Travelmedia Communications: Message, media and education for travel and tourism #search

#media travel
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travelmedia communications

Partial Client List:

American Express

Asian Development Bank

Austrian National Tourist Office

California Division of Tourism

Cathay Pacific Airways

NEW: TRAVEL AND TOURISM: OPENING DOORS FOR YOUR FUTURE, our travel industry education program now available in an eBook student edition: FIND OUT ABOUT IT

Travelmedia offers an holistic approach to communications with a full palette of services for tourism offices, companies and international organizations in the travel and tourism and high tech industries. We draw upon 25 years experience in 58 countries and dozens of states and cities. Our clients include local CVBs, national tourism offices, cruise lines, airlines, trade associations, universities, world organizations such as the United Nations and the Asian Development Bank, and numerous high tech companies, including those involved in travel information and green energy and transportation.

Consumer and Business Communications has changed profoundly in recent years and while traditional public relations and media relations are effective, new forms can be even more so. Being active in both travel and high-tech industries, Travelmedia is at the forefront of game-changers such as viral and social media, direct-to-customer programs that bypass traditional media altogether, as well as distance education and advocacy.

Our Committment to the Future. We have worked for many years on programs and initiatives aimed at making travel and tourism a positive force for the preservation of cultures and environments, including those of UNDP, ADB and PATA. In addition, we have supported communications for alternative energy, electric transportation, and low power-consuming computers.





14/11/2017

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Tantric Sex Massage Tantra Course Premature Ejaculation XXX Porno Video #tantra,


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16/10/2017

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Human Resources Certificate #hr #executive #education


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Human Resources Management Professional Certificate (Online)

As with many of our other executive education programs, this program is available as a customized program onsite (or virtually) at your organization. Contact a learning consultant for more information.

Are you looking for job advancement or a new career in Human Resources? According to the Bureau of Labor Statistics, there is an expected 21% growth in HR Specialist Employment through 2020 so there is no better time than the present to embark on your HR education journey and earn a human resources certificate.

Whether you’re learning the basics of HR management, studying for the Professional in Human Resources (PHR®) exam, or preparing to transition into a different career, Rutgers Executive Education delivers the training and guidance you need to help you meet and exceed your goals. The Human Resources Management Professional Certificate program serves as a great way to build the skills you need to create a successful life-long career in the in-demand field of Human Resources.

This highly interactive curriculum, delivered fully online, will enhance your skills and help you gain a deeper understanding of the critical function of human resources in organizations of all sizes. You will acquire the knowledge and skills needed to effectively recruit, orient and retain great employees as you learn how to apply Human Resources management practices in a real- world environment. Our Human Resources Certificate online program is an optimal way to enrich your education on human resources management in the most flexible manner possible.

1.Enjoy One-on-One Support from Experts in Human Resources Management
The Human Resources Management Certificate program is developed and facilitated by certified Human Resources Management subject experts with extensive industry experience. As a matter of fact, a subject matter expert will serve as your dedicated advisor-instructor; guiding and mentoring you throughout the entire program. They will provide insight into the practice of HR Management in a variety of industries and how to successfully manage your projects from start to finish.

2.Study a Robust Curriculum in Alignment with HRCI Standards
As an approved education provider with HRCI® (The HR Certification Institute), Rutgers Human Resources Management curriculum is directly tied to up-to-date PHR® Exam Content Outline.The online curriculum consists of a variety of learning assets including:

•Dynamic, state of the art e-learning
•Dedicated one-on-one meetings with your Rutgers advisor-instructor.
•6 months access to the robust e-Learning Library, so you can continue learning even after your program is complete

3.Earn a Rutgers University Professional Certificate
Upon completion, you will be presented with an official Rutgers University Professional Certificate. Update your LinkedIn profile, hang your certificate on your wall and share your accomplishments with your supervisor, colleagues, family and friends. Celebrate your accomplishment!

4.Get Certified!
Your professional certificate helps prepares you for the HRCI’s PHR certification.Please visit the HRCI website for additional PHR credential requirements. https://www.hrci.org/our-programs/our-hr-certifications/phr

This program has been approved by the New Jersey Department of Labor for workforce training grants. Funding may be available for those receiving unemployment benefits. Contact us for more information.

The use of this seal is not an endorsement by HR Certification Institute of the quality of the program. It means that this program has met HR Certification Institute’s criteria to be pre-approved for recertification credit.”

  • This program is self-paced; you can begin your program within 1-2 business days of registration.
  • Enjoy the support of a Rutgers mentor who will provide real world case studies and experience to add to the value of your learning experience.
  • The estimated duration of this program is 100 hours. You will work one-on-one with your Rutgers mentor to set a flexible schedule that will allow you to incorporate your learning into your schedule and complete in a time frame that works for you.

Our certificate program is intended for both new and experienced human resources managers who have little formal education in HR management. Our program will give you the tools, skills, theories, and techniques necessary to be successful.

Rutgers University Program Faculty members with extensive real-world experience in Human Resources.

Some of the essential areas you will master include:

• Human Resources Fundamentals • Strategic Management • Affirmative Action and the EEO • Employment Management • Recruiting and Selecting Candidates • Offers, Contracts, and Exit from the Organization • Developing Employees • Union Awareness • Employment Relations • Health and Safety in the Workplace • Risk Assessment and Prevention • Recruiting Talent • Interviewing and Hiring Practices. Compliance • HR as Business Partner: Using Metrics and Designing Strategic Initiatives • Workplace Diversity Awareness • and many more

You will earn a 100 HRCI credits* upon completion of this program.

Rutgers Executive Education is a registered HR Certification Institute (HRCI) Education Provider and our Human Resources Management Professional Certificate program provides more than 50 hours of education aligned with the HR Body of Knowledge, governed by HRCI.

If you are interested in pursuing PHR certification, details about PMI s certification and exam requirements are available at: www.hrci.org

In order to support your organization’s training and growth, Executive Education will provide you with additional savings if three or more individuals from your organization enroll in the same certificate program. Please contact a learning consultant for more information.

Express Program Finder

Use the dropdown below to quickly find program you’re looking for.

Rutgers University Camden

2013 Rutgers, The State University of New Jersey | Executive Education at Rutgers


14/10/2017

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APMP Professional Certification Program – Association of Proposal Management Professionals #proposal


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Become APMP Certified

APMP offers the world’s first, best and only industry-recognized certification program for professionals working in a bid and proposal environment. APMP certification is the global standard for developing and demonstrating proposal management competency. Achieving APMP certification:

  • Demonstrates a personal commitment to a career and profession.
  • Improves business development capabilities.
  • Creates a focus on best team practices.
  • Gains the respect and credibility of peers, clients and organizational leaders and, in some cases, additional compensation.
  • Reinforces bid/proposal management as an important role within an organization and not as an ad hoc function that anyone can perform.

Your APMP Certification Plan

See which level of APMP Certification you can achieve, based on your industry experience. Each level builds on the prior level, and everyone must start at Foundation before advancing to Practitioner and Professional.

You Should Have

Proposal professionals with 1 to 3 years’ experience

Demonstrates an extensive knowledge and understanding of best practices.

Proposal professionals with 3 to 7 years’ experience

Pract itioner Certification

Demonstrates a mastery of how to apply best practices and lead others in their use.

Proposal professionals with 7 or more year s’ experience

Demonstrates significant contributions to an organization and/or the profession, as well as proven leadership and communications skills.

APMP Certification Levels, Exam Types and Costs

Each level is assessed in a different way, requires a minimum level of experience, and uses a process of examination and competency-based assessment, which is consistent and measured against worldwide best practice standards 1, 2 .

Type of Assessment

* As of June 2016

Register for APMP Certification

Click here to register and pay for the APMP-Foundation™ Level Examination.
Click here to register and pay for the APMP-Practitioner™ Level Assessment.
Click here to register and pay for the APMP-Professional™ Level Assessment.

1 The 2002 APMP Benchmark Study and the Business Development–Capability Maturity Model (BD-CMM) are the basis for the international Bid/Proposal Manager competency standards. Capability Maturity Model and CMM are registered trademarks of the Carnegie Melon Software Engineering Institute

2 The APMP Certification program is administered by The APM Group Ltd. for APMP. The APM Group is a leading Accreditation, Certification and Qualification organization recognized internationally by government agencies.

Additional General Certification Information


12/10/2017

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Bisk education, inc #education,education #programs,marketing #consultants,community #organizations,colleges #& #universities,schools,educational #services,educational #consultants,adult


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bisk education, inc.

The absolute worst! They sent me a book for a class I registered for, and at the last minute the class was cancelled because there were not enough students. I took a different class instead to complet e my Villanova Course. They then proceeded to harass and demand I pay for the return of the book I never used, and only had in my possession because they cancelled the course at the last minute! I am on the verge of pursing legal action for bad business practices and wrongful purpose. more

The absolute worst! They sent me a book for a class I registered for, and at the last minute the class was cancelled because there were not enough students. I took a different class instead to complete my Villanova Course. They then proceeded to harass and demand I pay for the return of the book I never used, and only had in my possession because they cancelled the course at the last minute! I am on the verge of pursing legal action for bad business practices and wrongful purpose.

Do not utilize this company for your education needs. Career Army Officer with 2 Master Degrees. Decided to take a Masters Certificate Program. They are great and very responsive, but when they receiv e your signed enrollment papers, that all changes. You can never get any issues resolved. Total joke of an education experience when half of the classes are just slides for you to review. Then they state they sent me a book, which I never received. Then I am harassed everyday with calls and emails and threats from their collections department. Worst experience of my life. more

Do not utilize this company for your education needs. Career Army Officer with 2 Master Degrees. Decided to take a Masters Certificate Program. They are great and very responsive, but when they receive your signed enrollment papers, that all changes. You can never get any issues resolved. Total joke of an education experience when half of the classes are just slides for you to review. Then they state they sent me a book, which I never received. Then I am harassed everyday with calls and emails and threats from their collections department. Worst experience of my life.

Do not utilize this company for your education needs. more

Do not utilize this company for your education needs.

Vibrant corporate house in the burbs of Tampa more

Vibrant corporate house in the burbs of Tampa

Great company to work for, they have funded my MBA program 100% since the day I have worked for them. You have to work hard for the company but they will work hard for you as well. I really enjoy work ing for the company and sad to hear so many complaints because that is not the environment I experience. more

Great company to work for, they have funded my MBA program 100% since the day I have worked for them. You have to work hard for the company but they will work hard for you as well. I really enjoy working for the company and sad to hear so many complaints because that is not the environment I experience.

