Education Programs

Archive for the ‘Info’ Category

Failure to educate our country’s most disadvantaged students is the most glaring and abiding social and moral problem of the United States. For nearly 20 years, our nation has worked to improve our schools and student achievement levels. The No Child Left Behind (NCLB) Act was to be the answer to this dilemma by holding all schools accountable for student performance using high-stakes testing.

The error in thinking is the belief that the NCLB test ratings are fair and accurate. The system does not factor out the disadvantages and/or advantages of wealth and demographics, creating an inequity in the rating of schools. Low-income schools must provide programs, such as preschool, tutoring, remedial classes, and bilingual services, to their students, as well as the cost of more administration required by the state and federal grants that make up the largest percentage of their budget. Wealthier schools that primarily depend upon local funding (generally from property taxes) for their budget have few government constraints, few low-income students requiring special programs, and flexibility in how their budget is used. This means wealthier schools can provide more educational opportunities and enhancements (i.e. access to technology, fine arts and music, extracurricular activities, teacher professional training and improvements, and teacher administrative support) that impoverished schools cannot afford.

The Dallas Schools have developed their own rating system that factors out these disadvantages/advantages, putting all Dallas schools on an even playing field. Available funding, government requirements, the educational level of students entering kindergarten, and the demographics of the community are all factored out of the Dallas schools test rating metric.

Under NCLB, all schools across the nation must test children in reading and mathematics annually between third and eighth grades. The state, using NCLB mandated measures for school performance, calculates the percentage of various student populations that annually meet or exceed the state’s academic standards. Otherwise, they must measure the progress of student “groups” towards a universal fixed point.

Dallas schools use a “value added” school rating system that provides more accurate information, measuring individual student progress from a relative starting point. They then compare the scores with the same student’s scores from the previous year. Dallas schools score higher if students on average score higher than predicted by the previous year’s test scores and if the schools’ overall performance is better than that of other Dallas schools within the same demographics. If Dallas schools perform lower than predicted, they earn a low rating.

Herbert Marcus Elementary, part of the Dallas schools system, is the ideal candidate for the NCLB program. It is located in the inner city of Dallas, the building and grounds are run down, classes are overcrowded, and it is positioned on the edge of a grimy industrial zone. With 1,140 students, almost all are from low-income families and two-thirds speak English as a second language. Even the parents average a seventh-grade education.

Under Principal Conce Rodriguez, the school has done everything right in recent years — students wear uniforms, teachers submit weekly progress reports on every student in every subject, an expanded preschool program, teacher attendance incentives, and a large tutoring project, just to name a few. A community liaison, hired by Rodriguez, has increased the PTA membership to 700 (the largest in Dallas schools) and typically 50 parent volunteers daily at the school. Student attendance is at 97 percent, one of the highest in the Dallas schools system.

Under the Dallas schools rating system, Marcus placed 19th out of 206 Dallas schools, a significant accomplishment with such difficult demographics. Under the NCLB mandated rating system, Marcus placed 76th as only “acceptable”, one step away from being rated as failing. Needless to say, the Marcus educators, students and parents are none too pleased with the NCLB rating system. Some teachers have left Marcus from sheer frustration with the NCLB system and gone to wealthier Dallas schools, where they believe their accomplishments will meet with some recognition. A terrible loss to Marcus or any impoverished school, where quality teachers are scarce.

Other Dallas schools are being similarly penalized by the NCLB rating system. Dallas schools that ranked 2nd, 5th, 8th and 16th under the Dallas schools rating system were ranked 94th, 77th, 83rd and 107th, respectively, under NCLB. Additionally, the school that placed third under the NCLB rating system in the Dallas schools ranked 25th under the Dallas schools rating system. This shows the inequity of the NCLB rating system.

Since shortly after its passage, the NCLB has been under heavy attack by Congressional democrats, Texas republican legislators, and teacher unions. Though Dallas schools educators and parents support the high-stakes testing, they see the unfairness of the rating system used. They wish to see NCLB take a cue from the playbook of Dallas schools to accurately measure improvement in student achievement and factor out the demographics.

This information on Dallas schools is brought to you by www.schoolsk-12.com.

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The middle school model was conceived in the 70s and implemented throughout the 70s and 80s across the nation. It was thought that middle schools would provide a nurturing bridge between the early elementary school experience and high school. Unfortunately, many education experts now consider the experiment a failure with their poor performance and uprooting children twice during their turbulent and challenging adolescent years. Middle schools now are being viewed as the weak link in the educational chain by many.

Prior to the implementation of middle schools, these grades were either part of the elementary school experience or an expanded high school environment. Now, education leaders across the nation (including the Boston schools) are looking to return to those earlier models.

