 spans the central coast of California from San Luis Obispo to Agoura Hills covering inland to China Lake. This district is comprised of 72 independent local Rotary clubs. Each year the district hosts a leadership retreat for high school students local to each of these clubs. The opportunity for each Rotary club to make an impact in their own back yards is far reaching through this event. Each year all participating clubs in the district select ambassadors to represent them at a 4 day all expenses paid retreat designed by Rotarians to teach and promote leadership skills necessary to make change through services to humanity locally and worldwide. The event offers courses not often found in the regular curriculum teenagers are offered. These courses include diversity training, public speaking, team building, leadership fundamentals, goal setting, leading a meeting, character & ethics, facilitation, fellowship and creating good habits. The retreat offers a mix of indoor and outdoor activities. We invite very talented keynote speakers to come and teach, motivate and inspire our youth to become great leaders and to do great things. The facility is located in beautiful hills of Ojai at Camp Ramah. All of the students sleep 3 nights in gender specific cabins with Rotary chaperones that have been through safety training, background checks and Leadership skills training. All of the instructors have specific curriculum that has been used, analyzed and changed over the years under the auspices of an ever improving program. We are graded by the students and volunteers every year and take to heart any opportunity for creating a better program for the students. The students get to enjoy a talent show, a dance, rock climbing, lazer tag, jousting, games, music and much more. The focus for the weekend is centered on the tasks at hand. Everyone eats in a family style environment, no cell phones are allowed and students cannot drive themselves to the retreat. All students are housed and grouped in a way the actually prevents them from being with people that they would already know. This is done to encourage new relationships and the understanding that leaders must be able to reach out to anyone. The weekend culminates in an award ceremony for all of the students. It is a magical time each year to witness the growth and inspiration these students walk away with. They all have new tools to draw on for the rest of their lives when they are in the position to become leaders or to help leaders become successful. These tools help in school, work, charity, and family life. The testimonials from the students, parents and the student’s school faculty are truly proof positive that this retreat is world class.

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[SOLVED] Marshmallow Experiment Find research (at least 2 sources) that supports or refutes the claims made in Mischel, W., Shoda, Y., & Rodriguez, M.L. (1989). Delay of Gratification in Children. Science, 244(4907), 933- 937 (Note: This article is not the original study. However, it is of interest because the authors have repeated the original study many times and also because they have been able to follow the children from the original study over time and draw some conclusions. I have provided the original study on Moodle for your reference. Additionally, you may find that the study procedure is easier to follow in the original article.) Be sure to: Describe the study What did the researchers wonder about? What led them to conduct this study? What was the procedure? What claims did they make based on their data? Describe the studies you located. What were the researchers questions about the original study? What did they do differently from the original study? What were their conclusions? Haven’t found relevant content or pressed for time? –Don’t worry, you have a team of Psychology professionals to help you. All you need to do is fill in the order form in the upper right corner and upload the files that are crucial for your assignment. Also, don’t forget to specify whether your assignment has to be based upon specific research, theory, method, or program. After that, we will assign the most suitable expert to complete your assignment. You can always chat with your expert and ask any questions you have during the working process.