Ruthless. I broke my shoulder lost my mother and my daughter was murdered in a domestic violence situation and THE day I qualified for long term disability they called to tell me I was terminated. I m ight mention I was one of the top sales people.!i started work there on commission and that was changed. I am sure this is also why they do not offer short term disability. Not a good company more

Ruthless. I broke my shoulder lost my mother and my daughter was murdered in a domestic violence situation and THE day I qualified for long term disability they called to tell me I was terminated. I might mention I was one of the top sales people.!i started work there on commission and that was changed. I am sure this is also why they do not offer short term disability. Not a good company

I ve been at this company for two years. they died me after maternity leave. the reason being sending the wrong template to student. I know that was a lie. they claim we don t sale e ducation that s a lie we have a goal of 20k or better if you don t meet that you get write up. there polices always change. never informind employees of anything. the management sucks they never know anything. they don t know how to manage there teams. they show so much favoritism. you get paid less to do so much woek. Nothing going is consistent. it was a great company the momemt after I had my baby that s where. They showed to true colors. It s like I was wro.g for having a baby and taking leave. they are big time liars. do to work for this worthless company. you will never get a promotion u less you kiss and sleep with the dean. or management and get feed leads. you work super hard for nothing more

I ve been at this company for two years. they died me after maternity leave. the reason being sending the wrong template to student. I know that was a lie. they claim we don t sale education that s a lie we have a goal of 20k or better if you don t meet that you get write up. there polices always change. never informind employees of anything. the management sucks they never know anything. they don t know how to manage there teams. they show so much favoritism. you get paid less to do so much woek. Nothing going is consistent. it was a great company the momemt after I had my baby that s where. They showed to true colors. It s like I was wro.g for having a baby and taking leave. they are big time liars. do to work for this worthless company. you will never get a promotion u less you kiss and sleep with the dean. or management and get feed leads. you work super hard for nothing

Was told by management from upper management that I was blacklisted from any promotions or advancements as a leader of men and forward thinker. But hey if your not that then you will fit in nicely wit hin the company I literally saw a snake get promoted and a butt kisser. This place is horrible and archiac at best. more

Was told by management from upper management that I was blacklisted from any promotions or advancements as a leader of men and forward thinker. But hey if your not that then you will fit in nicely within the company I literally saw a snake get promoted and a butt kisser. This place is horrible and archiac at best.

I m coming up on one month with the company and I couldn t be happier. It s clear that the leadership has seen some of its missteps in the past and is working tirelessly to make sure al l employees are empowered with the right peers, tools, and mindsets to continue the company s position as the leader in interactive 100% online education. Salesforce and Marketo are the newest members of the marketing technology stack, and it s exciting all the possibility that this focus on gold-standard technology opens up.
Bisk powers the certificate and degree programs from some of the world s most prestigious universities. If you are interested in the online learning industry and want to work directly with schools like Villanova University, Notre Dame, and Michigan State University, I highly recommend considering a career with Bisk! more

I m coming up on one month with the company and I couldn t be happier. It s clear that the leadership has seen some of its missteps in the past and is working tirelessly to make sure all employees are empowered with the right peers, tools, and mindsets to continue the company s position as the leader in interactive 100% online education. Salesforce and Marketo are the newest members of the marketing technology stack, and it s exciting all the possibility that this focus on gold-standard technology opens up.
Bisk powers the certificate and degree programs from some of the world s most prestigious universities. If you are interested in the online learning industry and want to work directly with schools like Villanova University, Notre Dame, and Michigan State University, I highly recommend considering a career with Bisk!

This school is a big rip off. They let me start school without letting me know that my financial aid wasn t released to them. So now I m in debt 3,000 something that my financial aid could ve covered. Do not go to this school more

This school is a big rip off. They let me start school without letting me know that my financial aid wasn t released to them. So now I m in debt 3,000 something that my financial aid could ve covered. Do not go to this school


12/10/2017

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Education Specialist Program #specialist #degree #in #education #online


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What students are saying:

“I took a class with Education Specialist Bernadette Burcham who really knows her stuff! I now have two eBay Stores with 100% positive feedback and I am still just as excited as ever!”

Tastee0713 –
Rocky Mount, NC

“Thanks to the class I took from Education Specialist Rich Siok. I have been successfully selling treasures that I would have had to give away before I found eBay!”

Sighgolf –
Woodstock, IL

The Education Specialist training program will provide you with the knowledge and tools necessary to successfully teach others how to sell on eBay. You’ll use the same quality materials developed for and used by eBay University.

It’s simple to get started with our easy to follow course, instructor guide and student materials. Plus, you’ll have access to the eBay Education Specialist directory, where you can publish your training events so students can find your courses by location!

Find a professional to teach you how to sell on eBay or deliver an eBay course at your facility! Courses delivered by Education Specialists use the most up-to-date training and student materials – the same ones used by eBay University. Get started now and know you’re receiving the best instruction available using an effective and proven curriculum.


12/10/2017

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Which are the Best Schools in Auckland? #metromedia, #education, #child #and


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Which are the Best Schools in Auckland?

Which are the Best Schools in Auckland?

Auckland Grammar failed the cut, but Mt Roskill Grammar outshone wealthier rivals in Metro magazine’s investigation to find the top 25 high schools in Auckland.

Metro editor Lauren Quaintance says, “I expect this list to bring out strong feelings. But we felt that parents should not make such an important decision without being able to weigh up some very pertinent and new data.”

Senior writer Gilbert Wong consulted education experts to devise a novel ratings system that let Metro help provide the answer to one of the most important questions in your son or daughter’s education: which high school is best?

“If you want to know how your local school does compared to the one down the road, you won’t get an answer from the Ministry of Education,” says Wong. He gained access to a variety of databases including university entrance rates, teacher turnover and student suspensions and stand-downs that enabled Metro to rate the job schools are doing.

The Metro ratings system compares private with public, NCEA with Cambridge and comes up with a list of the 25 top performing schools across the region.

Those that made the cut include a mix of private and public, high and low decile schools. Under Metro’s criteria some so-called beacon schools like Auckland Grammar and Kings College did not perform as well as comparable schools.

Mt Roskill Grammar, a decile 5 school was discovered to be producing better results than a clutch of decile 10 high schools.

The Best Schools issue of Metro with in-depth information on the 25 top schools in the region is on sale on Monday (July 31).

The top 25 schools list:

1. St Cuthbert’s College
2. Diocesan School for Girls
3. Epsom Girls Grammar
4. Carmel College
5. Baradene College
6. Rosmini College
7. Westlake Girls” High
8. St Kentigern College
9. Kingsway School
10. Takapuna Grammar School
11. St Mary’s College
12. Rangitoto College
13. Dilworth School
14. Wesley College
15. Pakuranga College
16. Howick College
17. Glendowie College
18. Marist College
19. Mt Roskill Grammar
20. Sacred Heart College
21. St Dominic’s College
22. Sir Edmund Hillary College
23. Western Springs College
24. Liston College
25. Auckland Girls Grammar

Find more from Metromedia on InfoPages.

The Royal New Zealand Ballet has accepted the challenge of this heart-touching tragedy and largely succeeded. More>>

ALSO:

Although feeling very sore but with a great feeling Tom Walsh took his place as number one on the victory dais to receive his much deserved gold medal. More>>

ALSO:

“Unfortunately we are in crisis and this friendly dinosaur faces extinction… Our only hope is to try and raise funds to buy the building and restore it to its glory, either fully funded or with a viable deposit.” More>>

Previously undiscovered letters and a story written by a young Katherine Mansfield were recently unearthed in Wellington City Library’s archives by a local author researching a book about the famous writer. More>>


11/10/2017

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Repairing the Ruins Conference 2017 – The nation’s largest community of


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Dr. Greg Thornbury

President of The Kings College, son of a Baptist minister, and educated under the supervision of Al Mohler, Dr. Thornbury is an author and contributor to publications including First Things, World Magazine, and the Washington Post. He occasionally guest-hosts the Eric Metaxas show.

Dr. John Mark Reynolds

Founder of the Torrey Honors Institute at Biola University and St. Constantine’s School in Houston, TX, Reynolds is currently at Houston Baptist University as the Chief Academic Officer. His books include Three Views on the Creation and Evolution Debate with J.P. Moreland, Against All Gods: What’s Right and Wrong about the New Atheism with Phillip E. Johnson, and most recently, When Athens Met Jerusalem: An Introduction to Classical and Christian Thought .

Dr. Louis Markos

While you could buy Dr. Markos DVDs from The Teaching Company, you wouldn t hear these lectures. Enjoy his scholarship and humor live this year at the ACCS conference. Markos is the Robert H. Ray Chair in Humanities and Professor of English at Houston Baptist University. Explore modernism and postmodernism and learn how the church can respond to them. Together we can reverse a mindset that is not only detrimental to the arts but that threatens the central mystery of the Gospels: the Incarnation.

Dr. Christopher Perrin

Dr. Christopher Perrin is an author, consultant, and speaker who specializes in classical education. He is committed to the national renewal of the liberal arts tradition. He co-founded and serves full time as the CEO/publisher at Classical Academic Press, a classical education curriculum, media, and consulting company. He has published numerous articles and lectures that are widely used throughout the United States and the English-speaking world.

Andrew Kern

Andrew Kern is founder and president of the CiRCE Institute, and co-author of The Lost Tools of Writing and Classical Education: The Movement Sweeping America with Dr. Gene Edward Veith. Since establishing CiRCE in 1996 to serve classical educators through research and consulting, Andrew has trained and apprenticed innumerable home and school teachers, heads of school, and school boards. Andrew helped start Providence Academy in Green Bay, WI in 1993, Foundations Academy (now The Ambrose School) in Boise, ID in 1996, The Great Ideas Academy in Charlotte, North Carolina in 2001, and Regents School of the Carolinas in 2006.

Douglas Wilson

As a founder of the movement, Douglas Wilson continues to offer fresh insight and provokes us to go further up and further into classical, Christian education. Mr. Wilson is the pastor of Christ Church in Moscow, Idaho. He is a founding board member of both Logos School and New Saint Andrews College. He will encourage school leaders with a plenary talk on Leadership and Mimetic Desire as well as all Repairing the Ruins attendees when he discusses The Poetic Turn.