Kindergarten through Eighth Grade Model

With this model, the Boston schools would expand their elementary schools to include kindergarten through eighth grade. Many Boston schools educators believe this would deliver a supportive structure that would foster longer-term relationships between the teachers and their students. The thought is to use the earlier school experience to extend the nurturing that the middle school model was suppose to provide but hasn’t.

The push to integrate the middle schools with the elementary Boston schools is gaining momentum. Parents are especially in favor of the K-8 model for the Boston schools, wary of sending their children to the current middle school environment – especially within the urban areas.

Many Boston schools leaders and educators are familiar with the middle school struggle to raise achievement levels. They believe the K-8 model will keep the students and their families not only involved with their Boston schools but also connected on a more positive level.

Upper Grades Model

Others support the upper grades model of integrating the middle schools with the secondary Boston schools. The largest proponents of this model are the high school teachers, especially those teaching ninth graders. These Boston schools teachers currently must hustle to get new ninth graders, who are not prepared, up to par for the high school experience. They would like to have these students earlier.

Many educators believe the upper grades model creates a consistent environment from seventh through twelfth grade and more accountability for student outcomes. This potential model for the Boston schools emulates some of the elite private and public schools, offering the best opportunity for students from lower income families where college is not generally presumed. With a rigorous six-year curriculum and encouragement, more of these students are hoped to continue their education at a college or university.

The upper grades model is currently gaining more traction than the K-8 for the Boston schools, since some schools are expressing interest in expanding their schools to include both middle and high school grades. Two high schools that are considered to be better achieving Boston schools would like to include middle school grades under their roof and control. Additionally, a Boston schools middle school also has expressed interest in expanding its curriculum to include high school students.

The upper grades model is not new to the Boston schools, which has two such schools in operation for several years and are quite successful. Also, there are three competitive admission exam Boston schools that use the model, offering college preparatory curriculum for Boston’s top scoring students. One is the renowned Boston Latin School, whose students have the expectation that they will continue on to college or another higher form of education after graduation.

This only reinforces proponents’ belief that if it is good to focus on academic achievement from sixth through twelfth grades for the elite students within the Boston schools, then educators and parents should have the same high expectations for all students.

Whatever model is chosen by the Boston schools, the city is ready for the discussion. Last fall, the Boston schools named a 17 member Middle Grades Task Force. Their recommendations are expected to be delivered to the Boston schools leaders in the spring.

The middle school years are very difficult for Boston schools students at such sensitive ages of adjustment from children to young adults. Regardless of which model educators, leaders and parents back for the Boston schools’ students, they all agree that any transition should take place either before or after these years – not both.

ANNAMALAI UNIVERSITY is one of the largest universities in India today and it offers a large number of courses as part of the Distance Education – DDE programs.

The Annamalai University owes its existence to the farsighted vision, enlightened wisdom, benefaction and philanthropy of a single individual – Dr. Rajah Sir Annamalai Chettiar of Chettinad. As early as 1920, he founded the Sri Meenakshi College at Chidambaram, a great pilgrimage centre and also a centre for South Indian traditional culture and learning.

In 1928, the Annamalai University Act was passed and Sri Meenakshi College became the nucleus for the University which is unitary, residential, rural in its settings and progressive in its outlook. During his tenure as Pro-Chancellor for 19 years he paid immaculate care and detailed attention to the growth and development of the University in every field.

He paid great attention in the appointment of Vice-Chancellors. Equal attention was also paid by him in the appointment of enlightened staff, especially the Professors and Heads of Departments. The Professors of Annamalai University were always scholars and scientists of great renown in their own field.

The University which started with only seven departments in 1929 has, over the last 80 years, developed into a mighty institution of higher learning with nearly 49 Departments, in all 9 Faculties.
This is one of the very few institutions in India with all the Faculties located in the same campus.

The University can be proud of a well equipped Central Library and Laboratories providing very good facilities for taking up research projects, for Ph.D. and Post-Doctoral work. Several Research Projects have been undertaken by various Faculties funded by several agencies including the State and Central Governments.
Annamalai provides courses like Postgraduate Degree Programmes in Applied Psychology, Physics, Chemistry, Zoology, Botany, Bioinformatics and Law through Distance Education mode.

The Directorate of Distance Education is also offering the Programmes on Fashion Design, Textile Design, Interior Design, Hotel Management and Catering Technology Programmes, Retail Management, Twinning Programme, Programmes on Health Science, Commonwealth Youth Programme, Yoga, Music, Fire and Safety, Pharmaceutical and Taxation Programmes.

2005 Winner of The Shortie Awards: Student Film and News Festival. Animation Category, Ages 7-10. Created by students from Arlington, VA.. An animated retelling of the demise of the dinosaurs. For more information about The Shortie Awards, visit: www.shortie.org.

