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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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