George Grant

George Grant served as an assistant to D. James Kennedy at the Coral Ridge Presbyterian Church and taught at Knox Theological Seminary. He founded the King’s Meadow Study Center and Franklin Classical School in Franklin, TN. He is the author of more than 60 books and hundreds of articles, and currently serves as pastor of Parish Presbyterian Church (PCA) in Franklin.

Matt Whitling

Mr. Whitling earns annual acclaim as our most popular practical speaker. His insights cut classroom management down to size, remind us of our real purpose, and challenge us to live what we believe. This year, Matt will exhort listeners to Get Your Bearings and Move Forward. Matt Whitling has taught elementary and secondary classes at Logos School in Moscow, Idaho, for the past 21 years. He is currently the secondary and elementary principal at Logos.

Music Practicum

The call for a practical classical application has been heard again! Last year s attendance and response exceeded our expectations, so we are offering this pre-conference again. This Kodály music training is excellent for grammar school teachers, music teachers, and anyone curious about how to bring excellence to your music teaching. This form of training will train young voices to sing on-key, and in parts. This all-day training event is brought to you by David Erb, New Saint Andrews Music Professor, and Jarrod Richey, Kodály Music Teacher | Director of Choral Activities for Geneva Academy. Read more

Paideia: Cultivating Right Affections

Augustine implores us to train the affections to love rightly, and in the right order the essence of paideia. Paideia’s rightly ordered loves draw students toward a heavenly and earthly kingdom where our Lord is the Lord of all.

This year, our plenary speakers will explore the importance of loves, rightly ordered. We have new tracks in training the affections and helping students love the good. We also have a new Foundations of Classical Christian Excellence course series that will help new and practicing classical teachers become grounded in the right things, in the right order. And, we have a new Rhetoric Practicum on Wednesday that will train both Rhetoric teachers and high-school level teachers to teach rhetorically.

To top it all off, we’ll enjoy an evening of celebration and entertainment for 25 years of growth in the ACCS and we’ll pray for and imagine the next 25 years. We expect this year’s venue to be among the best we’ve ever enjoyed. Please make plans to join us in Pittsburgh for what might be one of our most notable conferences to date.

Please note: Mark the dates now and please register early. Our conference sold out last year. With early notification, we can make additional arrangements.

02/10/2017

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Hall Green Secondary School – Hall Green Secondary School #hall #green,school,hall


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Hall Green School Mission Statement

‘Learning together, shaping the future’

Aims and Values

Hall Green is a popular, vibrant and successful school with a track record of high standards and successful outcomes for pupils of all backgrounds and ability. The diversity of the school population enriches the lives of all the community, and has earned the school an enviable reputation for inclusion.

Hall Green is a school that continually seeks to build on the successes of the past and adapt to the needs of the future and is committed to safeguarding and promoting the welfare of all its pupils. In a changing world, we continue to focus on the essentials that make Hall Green successful: the quality of our teaching and learning; personal pastoral care for every individual in the school; strong relationships with parents, carers and the wider community.

Our governors and staff are committed to providing the very best for the children in our care.

Our aims are that:

  • Every pupil makes outstanding progress
  • Every pupil leaves with personal belief in and aspiration for their own successful future, and as a result takes responsibility for their learning
  • Every pupil has the skills and attitudes to make a positive contribution to society as an active and engaged citizen
  • Every pupil shows care and respect for others
  • Every pupil values and celebrates diversity
  • Every pupil is aware of and sympathetic to the needs of others, particularly those less fortunate than themselves

We call this our Journey to Outstanding.

Mr D Adams
Headteacher

Latest News

Happy, safe summer-Remind from West Midlands Police

Dear Parents/Carers and Students,

With the summer holiday fast approaching, it is important that students are reminded what we, as a school

community, expect of them in terms of behaviour while they are enjoying socialising with friends and family during
the break. We also want to ensure they feel confident to keep themselves safe and away from crime and anti-social
behaviour. Please click here for more information

**Important Notice: Snapchat – The dangers of Snapmap and how to keep your children safe on social media

E-safety is an important aspect of our safeguarding and we aim to inform and educate our pupils, parents and staff on the current issues surrounding this subject.

We wish to inform parents that Snapchat have launched a new update on their app called ‘Snapm ap’. This latest feature allows users to share their location with people they are connected to on Snapchat. Users of the app can also display public photos and v ideos sent by people from those locations.

Leavers Letter for Year 11 June 2017

As your son/daughter has now completed all of their exams, I feel that it is appropriate to inform you of what will be happening over the next few weeks. This includes GCSE examinations and results, Ramadan, Leaver’s Day and Prom. Please click here for more information.

Leavers Letter for Year 11 2017

As your son/daughter is now nearing the end of studies at Hall Green School, I feel that it is appropriate to inform you of what will be happening over the next few weeks, including GCSE examinations and results, Ramadan and Prom. Click here for more information

Silent Study for Year 11

We have introduced a ‘silent study’ revision room for Yr 11 pupils to help them prepare for their mocks and finish controlled assessments. This will be open between 3.15 and 5.00 pm on a Monday and a Thursday in D6 and will be run by senior staff. If it proves popular we will extend provision to include more nights each week.


01/10/2017

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Paralegal Studies #community #colleges #oklahoma, #oklahoma #community #colleges, #oklahoma #colleges, #colleges


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Business Information Technology

A two-year program offering day and evening classes, it’s designed to prepare a student for employment as a legal assistant or paralegal.

Approved by the American Bar Association since 1976, Paralegal Studies at Rose State is a two-year program offering day and evening classes.

A paralegal is an individual who is educated and trained to assist a practicing attorney. Paralegals, also called legal assistants, perform a wide variety of duties and tasks which are professional in nature, distinct from routine clerical tasks. A primary responsibility of a paralegal is to relieve the supervising attorney of routine duties so that the attorney is able to use his/her time in more complex areas of the case. Proper use of a paralegal/legal assistant enables an attorney to handle a heavier case load and increase productivity, thereby resulting in the delivery of legal services to a client more efficiently and economically.

The Paralegal Studies Program is designed to prepare the student with the necessary knowledge and skills to gain employment as a paralegal/legal assistant and/or to allow the student to advance to positions of increasing responsibility in the legal field. The program is not offered to train attorneys or legal administrators. Objectives of the program are:

  • To provide practical training in legal skills supported by substantive legal theory;
  • To instruct students in legal specialty courses to enable students to perform tasks specific to particular areas of law;
  • To inform students of ethical responsibilities of the legal profession; and
  • To educate students to the role of the paralegal in the delivery of quality services within ethical limitations applicable to a paralegal’s function in the legal profession.

The Paralegal Studies Program is a member of the American Association for Paralegal Education; it is dedicated to providing quality education and current technological skills so that graduates can find employment in the legal community or in a law-related field.

A person in the Paralegal Studies profession CAN :

  • Interview clients and witnesses
  • Draft pleadings and documents
  • Perform legal research
  • Write legal memoranda and briefs
  • Research public records
  • Prepare discovery requests and responses
  • Prepare exhibit lists
  • Assist the attorney at trial
  • Provide case management
  • Perform law office management tasks

A person in the Paralegal Studies profession CANNOT :

  • Give legal advice
  • Accept cases or set legal fees
  • Represent a party in court

ALL legal services performed by a paralegal must be supervised by an attorney.Paralegals may not provide legal services directly to the public except as permitted by law.

Program Admission Requirements

Option I:
• High School transcript or GED certificate and transcript
• ACT Reading score of 19 or COMPASS Reading Test score of 83
• Eligibility for English Composition I

Previous or concurrent enrollment in Engl 1113 is a prerequisite for LS 2813, Legal Research and Writing I

Option II:
• College transcript(s) reflecting 15 credit hours or more with a 2.5 grade point average or better or an ACT Reading score of 19 or COMPASS Reading Test score of 83
• Eligibility for English Composition I

Previous or concurrent enrollment in Engl 1113 is a prerequisite for LS 2813, Legal Research and Writing I.

Work Setting

Paralegals work in offices for:

  • Private law firms
  • Banks and corporations
  • Public service corporations
  • Federal, state, and local government

Tools Materials

Paralegals work with:

  • Public records, court documents, and other research materials
  • Legal and business documents such as titles, contracts, and mortgages
  • Court cases
  • Computers and software applicable to their area of specialty
  • Clients on a daily basis

Career Skills

Paralegals should be able to:

  • Reason clearly and logically
  • Communicate clearly and effectively in speech and writing
  • Be responsible, ethical, and motivated
  • Perform detailed work
  • Analyze information
  • Plan and organize work

Pros and Cons

Positive aspects of the career:

  • Working with people as well as data
  • The variety of the work
  • The ability to work on a temporary or freelance basis

Negative aspects of the career:

  • Performing detailed work tasks
  • Keeping up with changes in laws
  • Working long hours when under pressure to meet deadlines

Career Information

For more information regarding the Paralegal Studies profession, contact:

National Association of Paralegal Studies
1516 S. Boston, Suite 200
Tulsa, OK 74119-4013
(918) 587-6828 FAX (918) 582-6772
http://www.nala.org

Central Oklahoma Association of Paralegal Studies s (COALA)
Membership Chairperson or Recruitment Chairperson
P. O. Box 2146
Oklahoma City, OK 73101-2146
www.coala.com

The Career Services Office in the Professional Training Center can provide you with more detailed information on the paralegal profession, job markets, salaries, etc. For additional information, contact the Career Services office at (405) 733-7488.

Apply Today

Program Director


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Continuing Education Providers #tdlr, #texas, #ce #provider, #continuing #education, #ce, #ceus,


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Continuing Education Providers

Rule Review – TDLR is reviewing the Continuing Education Requirements located at Title 16, Texas Administrative Code, Chapter 59 for re-adoption, revision, or repeal. Read the Notice of Intent to Review

Reduced Fees for Continuing Education Providers – On November 21, 2013, the Texas Commission of Licensing and Regulation approved a reduction in the application fees for Continuing Education Providers. The initial and renewal application fees were reduced from $250 to $200, a savings of 20%. The fee reductions are effective March 1, 2014 for initial applications and April 1, 2014 for renewals. The Commission also changed CE provider registrations so that they are no longer required to register for each occupation. One provider registration covers all TDLR programs. TDLR estimates these fee reductions and changes will result in a savings of $34,450 annually, with an estimated five-year savings of $172,250.

These savings result from the fee review we conduct each year, as part of our vision of Smaller, Smarter Government , said TDLR Executive Director William Kuntz. TDLR license fees must be reasonable and necessary only to cover the costs of administering its programs. With these fee reductions, our licensees and the public will receive the same high level of service but now at a lower cost.