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Leading Effectively through Accountability & Development What is Principals L.E.A.D.? Principals L.E.A.D. is year-long leadership training, individualized coaching, and support for principals. The program is virtual and begins with 2.5 days of strategies and tools needed to begin the year strong. It continues with monthly learning sessions, check-in meetings, and personalized one-on-one coaching led by highly successful previous principals. Who is Principals L.E.A.D. for? New and early career principals Principals ready to sharpen their leadership skills Assistant principals seeking to move into principalship Why Principals L.E.A.D.? Becoming a school “L.E.A.D.er” clears a path to do things differently. Principals L.E.A.D. teaches skills, provides time to practice in a safe environment and then supports the principal’s actual work through individualized personal coaching. Topics include a strong understanding of curriculum and instruction and an ability to put leadership pedagogy into practice. Principals L.E.A.D. gives principals the tools to implement practices of a strong leader, to build school culture, to mold a school where everyone wants to work, and to manage time so that instruction is always at the forefront. What type of topics will be covered in Principals L.E.A.D.? Principals L.E.A.D. kicks off with 2.5 virtual days of building a powerful entry plan based on strengths to start the year strong. Nine separate 3-hour webinars cover timely topics critical to a principal's success as a campus leader. Ten separate 45-minute coaching sessions will be scheduled at your convenience. Confidentially discuss the implementation of new skills you are learning or day-to-day issues and successes. How do I enroll for Principals L.E.A.D.? Click the "Register Now" button on this site and complete the form. Send a purchase order (PO) to 806 Technologies to [email protected]. After 806 Technologies receives the PO, the principal will be registered and will receive an email notification with additional details. "Because instructional and cultural change is intensely interpersonal, it is essential that leaders consistently apply communication and problem-solving skills that promote productive relationships founded on qualities such as clarity of values and purpose, candor, trust, and integrity." – Dennis Sparks, Leading for Results Meet your facilitator and coach! Professional Development Specialist Evan Grasser is a creative education leader, leadership coach, and expert presenter who played a major role in supporting and instructing both aspiring and current school and district leaders in New Mexico. She is the co-founding instructor for New Mexico's First-Year Principals Academy and First-Year Superintendent Academy. She has also refined and enhanced New Mexico's Administrator Leadership Development and the Board Leadership Development programs. Her enthusiasm for improving teaching and learning is contagious and motivating! Evan has served in multiple administrative roles from principal to associate superintendent in districts ranging from 3,600 students to 74,000 students. She has held positions in New Mexico, Texas, and Louisiana. Evan is frequently sought to train, coach, and mentor school leaders and school boards and also facilitate strategic planning for districts. Transform your education leadership skills. Focus on strategic, relevant content while making powerful connections with education professionals across the nation. Receive high-intensity executive coaching and learning opportunities to further support your administrative teams and students. Individual enrollment for one year in Principals L.E.A.D. includes 55 total hours of training, support, and coaching. The topics were appropriate and timely. Additionally, it was the individual check-ins and coaching sessions which helped me the most in my leadership journey this year. I appreciated the safe place to voice my celebrations, frustrations, and needs for support. The reflective questioning allowed me to leave the sessions with an idea of next steps in the process. The coaching model allowed me to work with on actual tasks at my school and my individual needs, including guidance on our strategic plan. I truly feel that if not for this principals training, I would not have been able to complete my first full year as a school administrator.” – Veronica Vigil, Christine Duncan Heritage Academy Lesli Laughter - [email protected] | 806-331-6160 x 103 Evan Grasser - [email protected] | 806-331-6160 x 134 Lead for success. Register today. Principals L.E.A.D. is an opportunity for principals to receive ongoing learning, support, and coaching.

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Future Leaders of America, East Bay Area, Inc. Future Leaders of America, East Bay Area, Inc. is an alumni and volunteer driven four-level leadership development program that advocates academic excellence, cultural pride, positive role-modeling and leadership to Latino youth. The goals of the program are for students to build self-esteem, to excel in secondary education as well as achieve a post-secondary education, become involved in extracurricular activities and emphasizing the importance of community involvement. Level I The program begins with the six-day entry Level I Leadership conference for 30 to 80 eighth and ninth graders in a camp setting. The 2018 youth leadership conference will be held from July 22, 2018 through July 27, 2018 at the University of California, Davis campus. The conference is designed to motivate students to excel in secondary education through various workshops on various topics, including public speaking, a four-year high school plan, assertiveness, brain storming, college entrance requirements, goal setting for home school, and the community. FLA East Bay builds selfesteem through cultural arts where students receive a historical backdrop and get an introduction to teatro, baile folklorico, murals, poetry and folk singing. The Level I Conference also begins to plant the seedsfor leadership with such workshops as What Makes a Leader, parliamentary procedures and community leaders panel where leaders from the community discuss their life experiences and challenges they have overcome. This gives the students an up-close look at role- models that resemble themselves. EMPOWER TO LEAD… THE FLA WAY