Cisco was introduced in 1984. The Cisco router played an important role in growth of internet. In 1993, Cisco got involved in training. The aim was to provide world class training programs to network associates. And since then Cisco courses have become popular among professional in IT industry. The industry also welcomes Cisco certified professionals with open hand. In short, various training programs offered by Cisco have become a passport for a high-flying career in the IT industry.

In recent years many other companies has also started certification program. But the Cisco remains on top in providing high skilled training to professionals. Cisco sponsors 9 certificates of which CCNA (Cisco Certified Network Associates) is the most common certification. Cisco training classes covers all courses such as Cisco Network Training, Cisco Security Training etc. Cisco Training Classes fulfills the needs of the fresher in their brightening their future. Cisco Certification training has many program such as:-

* Cisco Certified Internet Expert (CCIE)- It is an expert-level certification exam. Cisco started its CCIE program in 1993. The CCIE has both written exam and a “lab” exam. A candidate has to clear the written exam to appear in the lab exam.
* Cisco Network Training- This training implement Cisco work LMSV 3, Advanced Services Cisco Unified Operators, Manager and Service Monitor, Advanced Services Cisco Ana Training.
* Cisco Security Training- This includes Cisco IOS Network Security, implementing Cisco Intrusion Prevention system, Security Network with PIX and ASA.
* Cisco BGP Training- This training provide student the knowledge of BGP which cover theory of BGP, Trouble Shooting Knowledge, Configuration of BGP on Cisco IOS routers and practical training which expertise students in configuring BGP Networks in customer environment.
* Cisco Data Centre Training- It is highly expansive training program, which includes assessment planning and design, designing datacenter application services, ACE intelligence course etc.

Cisco training class also has some other training programs such as Cisco Ironport training, NetApp training, Cisco Unified wireless training etc., to name a few. So, if you want to join the IT industry then it’s highly advisable that you join one of the Cisco training programs and get certified. Cisco training courses are offered both offline as well as online. So, if you are already employed but still want to get a Cisco certification then you can enroll yourself in an online program.

In the last few years the requirement for qualified educators has boomed rapidly. In fact, with the rise in education standards and the number of educational institutes and schools, the education industry expects to look for more qualified educators in the coming years. Today, we cannot deny the fact that education is an extremely rewarding career field but currently it demands more qualified teachers to educate children at the elementary school or college level.

Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special education degree is a necessity.

Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special education program, you will be able to make decisions and take a stand on political issues that affect education and learning.

Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.

There are lots of institutions and schools that offer degree programs in special education. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.

The acquisition on an online degree in special education can aid you in acquiring better career opportunities and going for well-paying jobs. But before enrolling in a college or university, make sure that it is accredited. If you can, try to get feedback from individuals who have completed the program.

Product Description
This digital document is a journal article from The Journal of Academic Librarianship, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
A growing number American Library Association (ALA)-accredited library schools are offering distance education graduate programs, sparking a debate about the quality and acceptance of such degrees. Alumni of distance education Library and Information Science (LIS) programs were surveyed about their distance education experiences. Survey results and implications for the library community are discussed.

A Survey of Alumni of LIS Distance Education Programs: Experiences and Implications

The University of South Florida offers an online program for personal training and it’s $259 per course (5 course to become certified) Can’t I just order study materials and take the certification exam on my own and it be cheaper? Does anyone know if there are any differences in the two certificates? They look the same to me but doing it on my own would be WAY cheaper. Thanks for any advice in this matter.

Synopsis: I got my CFI a year ago and still have not found myself a flying job. I’m trying to find ANY WAY I CAN to advance my career. There are a lot of flight schools about 20 miles south of me. I’m thinking about getting myself an LSA and doing some low cost, independent flight instruction focused on LSA certification, which is not offered at many of those schools. There’s a controlled field with a seaport near my house.

I’m thinking of getting my ASES and buying a properly equipped LSA amphibian with a retractable landing gear, within the higher performance set. I figure that way, I could offer an LSA license with ASEL and ASES privileges, the higher performance endorsement and the airspace endorsement all with the one plane. I could also offer affordable ASES add-ons to the students of those other flight schools to make them more marketable. Other possibilities would include recreational, private, instrument and commercial pilot training, scenic flights and aerial photography.

Questions:
-Can I train for all of those things at once? (Out of a controlled field in a “higher max speed” ASEL/ASES LSA)(I know I’d have to go somewhere else for the solo hours)
-Does the higher max speed endorsement have a name?
-Any suggestions on a plane?
-Any suggestions on affordable airplane financing?
-Any other issues or recommendations?

Sorry it was so long, lol.