At their November 21st meeting, the commission lowered fees for more than 400,000 TDLR licensees. TDLR estimates the total savings for all licensees will amount to nearly $6 million each year, with an estimated five-year savings of $29,661,245 .

I m proud that TDLR is leading the way to lower economic barriers for entry into the Texas workforce while helping businesses grow and keep more money in their pockets, said Commission Chairman Mike Arismendez. With these fee reductions, TDLR licensees will save real money now and for years to come.

TDLR continuing education providers use a web-based system enabling them to submit course completion documentation on the TDLR web site. Visit the Continuing Education Completion Reporting Site .

The roster system allows licensees to obtain credit almost immediately once a course has been completed. It also reduces data entry requirements for providers and allows for quick verification that the information provided to TDLR is accurate.


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Online Educational Leadership #online #education #leadership


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Master of Education in Educational Leadership Online

This course focuses on analyzing and interpreting campus data for decision‐making necessary to promote the success of all children. Special emphasis will be on developing action plans to meet student performance goals. Additionally, the course focuses on the development of educators as leaders in assessment, research and evaluation. Applicable laws, policies and regulations including local, state and federal accountability standards will be emphasized.

Duration: 7 weeks

This course develops an understanding of how socio‐cultural forces and emerging issues impact the school leader’s role in creating culturally responsive learning environments. Attention will be given to leadership strategies and best practices essential for addressing diverse learners. Future leaders learn to promote the success of all students and shape campus culture by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the full community. Applicable laws, policies and regulations will be emphasized.

Duration: 7 weeks

This course emphasizes an examination of self and the study of major organizational leadership models and their applicability in various school settings. Students will engage in field-based activities as they pertain to decision-making and problem solving. Additionally, appropriate management techniques and group processes will be emphasized. A minimum of 20 hours of field-based activities are required.

Duration: 7 weeks

This course focuses on ethical principles and integrity in decision‐making, actions and behaviors. It will serve as the foundation for individual student assessment and as a guide to professional development. Key laws that significantly impact the day-to-day operations of school and a review of significant court decisions pertaining to educational operations will be addressed, as will the rights and responsibilities of teachers and students.

Duration: 7 weeks

In this course, students will learn to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning. Emphasis is on the alignment of curriculum, curriculum resources, and assessment, and the use of various forms of assessment to measure student performance. It will include the research of successful strategies for identified student groups. Applicable laws, policies and regulations will be emphasized.

Duration: 7 weeks

This course examines effective instructional approaches and programs used in schools. It explores critical issues specific to curriculum, innovative instructional methods and the role of educators as school leaders. Additionally, the course focuses on the development of educators as leaders in assessment, research and evaluation. Applicable laws, policies and regulations will be emphasized.

Duration: 7 weeks

This course provides a study of the delivery of differentiated instruction for diverse learners to include Bilingual Education/ESL, Gifted & Talented, Migrant, Special Education, 504, Career & Technology Education (CATE) and other special programs. Emphasis is placed on the principal’s role in elementary and secondary school programs. Applicable laws, policies and regulations will be emphasized.

Duration: 7 weeks

This course examines the relationships between the school and its internal and external constituencies. The course focuses on collaborative strategies to involve families and community members to shape the campus culture in responding to diverse community interests and needs, and to mobilize community resources for success of all student learners. Applicable laws, policies and regulations will be emphasized. A minimum of 10 hours of field‐based experiences are required.

Duration: 7 weeks

This course examines a study of the unique functions of the principalship as they relate to the administration of elementary, middle and high schools. Special emphasis will be focused on the leadership role of the principal in the management and instructional aspects of the school programs. Applicable laws, policies and regulations will be emphasized. A minimum of 20 hours of field‐based experience is required.

Duration: 7 weeks

This course provides a study of human resources and school budgeting functions. Emphasis is on understanding and applying local district and campus practices—e.g. recruitment, retention, evaluation. For budgeting, the emphasis is on aligning the budget to the campus plan and understanding how the various funding sources may be allocated. Applicable laws, policies and regulations will be covered.

Duration: 7 weeks

*We estimate that tuition and fees will total no more than the rates shown above; however, rates are subject to change.

Financial Aid

UTRGV is an equal opportunity institution in the administration of its financial aid programs. In keeping with this policy, financial aid is extended to students without regard to race, creed, sex, national origin, veteran status, religion, age or disability. For additional information regarding funding please visit our Student Loan page .

Additional Fees

  • Application Fee: $50 domestic, $100 international
  • Graduation Fee: $32

Application fee can be paid online by credit card or electronic check only

Partner Scholarship

Participating students from partner organizations have the opportunity to receive a $2,000 (which will be pro-rated over the duration of the program) scholarship based upon successful completion of the scholarship requirements.

If you are not sure if your organization is a participating partner, please contact a representative at 844-218-2727. In order to qualify for the scholarship, all required documents must be submitted by the posted deadline. Scholarships are not retroactive.

Admissions

Please review all the admission requirements. For specific questions or more details, contact an enrollment specialist at 844-218-2727.

Submit your application and one-time $50 application fee (for domestic applications) online.


01/10/2017

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Online Course: Film Appreciation 101 – CEU Certificate #online #film #classes,


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Online Class: Film Appreciation

Course Description

‘Film Appreciation for Modern Audiences’ is intended as a journey through the world of film. It is a sampling of the thought and accumulated critical opinion that forms the basis of the modern stature of 100 years of film-making–as art or culturally important dramatic work.

If you love film, then this course will help you learn more about film analysis, film reviews and discussions, period genres and movements in film style, and more. It will provide you an informed opinion that will hopefully make your enjoyment of the film medium deeper.

This course may be useful for professionals who need to be informed and conversant about the film-industry; for the layman who wants to know as much as he/she can about the world of film for personal enjoyment; or for the student, hoping to become familiar with the ‘lay-of-the-land’ for film-criticism.

Lessons include discussions on the following:

  • How you can get real enjoyment from the films you watch, and why you should care
  • Early film-history
  • The process of film-making and how it relates to understanding the films you watch
  • A look at 100 years of film-styles, genres and movements
  • A discussion of film-psychology, and some fascinating aspects of the perception of films
  • A review of ‘films to watch’, taken in 20-year periods starting in 1900, and moving through 2007, featuring all the classics from each era
  • General ideas about film and art-theory as a consumer habit
  • Film composers to know
  • Film directors to know
  • How to get your twenty-dollar’s worth at the movie-theater
  • New ways to enjoy film and new audience technologies
  • And much more

Lesson 1: The Value of Film Viewing

This lesson asks the question, “Why do we enjoy watching movies?”

  • Lesson 2: Early Film History

    This lesson describes the evolution of filmmaking, the inventors, and early actors.

  • Lesson 3: The Filmmaking Process

    This lesson describes the different phases of the filmmaking process.

  • Lesson 4: 100 Years of Film Styles and Movements

    This lesson describes how technology, culture, and current events affect movie making.

  • Lesson 5: Film Psychology

    This lesson describes how writers and directors can get reactions from movie goers.

  • Lesson 6: Films To Watch:1900 — 1960

    This lesson explores the popular, classic, and well-made pictures of this era.

  • Lesson 7: Films to Watch 1960 — 2007

    With new technology, popular movies are changing. Here are some of the most popular.

  • Lesson 8: General Ideas on Art Theory as a Consumer Habit

    This lesson focuses on questions of art theory. What makes movies “art” or “classic?” What makes a picture “good” or “bad?”

  • Lesson 9: Film Composers to Know

    This lesson lists many of the most popular movie composers, and some of their greatest hits.

  • Lesson 10: Film Directors to Know

    This lesson lists influential film directors of the past and the present.

  • Lesson 11: How to Get Your Money’s Worth at the Movies

    This lesson examines how box office receipts are influenced by the reviews, and by consumer likes and dislikes.

  • Lesson 12: New Ways to Enjoy Film, Technology, and the Future

    This lesson examines some of the new technology available for watching movies.

  • Lesson 13: Personal Enrichment as a Film Audience Consumer

    This lesson provides insight into “reality” versus “big screen.”

  • Additional Course Information

    • Document Your Lifelong Learning Achievements
    • Earn an Official Certificate Documenting Course Hours and CEUs
    • Verify Your Certificate with a Unique Serial Number Online
    • View and Share Your Certificate Online or Download/Print as PDF
    • Display Your Certificate on Your Resume and Promote Your Achievements Using Social Media

    Course Title: Film Appreciation

    Course Number: 7550484

    Languages: English – United States, Canada and other English speaking countries

    Course Type: General Education

    CE Accreditation: Universal Class, Inc. has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET).

    Grading Policy: Earn a final grade of 70% or higher to receive an online/downloadable CEU Certification documenting CEUs earned.

    Assessment Method: Lesson assignments and review exams

    Duration: Continuous: Enroll anytime!

    By successfully completing this course, students will be able to:

    • Describe the value of film viewing.
    • Know early film history.
    • Know the filmmaking process.
    • Define 100 years of film styles and movements.
    • Define film psychology.
    • Describe general ideas on art theory as a consumer habit.
    • Describe new ways to enjoy film, technology, and the future, and
    • Demonstrate mastery of lesson content at levels of 70% or higher.

    Student Testimonials

    • “I appreciate the availability and the comments made on my work.” — Carlos G.
    • “I liked the summaries of the different film, directors,and composers. Some of the aesthetic principles were interesting also.” — Linda B.

    Related Courses


    01/10/2017

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    Online Courses #online #physical #education #courses, #online #courses


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    Online Courses

    Before you search through our database of Online Australian Courses, please take the time to read the below as it may help you to decide if Online Learning is right for you.
    So, what’s it all about?

    So what’s Online Learning all about?

    Unless you are directly involved with teaching online or have taken an online course yourself, chances are that you find the concept of online education a little scary. You might not have any interest in it. Terms like distance education, fully online, blended courses, virtual courses, e-learning, hybrid courses, mixed-mode, asynchronous learning, distributed learning, Web-facilitated, and Web-enhanced learning add to the confusion. However, online learning is on the rise due to the developments and affordability of computing and you should know some of the basics and issues surrounding it.