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There are so many career choices in the UK but it’s about what best suits your lifestyle, experiences, and education. This article will take you through some great ideas for a new career, whether you want to work from home due to other priorities or use your life experiences to find your passion. With so many people having the need to travel at different ages, it’s something most people could end up loving! passing on your experiences of different counties onto people who want to see new places for the first time. Being able to recommend places in different countries would be amazing whilst enticing someone to stay somewhere you have in mind. A great thing about this career choice is that it can be done from home or if you prefer to work in an agency they’ll be glad to have you. If you were traveling or just visited a lot of countries in your time you’ll be able to do this job with a great level of confidence. A lot of people find themselves leaving education unsure of what to do with their knowledge. Teaching is one of the most satisfying careers, helping young minds develop and grow. Teaching also offers convenient working hours and holidays and you can manage your own workload during your time off. Teaching is a career you can do with a great attitude because you’ve already experienced it and can offer you knowledge in the best way possible. Another thing to consider is that teaching/ tutoring can be offering your own home if Required, it’s defiantly worth considering if you have the knowledge to share. We all get taught a second language in high school, but how can we use it? Being a translator is one of the fastest growing occupations and is likely to increase by around 29 percent by 2024. It’s a well-paying career path and if you are fluent in another language (or willing to learn) you can be working all around the world or simply interpreting audio files and document from your own home. Another great way to work from home and feel good about it is becoming a foster carer. A lot of people think to become a foster carer is difficult but most people can do it. It’s a rewarding career that offers happiness to children of all different ages. Foster carers don’t have to be a status either agencies will not discriminate against you due to marital status, sexual orientation or gender. So, if you feel like this could suit your lifestyle the best thing to do is enquire. This is usually a hidden talent for most people, being creative with words is desirable to a lot of companies and is a career that can be done from home or the office. Some companies won’t even require the creative aspect just editing or proofreading can even be a career opportunity. Not only will this help your career prospects but if you’ve always wanted to write a novel of any sort this will help build your skills daily.

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Whether you have hearing loss or not, some situations are more challenging than others to hear well. Noisy restaurants, city streets, and large social gatherings are just a couple of examples. In these situations, you’ll want a complete arsenal of tools to understand as much of the conversation as possible. So remember you don’t just hear with your ears… your eyes and brain are critical to understanding what people are saying, too. Now that you can hear better with hearing aids, it’s important not to neglect the role of your eyes and brain to increase your understanding. Research shows that as much as 80% of communication happens non-verbally. With hearing loss, you’ve probably honed many of these non-verbal skills by taking into consideration posture, gesturing, and lip-reading. To hear better with your eyes… - Look at the person speaking - Make sure you can see their face - Take notice of their gestures Your brain also plays a big part in understanding what’s being said by using context cues and concentrating. Since speech is often redundant, you can fill in the missing words with relative ease using your brainpower. To hear better with your brain… - Concentrate on what you want to hear - Pay attention to the conversation - Ask for clarification when you don’t understand - Try to tune-out background noise with reverse eavesdropping Before you needed hearing aids, do you remember how you used to eavesdrop on conversations? You could magically “tune out” the person sitting right in front of you in order to hear the conversation next to you. You did this with the power of concentration. Now that you have hearing aids, you’ll start to hear these side conversations again (and some background noise). But whatever you do, don’t adjust your volume, as it’s not going to help. You need to employ what we call “reverse eavesdropping” to concentrate on the conversation in front of you and “tune out” the side conversations or background noise. Just like any other skill, the more you practice, the easier and better you will get at it over time. But the most important thing is to relax and remember that even people with perfect hearing have trouble understanding conversations in noisy settings. If you have any questions or need additional support to improve your ability to hear in challenging situations, we’re always here to help.