    The Advantages of Studying Online

    Considering the fact that there are numerous benefits that are linked to education and advancing your qualifications, there are as yet far more advantages for people who pursue online education as to achieve their goals. Some of the most basic benefits of studying online include:

    Flexibility

    Online learning classes can be taken during a lunch break, while your children are out playing games, or even while you are cooking dinner! It is not necessary for you to be present in a classroom at any fixed time for the next two or four years so as to complete your qualification. But this does not mean that you would not be required to work at all. You would be required to do the same type of study as a traditional campus based student, that too within a particular time limit. The only flexibility you would enjoy is that you can study and finish your work at any time of the day.

    Another wonderful thing about studying online these days is that you get to know your classmates and tutors more intimately. Online chat rooms, emails, course work forums etc allow students to ask questions, share ideas and seek help if needed. In fact, some say that studying online is more interactive than the traditional face to face student given the vast array of available technologies.

    Location

    The best part about studying online is that education comes to you no matter where you are as long as you have a computer connected to the Internet. So wherever you are, at home, at work, or your favourite beach or park, you can easily access your course work and enjoy the environment in which you are completing your studies.

    Affordable

    Say goodbye to all financial issues like convenience meals, childcare expenses, as well as the money would have had to spend reach campus thirty minutes away. With the availability of online courses, you can study from the comfort of your own home, without having to face the many financial hardships that come with having to attend traditional college.

    Personalised Attention for All

    Students who enrol in online programs get to receive a much more individualised attention from their tutors as compared to the attention students who study in traditional classes. Online education classes are virtual and students and teachers basically correspond with each other through emails, telephone calls etc. This is one reason why your tutors would know more about you, your learning pattern and your requirements as compared to the students they get to see three or four times a week.

    These are some of the most basic advantages of online study and one should closely look at both the benefits and the disadvantages of online education before making a decision. Make sure that the course you are taking is one which would help you grow professionally and not one you would repent taking.


    01/10/2017

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    College of Education and Human Development – UTSA – University of


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    Purpose of Program

    This program is designed for students who want to work with children and adolescents experiencing a wide range of academic, emotional, and behavioral difficulties. Common roles and functions of the School Psychologist include psychological assessment, counseling, consultation, crisis intervention, research, and program evaluation. School Psychologists work with students, their families, and school staff in order to help students be as successful as possible in school. The program is designed to provide students the academic and practical training necessary to become licensed as a Licensed Specialist in School Psychology by the Texas State Board of Examiners of Psychologists. Graduates are eligible to apply for certification as a Nationally Certified School Psychologist, which is a nationally-recognized professional certification granted by the National Association of School Psychologists.

    Program Options

    The National Association of School Psychologists and the Texas State Board of Examiners of Psychologists both require master’s and specialist-level programs in School Psychology to include at least 60 hours of coursework, including practicum and internship. These entities also provide very specific courses and domains of competence that must be reflected in the curriculum. The degree requirements and curriculum reflect these standards, which will facilitate the professional accreditation of the program and the licensure of our graduates. The requirements also are consistent with those of other School Psychology programs within the state.

    The Master of Arts in School Psychology is a 66-hour program, and typically requires three to four years to complete. The program includes coursework and field-based experiences related to psychological assessment, intervention, learning, child development, psychopathology, research, statistics, and professional issues. Students also complete a full-time internship in a school setting. Due to the clinical nature of this program and number of hours required, the degree does not have a Thesis option.

    Career Opportunities

    School Psychology has been identified by the U.S. Department of Labor as a specialization that is likely to have faster than average employment growth. In addition, Texas has been identified as a state that will encounter one of the most serious shortages of School Psychologists in the near future. Thus, the job prospects for School Psychologists are very favorable. Minority and bilingual school psychologists are especially needed given the increasing diversity of public schools.

    Job Outlook/Earnings

    How much will you make? Will there be jobs when you graduate? How much will you owe after graduation?

    Explore earnings, student debt, employment data and more for University of Texas System degree recipients working full-time in Texas. Listings sort by type of degree (graduate/undergraduate), major and individual degrees. (Click on Logo)

    Admission Requirements

    All applicants must meet UTSA Graduate School admission requirements and be in good standing with last institution attended. In addition, applicants must meet/fulfill the following departmental requirements or submissions:

    • Official transcripts indicating a bachelor’s degree in Psychology, Special Education, Curriculum Instruction, Sociology, or closely related field
    • Grade point average (GPA) of at least 3.0 (on a 4.0 scale) in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate-level coursework taken (if applicable). If an applicant’s GPA is between 2.70 and 2.99, probationary admission may be granted and the student must maintain a minimum of a 3.0 GPA during the first 12 hours of coursework
    • GRE Test Scores (including the Verbal Reasoning, Quantitative Reasoning, and Analytical Writing tests). GRE scores cannot be more than 5 years old
    • Applicants whose native language is not English must submit an official score on the Test of English as a Foreign Language (TOEFL). Minimum scores include a score of at least 550 on the TOEFL Paper version, or a score of at least 79 on the TOEFL Internet version
    • Two letters of recommendation from professional references. These letters should specifically address the applicant’s academic and/or professional skills, and potential to succeed in a rigorous graduate program
    • A Statement of Purpose (approximately 500 words) which outlines the applicant’s: (1) reasons for pursuing the M.A. degree in School Psychology; (2) experiences relevant to the field of psychology or education; and (3) career plans

    UTSA ADMISSION REQUIREMENTS:
    Freshmen | Freshmen (International) | Transfers | Transfer (International) | Re-Admission | Non-Degree Seeking

    GRADUATE PROGRAM ASSISTANCE:
    For assistance with Admission Requirements, or for further information, contact the program’s Student Development Specialist (Listed Under Contacts)

    Applications

    Apply for graduate programs through the UTSA Graduate School


    30/09/2017

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    Liautaud MBA (U of IL Chicago) vs Kellstadt MBA (DePaul) –


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    Things to consider between Liautaud (U of IL Chicago) and Kellstadt (DePaul):

    • Liautaud (U of IL Chicago) is more difficult to get in. (43.6 percent vs. 45.9 percent acceptance rate)
    • Kellstadt (DePaul) has a larger full-time entering class. (28 vs. 23 students)
    • Liautaud (U of IL Chicago) has a lower in-state total program cost. ($47,396 USD vs. $70,560 USD)
    • Liautaud (U of IL Chicago) has a lower out-of-state total program cost. ($69,548 USD vs. $70,560 USD)
    • Both schools have similar summer weather.

    (73.5°F)

  • Both schools have similar winter weather.

    Continue exploring this page to learn more about these business schools.

    Rankings

    Admissions

    University of Illinois-Chicago (Liautaud) (IL)

    DePaul University (Kellstadt) (IL)

    Average Undergrad GPA

    Tuition

    In-state Total Program Cost

    $47,396 United States dollars

    $70,560 United States dollars

    Out-of-state Total Program Cost

    $69,548 United States dollars

    $70,560 United States dollars

    Student Body

    University of Illinois-Chicago (Liautaud) (IL)

    University of Illinois-Chicago (Liautaud) (IL)

    University of Illinois-Chicago (Liautaud) (IL)

    Average Work Experience

    Academics

    MBA/MMIS (Mgmt Info Sys)

    MBA Areas of Concentration

    Location/Contact

    601 South Morgan Street

    Chicago, Illinois 60607

    1 East Jackson Blvd

    Chicago, Illinois 60604

    Average Monthly Temperature

    Vendor Sites and AACSB. As of 2015. Show details Hide details

    Add to your comparison

    University of Chicago (Booth) (IL)

    University of Texas-El Paso (TX)

    University of Colorado-Boulder (Leeds) (CO)

    Related Topics On

    Top Business Schools in Massachusetts

  • Best MBA in Real Estate Colleges
  • Best Graduate Business Schools in Florida

  • Top Lists of Business Schools

    Suggested Comparisons

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    29/09/2017

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    Ms in education #ms #in #education


    UNICEF Fund Delivers Desks to Malawi Children!!

    Learn more about this great cause.

    To all Social Studies teachers and their students:
    $65 buys a desk for 2 young students who had been sitting for
    6-8 hours a day on a concrete floor.

    Donate a desk or whatever you can afford .

    For $177. you can provide a scholarship for one year’s tuition for a young Malawi girl.

    Donate a one-year scholarship or whatever you can afford.

    Social Studies School Service — A comprehensive source of challenging, imaginative U.S. and world history resources including books, DVDs, games, puzzles, and plenty more with over 45 years of experience.

    HipHughes Video History — video lectures from Mr. Hughes, brought to you from McKinley High School in Buffalo, NY. These video lectures are designed to explain concepts in U.S. History and a small but growing arsenal of World History ideas.

    ChronoAtlas — An interactive Historical World Atlas – Users can submit their own cities, images of historical events and places, and boundaries of historical nations. [a great learning tool].

    APUSH Interactive Review Timeline – Created by Ms. Amy Leatherwood and her class from Mariemont H. S. in Cincinnati, OH.

    Go Social Studies Go – New site by a teacher of World Geography and World Religions.

    Mr. Hunt’s A. P. European History web site – Northgate H. S. in Newnan, GA.

    TeAch-nology – has provided teachers a slew of free resources for years.

    National History Bowl – The Bowl is a team tournament, with four players to a team, similar to a regular quiz bowl. The National History Bee is a tournament for individuals.

    Timelines.com – over 18,000 unique events on our site and thousands of timelines, covering a diverse set of US, local and worldwide topics using pictures, videos and descriptions.

    Geocurrents.info – This site hosts a number of video lectures, and regular posting on everything from the political crisis in Yemen, to the Country of Greenland, to Australian Camel home invasions.

    Indian Ocean History – sponsored by the Sultan Kaboos Cultural Center in Washington, D. C. – a free educational resource for the history of the Indian Ocean region.

    Historical Atlas of the Mediterranean – the maps are interactive as you can choose different dates and click on map features to see images, etc. Many great maps especially covering ancient Greece and ancient Rome.

    The History Faculty – Video Podcasts by Professional Historians – University of Leeds, UK. Great resources for historians and history teachers/students.

    National Archives of Great Britain

    W A R I N I R A Q.
    [ Middle East News Portals – many different and sometimes controversial points of view]


    28/09/2017

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    Visible Embryo Home Page #pregnancy, #fetal #development, #childbirth, #baby, #birth, #childbirth,


    #

    The Visible Embryo is a visual guide through fetal development from fertilization through pregnancy to birth. As the most profound physiologic changes occur in the first trimester of pregnancy, these Carnegie stages are given prominence on the birth spiral.

    The shape and location of embryonic
    internal structures and how they
    relate and are connected to each
    other is essential to understanding
    human development. Medical
    professionals create a mental picture
    of this process in order to determine
    how well the fetus is progressing. It is
    also the basis of knowing how and when
    errors in development occur and if a
    possibility exists for a corrective
    intervention.

    It is equally important for expectant
    parents to understand the relationship
    of these internal structures and how
    their infant develops through pregnancy.

    Creating the images for The Visible Embryo, included capturing data from slides and three dimensional structures on fetal anatomy in The National Institutes of Health, Carnegie Collection of embryos. as well as from 3D and 4D ultra sound images.

    Disclaimer: The Visible Embryo web site is provided for your general information only. The information contained on this site should not be treated as asubstitute for medical,legal or other professional advice. Neither is The Visible Embryo responsible or liable for the contents of any websites of third parties which are listed on this site.


    26/09/2017

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    Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

    Leave a Comment

    Executive Education – Foster School of Business #executive #education #leadership


    #

    Home Executive Education

    Executive Education

    Executive Education creates and delivers leading edge courses and programs designed to support businesses in achieving their strategic goals in a rapidly changing and knowledge-driven global economy. All programs offer practical ideas and relevant knowledge grounded in cutting-edge research and real-world experience. You will benefit from our extensive experience working with today’s worldwide industry leaders and the growing ventures that will become tomorrow’s leading innovations.

    Programs explore each facet of business enterprise from an executive’s perspective and are taught by the University of Washington’s nationally ranked Foster School of Business faculty.

    Executive Programs (1-2 Weeks or 9 Months)

    This program examines fundamental management topics in a nine-month format that focuses on practical business applications. Classes meet one night each week.

    Learn to operate, sustain and grow your minority or women-owned business during this one-week intensive program.

    This two-week program will provide you with the knowledge and skills you need to make decisions in a volatile business environment and respond to changing markets in the banking industry.

    Executive Seminars (2-3 Days)

    Learn to drive results through effective decision-making.

    Learn to drive change as you inspire, motivate and lead your team during this three day seminar.

    Learn to make decisions that positively impact the bottom line during this three day seminar.

    Build a personal roadmap and action plan for effective board service.

    We have partnered with leading organizations such as The Boeing Company, Microsoft and The Taiwan Ministry of Economic Affairs to build custom programs tailored to specific business needs for greater organizational impact.

    Degree Options

    A rigorous 21-month program, designed for mid-to-senior managers, with an immediately relevant curriculum to help solve your real-world challenges.

    One year MBA program for individuals who have strong international experience and seek the opportunity to study alongside other global leaders.


    26/09/2017

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    Education for criminal justice #education #for #criminal #justice


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    Criminal Justice Fact Sheet

    Incarceration Trends in America

    • Between 1980 and 2015, the number of people incarcerated in America increased from roughly 500,000 to over 2.2 million
    • Today, the United States makes up about 5% of the world’s population and has 21% of the world’s prisoners.
    • 1 in every 37 adults in the United States, or 2.7% of the adult population, is under some form of correctional supervision.

    Racial Disparities in Incarceration

    • In 2014, African Americans constituted 2.3 million, or 34%, of the total 6.8 million correctional population.
    • African Americans are incarcerated at more than 5 times the rate of whites.
    • The imprisonment rate for African American women is twice that of white women.
    • Nationwide, African American children represent 32% of children who are arrested, 42% of children who are detained, and 52% of children whose cases are judicially waived to criminal court.
    • Though African Americans and Hispanics make up approximately 32% of the US population, they comprised 56% of all incarcerated people in 2015.
    • If African Americans and Hispanics were incarcerated at the same rates as whites, prison and jail populations would decline by almost 40%.
    • Drug Sentencing Disparities
    • In the 2015 National Survey on Drug Use and Health, about 17 million whites and 4 million African Americans reported having used an illicit drug within the last month.
    • African Americans and whites use drugs at similar rates, but the imprisonment rate of African Americans for drug charges is almost 6 times that of whites.
    • African Americans represent 12.5% of illicit drug users, but 29% of those arrested for drug offenses and 33% of those incarcerated in state facilities for drug offenses.

    Contributing Factors

    • Inner city crime prompted by social and economic isolation
    • Crime/drug arrest rates: African Americans represent 12% of monthly drug users, but comprise 32% of persons arrested for drug possession
    • Get tough on crime and war on drugs policies
    • Mandatory minimum sentencing, especially disparities in sentencing for crack and powder cocaine possession
    • In 2002, blacks constituted more than 80% of the people sentenced under the federal crack cocaine laws and served substantially more time in prison for drug offenses than did whites, despite that fact that more than 2/3 of crack cocaine users in the U.S. are white or Hispanic
    • Three Strikes /habitual offender policies
    • Zero Tolerance policies as a result of perceived problems of school violence; adverse affect on black children
    • 35% of black children grades 7-12 have been suspended or expelled at some point in their school careers compared to 20% of Hispanics and 15% of whites

    Effects of Incarceration

    • A criminal record can reduce the likelihood of a callback or job offer by nearly 50 percent. The negative impact of a criminal record is twice as large for African American applicants.
    • Infectious diseases are highly concentrated in corrections facilities: 15% of jail inmates and 22% of prisoners – compared to 5% of the general population – reported ever having tuberculosis, Hepatitis B and C, HIV/AIDS, or other STDs.
    • In 2012 alone, the United States spent nearly $81 billion on corrections.
    • Spending on prisons and jails has increased at triple the rate of spending on Pre-K-12 public education in the last thirty years.

    Fair Chance Hiring (FCH) Fact Sheet


    25/09/2017

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    Our Major #program #in #criminal #justice, #school #of #arts #and #sciences,


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    Criminal Justice Major

    Students completing the major in Criminal Justice are instructed on the theories and practices pertaining to the criminal justice system, crime, prevention, and public and corporate responses to criminal behaviors on the local, national, and international level. This course of study leads them to function in an increasingly complex, confrontational, and violent world.

    “Don’t think because you are majoring in Criminal Justice that your opportunities are limited to the field. The material you will be taught and the skills you will hone do much for your overall development as a thinking and contributing member of society—I was exposed to many different fields while completing the major and all have given me a unique and fresh perspective on the world. Pick Criminal Justice because it intrigues you, not because you are looking for a specific job: you can go to graduate school for that.”

    The major is structured into three general sections with a completion of a minimum of 36 credits: General Coursework (which consists of 6 courses), Thematic Coursework (which consists of 3 courses), and Elective Coursework (which consists of 3 courses). All students interested in declaring a major in Criminal Justice must first complete Introduction to Criminal Justice (01:202:201); furthermore, in order to declare a major in Criminal Justice, students are required to earn a grade of “C” or better and have a minimum cumulative GPA of at least 2.0. Similarly, only courses that earn a grade of “C” or better will be counted toward the major.

    In order to declare your major, first please visit this School of Arts and Sciences website to find tips and advice about choosing both your major(s) and minor(s). When you are ready to declare, visit the MyMajor portal to log in with your Net ID and password.

    Students are strongly encouraged to make an appointment to meet with the advising staff on a regular basis when selecting courses so that we can help you create an academic course of study which will best match your post-baccalaureate plans and most prepare you for the advanced training you will need in your respective career field within criminal justice. In order to schedule an appointment with the advising staff, This email address is being protected from spambots. You need JavaScript enabled to view it.

    Students can download a copy of the major and its required components here. and use it as a checklist to chart your progress.

    The GENERAL COURSEWORK section includes the mandatory completion of the following courses:

    1. Introduction to Criminal Justice (01:202:201)
    2. Criminology (01:920:222)
    3. Police (01:202:202)
    4. Prisons and Prisoners (01:202:203)
    5. Any ONE of the following courses:
      1. Crime and Public Policy (01:202:204) OR
      2. Criminal Procedure (01:202:205)
      3. OR Law and Politics (01:790:106)
    6. Any ONE of the following research methods courses:
      1. Criminal Justice Research Methods (01:202:307) OR
      2. Introduction to Political Science Methods (01:790:300) OR
      3. Quantitative Methods in Psychology (01:830:200) OR
      4. Introduction to Social Research (01:920:311) OR
      5. Computer Analysis of Social Science Data (01:920:312) OR
      6. Statistics I (01:960:211)* OR
      7. Introductory Statistics for Business (01:960:285)

    The General Coursework section involves the completion of Intro. to Criminal Justice first and foremost. Students take Criminology, which is offered through the Sociology department. The Program centers upon the three areas of criminal justice: law enforcement, courts, and corrections. This is why students must complete Police (law enforcement), Prisons and Prisoners (corrections), and either Crime and Public Policy or Criminal Procedure or Law and Politics (courts). Any student entering the field of criminal justice will need to draw upon a background in research and research methods of some kind, which is why students are also required to complete a research methods course; furthermore, these courses serve as a prerequisite for some of the upper-level elective courses.

    *Please be advised that according to the policies of the Statistics department, you can only earn credit for one of the following statistics courses: 01:960:211, 01:960:212, 01:960:285, 01:960:384, 01:960:401, 01:960:484.

    The THEMATIC COURSEWORK section includes the mandatory completion of three total courses. All of the courses that can be used to satisfy the Thematic requirements are from outside departments. (N.B. Students need to be careful that they have the necessary prerequisites for courses they are considering taking.) These courses are from such departments as Political Science, History, Sociology, Psychology, etc. If you find a course not on the approved list of Thematic courses, please reach out to the Academic Advisor before you register for the course in order to see if you could add it to the list of Thematics: be sure to include the course information, as well as a copy of the course description and syllabus.

    The list of approved Thematic courses are grouped into three thematic areas: Human Behavior, Deviance, and Crime (HBDC); Social Control Institutions (SCI); and Law and Ethics (LE). Students are required to complete two of their three Thematic course requirements from at least two different thematic areas.

    Theme: Human Behavior, Deviance, and Crime (HBDC)

    01:014:318 Bigotry, Prejudice, and Racism

    01:050:324 Wayward Americans

    01:070:310 Human Aggression

    01:830:375 Prejudice and Conflict


    25/09/2017

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    Guide for Writing a Funding Proposal #funding, #proposal, #grant, #funding #proposal,


    #

    GUIDE FOR WRITING A
    FUNDING PROPOSAL

    This Guide for Writing a Funding Proposal was created to help empower people to be successful in gaining funds for projects that provide worthwhile social service. A major theme that runs throughout the Guide is a concern for the development of meaningful cooperative relationships – with funding agencies, with community organizations, and with the people you are serving – as a basis for the development of strong fundable initiatives. The Guide is built on the assumption that it is through collaboration and participation at all levels that long term change can be effected.