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Unlocked: Mapping Technology for Creativity is a research project sponsored by Arts Council England. With many Deaf and disabled people needing to make use of technology in order to develop their creative practice, Unlocked aims to amass intelligence relating to Deaf and disabled artists and disability arts organisations use of arts-based technologies and how these technologies can maximize their creativity. Decibels’ objective is that this research will support Deaf and disabled students, emerging artists along with national and international arts organisations working in this field to enhance their creativity. The way Decibels’ gathered the research for Unlocked was made up of various strands such as: All of this information and more can be found here on the Unlocked webpage. Decibels hopes that the online resource will provide Deaf and disabled people –and their colleagues, friends and carers – information about which products might offer them the greatest opportunity to develop their creativity and talents. If you would like to get involved with Unlocked (this could be submitting a case study or a user review of a new technology available) then please get in touch. Why not sign up to our newsletter to learn more about Decibels’ work and receive updates on new accessible arts-based technologies in the future? Click here to sign up. Decibels is looking to gain more funding to further the research of Unlocked and in doing so, develop the Unlocked online resource. Watch this space!

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Associate Provost and Director: Andrew Vosko Phone: (909) 607-0724 Given the changing nature of graduate education and the increasingly complex problems requiring experts to collaborate across different disciplines, faculty established the Transdisciplinary Studies Program as a part of the graduate curriculum in 2004. The mission of the Transdisciplinary Studies Program is to 1) enable University scholars to collaborate and innovate around society’s most complex issues, and 2) offer students opportunities to construct, blend and transcend traditional academic fields so they may shape their individualized courses of study to extend beyond disciplinary boundaries. Here are a few of the Transdisciplinary pathways students can pursue at CGU: - Students, with the approval of their advisors, may select courses and work with faculty outside of their specific school or department. - Students may pursue dual degree programs, simultaneously completing two degrees in different schools or departments. - Students may also propose interfield degree programs that combine two disciplinary fields in one degree. - Students may take transdisciplinary courses in which multiple disciplines and fields of study are combined. Transdisciplinary (TNDY) courses are offered each semester and are open to all CGU students. Doctoral students admitted or readmitted in the Fall 2004 or later are required to complete the Transdisciplinary Course Requirement outlined in the Academic Policies - Doctoral Degree Regulations section of the Bulletin. In addition to these pathways, the Transdisciplinary Studies Program offers a number of funding opportunities. Each year, the Transdisciplinary Studies Program awards up to five dissertation awards to PhD candidates. These awards recognize students who have embraced a cross-disciplinary, collaborative, and disciplinarily reflective research approach in developing a compelling and innovative project centered on a socially or culturally complex problem. Awards range from $3,000 to $10,000. The Transdisciplinary Studies Program also offers other funding opportunities to encourage and support innovative approaches to complex problem solving. For more information about the Transdisciplinary Studies Program’s funding opportunities please visit our webpage. Finally, the Transdisciplinary Studies Program supports and hosts a number of programmatic intellectual community-building events and workshops. To learn more about the Transdisciplinary Studies Program, including its mission, values, funding, and intellectual community building efforts, please visit Transdisciplinary Studies at CGU.

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Through continued partnership with the Missouri Division of Vocational Rehabilitation (VR), this summer the Life & Work Connections program will offer free pre-employment transition services to public high school students age 16 and up. The program called “Work It: Teens in Transition” combines classroom learning with community outings, providing participants with an early start at job preparation and exploration. Work It is a fun, interactive class to help teens get ready for the working world. Participants will: - Investigate jobs and career paths. - Discover options after high school. - Experience career roles in the community. - Expand skills for the future. - Practice talking about their interests, rights and needs. The eight-week session starts on June 12, 2017 and runs on Mondays and Thursdays from 12:30-2 p.m. through August 4. Students must be 16 or older by August 4, 2017 and enrolled in a public high school to participate. Lunch is not provided during the sessions. For additional information or questions please contact:

Group Facilitation & Communication Techniques

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