    To make this Guide as useful as possible, all suggestions have been carefully reviewed with a concern that they be easy to implement and can have the greatest positive effect on the creation of a funding proposal. (This is the same design concern that I used for the creation of the companion guide for graduate students – Guide for Writing and Presenting Your Thesis or Dissertation ). Long orations are minimized and suggestions are presented in a direct and clear manner. Actual proposal examples are included so that you can easily see the different suggestions demonstrated.

    As you are going through this Guide you will probably see things that aren’t clear, need fixing, or should be further clarified. Please send them along and I will do my best to improve the Guide based upon your ideas. I try to make major revisions in the Guide at least 2-3 times each year. Your suggestions on how to improve this Guide will be most appreciated

    And finally, I receive many requests asking me to recommend a book or two that would be helpful in writing a good proposal. I’ve started to create such a listing of books I’ve identified and my review of each of them. Feel free to check out my selection of books to help with the preparation of a funding proposal .

    Enjoy using this Guide and I hope it brings you good luck as you seek funding for your ideas!


    24/09/2017

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    Business Office Manager – Healthcare Salaries by education, experience, location and


    #

    Business Office Manager – Healthcare Salaries

    Alternate Job Titles: Business Office Manager – Healthcare

    Education graduate programs #education #graduate #programs


    #

    Announcements


    Certification candidates: dates have been adjusted to
    complete the 2017 TAGME Certifying Assessment (CA)
    from June 1st until 11:59 PM (Eastern) on July 31st.

    We regret any inconvenience and thank you for your patience.
    ______________________________________________

    The 2017 application window for Initial and Maintenance
    of
    Certification is now closed. Applications for 2018 certification
    will be available on November 1, 2017. An updated applications
    FAQ will be available on October 1, 2017.
    __________________________________________

    CONGRATULATIONS to our 2016 New and Re-Certified TAGME members!

    In the first year offering Global Certification, we are thrilled to report 149 candidates have successfully
    achieved initial TAGME certification and an additional 45 current members have renewed their
    C-TAGME status through 2021. Our membership now exceeds 1100 training administrators,
    coordinators, managers and administrative DIOs in ACGME/AOA graduate medical education programs.

    TAGME Members Named to New ACGME Committee

    Congratulations to Sherry Bucholz, C-TAGME (Providence Sacred Heart Medical Center), Renda S. Chubb, C-TAGME (University of Oklahoma School of Community Medicine), Shannon H. Darrah, C-TAGME (Dartmouth-Hitchcock Medical Center, and Annette Lemire, C-TAGME (Mayo Clinic College of Medicine) for their recent appointment to the inaugural ACGME Coordinator s Advisory Group! Selected from almost 200 applications, they will serve as consultants (with nine additional colleagues) on issues related to the program administrator and coordinator roles within the accreditation process.

    TAGME Installs New Executive Committee Officers

    Shown L to R: Lois Shuman (front), Karen Mulcahy, Dorothy Winkler, Tamika Williams, Kora Gray, Jennie Faulkner, Deb Schilling, Mary Jane Cahill, (front) Chris Tutsch, Annette Lemire, Laura Gibson, Cheryl Moss, Linda Shaffer, Dawn Yenser, Kerrie Jordan, (back) Vici Stroer, Vicky Norton, Beverly Pernitzke, Lisa Turner, Kathy Dixon

    During the annual Board of Directors meeting held at the Kansas City University of Medicine and Biosciences, TAGME leadership installed the 2016-2017 Executive Committee:

    President. Chris Tutsch, C-TAGME (Orthopaedics, University of Kentucky)
    Vice-President/President-Elect : Karen Mulcahy, C-TAGME (Cardiovascular Disease, Advocate Health)
    Secretary . Lois Shuman, C-TAGME (Radiology, Indiana University)
    Treasurer : Mary Jane Cahill, C-TAGME (Anesthesia, Beth Israel Deaconess Medical Center)
    Immediate Past-President : Laura Gibson, C-TAGME (Genetics, Johns Hopkins Medical Center)

    Further details and updates from the meeting coming soon!

    Have a question about TAGME certification?

    Application window for 2016 certification is now closed

    The application window for 2017 certification will open 1/1/2017.

    TAGME Congratulates

    Julia Panzo and Tammy Stallings have been named recipients of the 2016 ACGME Award for GME Program Coordinator Excellence for their in-depth understanding of the accreditation process, excellent communication and interpersonal skills and projects to improve residency programs. They will be honored at the upcoming ACGME Annual Education Conference in National Harbor, MD in March, 2016.

    TAGME is Changing to Meet Your Needs!

    TAGME has certified graduate medical education professionals since 2005. During this time, many changes have developed in GME, and in August at the Annual TAGME Board of Directors meeting, TAGME moved in a direction that will allow our GME community to keep pace with these changes.
    Click here to read more.

    TAGME Continues to Move Forward

    As the leader in certification for GME professionals since 2005, TAGME is acutely aware of and strives to keep pace with the evolution of graduate medical education. Along with changes to the certification process, TAGME has also modified its leadership structure. To ensure appropriate representation for all TAGME-certified coordinators, including those who will be globally certified, the leadership framework has been redesigned to reflect the ACGME Review Committee structure. Read more here.

    Mission. To assure a comprehensive level of services, training, knowledge and leadership through certification for the administration of graduate medical education programs

    Vision. The National Board for Certification of Training Administrators of Graduate Medical Education programs has been created to establish standards for the profession, to acknowledge the expertise needed to successfully manage graduate medical education programs, and to recognize training program administrators who have achieved competence in all fields of their profession.


    23/09/2017

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    Book Clubs for Kids #main #education


    #

    Book Clubs for Kids

    Book clubs, meetings where adults get together in person or online to discuss books that they have read, have gained popularity in recent years. Book clubs for kids and their parents, including mother-daughter book clubs, father-son book clubs, and parent-child book clubs, have also become popular. Book clubs are a great way for parents and children to share books together. By reading books and discussing them together, you can share special time with your child, while helping him develop a love of reading and important language and literacy skills.

    Find out how to start a parent-child book club, get tips for organizing and maintaining a book club and suggestions for ways to have great discussions, and learn about the benefits of parent-child book clubs.

    Reading for your kid is a great thing, I encourage all parents to do it. Starting a club is an excellent idea where parents can share ideas and discuss new books together.

    I think joining your child in a book club is a great thing it get your child ready for the school years ahead of them.

    My name is Dale Hayes, I wrote and self published my first children s book, KC..The Good Little Diggy Dog Who Does Naughty Things is going home . It is a story of adoption and unconditional love. KC used to live in a shelter and like all the Diggy Dogs, he dreamed of being adopted. Then one day, Mommy and Daddy came to the shelter and picked him out of all the other Diggy Dogs. He was so happy to be going home to begin his new adventures. His lovable, curious and adventurous nature often gets him into naughty situations. This is the first in a series of children s books that I am writing about our adopted puppy that will inspire imagination, spark dialogue and create teachable moments for young children. They will enjoy sharing in the exploits of this energetic, vivacious little Diggy Dog.

    I would like some information on what the process would be on how to submit my book to the Kids Clubs. For more information please do not hesitate to contact me

    Thank you for your time.

    Dale Hayes
    (450) 510 2462

    I m writing on behalf of a colleague, the author of Pencil Monster, who is a teacher in the Bay Area. She is trying to promote reading comprehension and make reading fun by creating books that kids need to interact with. Her latest idea is making stories for the iPad. Check out this one: https://itunes.apple.com/us/book/pencil-monster/id601883337?mt=11. It s purposely a short book because students need to illustrate the pages which takes a while not to mention it s geared toward the attention span of an 8 year old. I like to use it for early finishers. I think parents would like it because it promotes reading and creativity. 99cents and keeps my kids busy for hours! Please help her promote it if you like it. Thanks!

    Jocelyn Sophia Poesnecker

    Greetings! My name is Jocelyn Sophia Poesnecker. I am the author and
    illustrator of a brand new children s book entitled BESSIE SUE HELPS HER
    PARENTS. In this full color storybook, a character named Bessie Sue is
    a girl who lives in Bosnia, and is always helpful and optimistic. When
    her parents are cold and hungry one spring morning, Bessie wants them
    to stay in bed, while she goes out and milks the cow. She stays patient
    after the cat tips over the pail of milk, and milks the cow again.
    Then she heads for the house, and still wants to be the one to heat the
    milk and make hot chocolate for her parents.

    The text is rhyming
    and clever, with a lush vocabulary. The illustrations are beautiful and
    very appealing to children. I have three more BESSIE SUE books ready,
    so the children have a continuation of Bessie Sue s adventures to hope
    for. I invite you to give this book for all the beloved children in your life, and include it in book clubs.

    Are you interested in donating a copy to a children s little library?


    20/09/2017

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    School of Education: Loyola University Chicago, executive education chicago.#Executive #education #chicago


    #

    Loyola University Chicago

      • Executive education chicago
      • About
        • Office of the President
        • At a Glance
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        • Visit Campus
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      • Nav
      • Tools
    Resources
    Grant Award

    The National Science Foundation has awarded Loyola University Chicago $1.2 million for the project, LUC-Noyce Scholars: Redefining STEM Teacher Preparation by Teaching, Learning, and Leading with Schools and Communities.

    • Executive education chicago
    Research

    Mapping Free Speech Tensions on College Campuses

  • Executive education chicago

    Partnership

    SOE Partners with Onward Neighborhood House

  • Executive education chicago

    Faculty

    Bridget Kelly Appointed Executive Editor of NASPA Publication

  • Executive education chicago

    Weekend of Excellence

    Bridget Kelly Honored as Faculty of the Year

    Weekend of Excellence

    Student Diversity & Multicultural Affairs Awards

  • Executive education chicago

    Faculty Award

    Faculty Awarded the 2017 AERA CICCS SIG Early Career Award

    Weekend Of Excellence

    Lincoln Hill Awarded the Service Leadership Award

    Weekend Of Excellence

    Nicole Reed Awarded the Transformative Education Award

    Weekend Of Excellence

    Sydney Curtis Awarded the Transformative Education Award

    Weekend Of Excellence

    Ester Sihite Awarded the Distinguished Research Award

  • Executive education chicago

    Weekend of Excellence

    New leader in higher education hopes to stay near Chicago

  • Executive education chicago


    18/09/2017

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  • Ethical Dilemmas – Moral Dilemmas – Classroom Discussion #ethical, #moral, #dilemma,


    #

    This is #17 of an ongoing series of discussion starters from the case files of Charis Denison. The situations presented are very real and are changed monthly. Please try them out with your students and share your results with us. You can find the complete archive of dilemmas here.

    THE SITUATION
    (present this to your students)


    Kevin is a talented basketball player whose high school team made it into the playoffs and all the way to the city championship game. As a result, Kevin had to miss his school s baseball tryouts and a couple of weeks of practice. So, he was grateful when the coach gave him an opportunity to come out for the team anyway. Kevin s older brother had been on the varsity team for four years, so the coach knew the family and assumed Kevin would follow in his brother s footsteps. But Kevin had never played league baseball before and had no expectation of getting a lot of playing time. Besides, the team already had a solid lineup of experienced players; he would just have to be patient and earn his position through hard work.

    Which is why Kevin was shocked when the coach announced the starting lineup for the first game: Kevin was picked to start at third base.

    Kevin immediately felt confused, then embarrassed, then guilty. He was confused because the coach had never seen him play. He felt embarrassed and guilty because everyone knew that the coach must have made this decision based on Kevin s athletic reputation and the coach s relationship with Kevin s older brother. Kevin considered himself a team player. He also knew the other third baseman a strong player who never missed a practice. Surely the other guy deserved to be the starter. He looked around at his teammates and saw himself through their eyes. He felt bad. He walked to his position without making eye contact with the coach or the players.

    After the game, Kevin called his brother and said he was thinking about asking the coach to let him step down until he had earned the position in a way that was fair to the rest of the team. His brother said no way. Life is about seizing opportunity. That s how you achieve your dreams. Why give up your big chance? Besides, he said, I put in a good word for you, so don t blow it.

    Kevin felt like he was stuck. If he kept silent, he risked the respect of his team; if he came forward, he risked the athletic opportunity and his relationship with his coach. He needed to make a decision before the next game.

    haris (KAIR-iss) Denison, founder of Prajna Consulting, is an expert in Community Involvement, Human Development, and Ethics. She has built her experience primarily by working with schools and non-profits for the past 15 years.

    After initially teaching middle and high school English and Creative Writing, Charis began to develop curricula and publish articles related to social justice, ethics, human development, community involvement, and experiential education. She has received national recognition for her work in those fields, as well as for her community-based work with American teens and Tibetan refugees in Central Asia.

    Charis co-wrote Tolerance for Others. a middle school human development text, with Leni Wildflower. She currently works as the national Service-Learning consultant for the Durango Institute for Co-Curricular Education.

    Charis also teaches at Marin Academy in San Rafael, California, and runs Prajna Consulting. Through Prajna she consults with schools, parents, students, and businesses both organizationally and individually. Charis also facilitates workshops and speaks on a wide variety of topics.

    NOTES FOR THE FACILITATOR
    (this is for you)

    This case is a great one for introducing students to the idea that taking no action is taking action. In other words, when my students are discussing scenarios like this and come back with the infamous, just take what happened and don t do anything; it s not your responsibility, I reply, not making a choice is a choice.

    Students love to talk about times when they have been the victims of an unfair situation. It s a lot of fun to turn the tables on them and have them talk about when they have benefited from an unfair situation. Do they bear some responsibility to restore justice? I find it effective to get students to articulate what each of three parties would consider fair in the scenario (the coach, Kevin, the team).

    If you have covered any of the more formal ethical principles, this case works very well when you assign one of the three principles to each group and have them apply it to their decision (ends-based, rule-based, care-based).

    DISCUSSION QUESTIONS
    (also, debate topics, writing assignments, etc.

    • What do you think Kevin should do? What do you think you would do?
    • How do you think the team might feel about the coach letting Kevin start without having seen him play or participate in the first two weeks of practice?
    • What do you think is the coach s reason for making Kevin a starting player? Do you agree with it?
    • How do you feel about the role Kevin s brother is playing in all this?
    • How might Kevin feel if he doesn t talk to the coach?
    • How much influence do you think Kevin s brother has on Kevin s choice?
    • If you were faced with an ethical dilemma, how important would your sibling s opinion be?
    • Have you ever seen someone you know benefit from an unfair situation? What happened? What did it feel like? How did the person benefiting respond? If you didn t agree with that response, how do you wish he/she would have responded?
    • Have you ever benefited from an unfair situation? What happened and how did you respond? Would you respond in the same way again?

    SHARE YOUR RESULTS WITH US. How did your students resolve this dilemma? Did anything surprising happen? Tell us about your discussion and we may publish your comments. Click here to send us an email.

    For some very helpful articles about conducting productive, lively, meaningful classroom discussions (including Socratic method), click here.


    13/09/2017

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    What Can I Do with an Associate – s Degree in


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    What Can I Do with an Associate’s Degree in Elementary Education?

    Completing an associate’s degree program in elementary education may prepare graduates for a job as an elementary school aide, or it may just be a precursor to earning more education in the field. Read on to find out what options are available to graduates of an associate’s degree program in elementary education. Schools offering Elementary Education degrees can also be found in these popular choices.

    What is an Associate’s Degree in Elementary Education?

    Most elementary school teachers are required to have at least a bachelor’s degree, as a 4-year degree is needed to gain teacher certification in most states. For this reason, an associate’s degree in elementary education alone cannot provide individuals with the academic credentials necessary to work as educators in public and private schools. However, many community colleges still offer 2-year, associate’s degree programs in elementary education. While these programs alone cannot prepare students to become teachers, they can prepare them for other opportunities.

    While enrolled in an associate’s degree in elementary education, students should learn the basics of primary education. They may examine a variety of topics, including educational techniques and classroom technology. Graduates of such a degree program may enter the educational workforce as teaching aides or assistants or pursue higher education in a related field. Below are a couple of employment and educational options available to those with an associate’s degree in elementary education.

    Important Facts About Teacher Assistants

    Median Salary (2014)

    Job Outlook (2014-2024)

    Communication skills, patience, and resourcefulness

    Career and technical education teachers, childcare workers, library assistants

    Source: U.S. Bureau of Labor Statistics

    Become an Elementary School Aide

    Elementary school aides, sometimes referred to as teacher aides or assistants, are responsible for assisting teachers with a wide range of classroom tasks. These tasks allow teachers to focus their energy on planning and implementing lessons. Aides may help move students between school locations, supervise students and prepare materials for classroom lessons. In some cases, aides may assist in the grading of projects and homework. Although many aides only hold high school diplomas, some states require aides to hold degrees from accredited 2-year college programs.

    Earn Further Education in the Field

    Many graduates of associate’s degree programs in elementary education can choose to continue their studies at a 4-year university. Credits earned in such a program may be applied toward a bachelor’s degree program in the field. Bachelor’s degree programs build upon the knowledge gained in associate’s degree programs and help prepare students to pass a teaching certification exam. Teachers may continue their education by earning a master’s degree in elementary education or in a more specific field. In general, a higher education level translates into higher pay.

    To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


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    Doctrine degree #army, #training, #doctrine, #tradoc, #publications, #school, #recruitment, #soldier, #instruct,


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    Victory Starts Here!

    The four TRADOC functions of DESIGN. ACQUIRE. BUILD and IMPROVE are crucial to enable the Army to meet specific Army strategic aimpoints. These aimpoints are defined in the Army Strategic Plan between now and 2050 for the three chief of staff of the Army priorities of Readiness (Current Fight), Future Army (Future Fight) and Take Care of the Troops (Always). These aimpoints describe Army capabilities and conditions for the Current Fight, Next Fight and Future Fight.

    TRADOC designs the future force to ensure that the United States Army remains the dominate land power in the world.

    Multi-Domain Battle is the concept that will allow the Army, with the Joint Force, to maintain military dominance by developing both greater self-sufficiency and deeper joint integration to fight and win without assured air, sea, space and cyber dominance.

    TRADOC recruits the next generation of Soldiers and leaders.

    Improve Accessions Enterprise: The Army is Soldiers. The Army requires an accessions system that finds and recruits the best future Soldiers across the nation.

    TRADOC trains the next generation of Soldiers and leaders.

    Soldier 2020 will ensure all entering Soldiers have the knowledge, skills, and abilities they need to succeed in their MOS. It maximizes the Army’s use of available talent.

    Lessons learned, refined doctrine and leader development merge at TRADOC to improve the Army .

  • Adapt the Institutional Army: the Army must change for the information age. New methods of training, education, career management, logistical support, financial management, communication–internal and external, and a host of others will improve the Army.
  • New Doctrine: battlefield experiences combined with new concepts require new doctrine that effectively describes how the Army will accomplish its assigned missions.
  • Talent Management: the Army must transcend its industrial age personnel management systems to fully develop and employ the talents each Soldier brings to the fight.
  • Army University: TRADOC is reforming and systematizing the Army school system to make it both more effective and more efficient.
  • NCO 2020: the future will place greater demands on NCOs. NCO 2020 ensures that NCOs have the skills, training and experiences to continue to lead the Army into the future.

    Please Note: You may have disabled JavaScript and/or CSS. Although this news content will be accessible, certain functionality is unavailable.

    WASHINTON The U.S. Senate voted unanimously Tuesday to confirm former Army Ranger Ryan McCarthy as the next under secretary of the Army. President Donald J. Trump nominated McCarthy in June. [read more ]

    JOINT BASE LANGLEY-EUSTIS, Va. – U.S. Army Training and Doctrine Command graduated the second class of the Intermediate Leader Development Program July 21, establishing itself as a model Civilian D. [read more ]

    ABERDEEN PROVING GROUND, Md. The U.S. Army is implementing a plan to update mission command network software and hardware across 400 Army, Army Reserve and Army National Guard units beginni. [read more ]

    WASHINGTON As Medal of Honor recipient Jim McCloughan was inducted into the Hall of Heroes Tuesday, he reflected on those who gave the ultimate sacrifice and the bond he formed with his fel. [read more ]

    After accepting the TRADOC colors, I understand the responsibility placed in my rucksack. As we design the Army, we also design the future of our nation, and that is a responsibility I will not take lightly.

    DAVID G. PERKINS
    General, U.S. Army
    Commanding


    13/09/2017

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  • Urban education phd #urban #education #phd, #ph.d. #in #urban #education: #doctoral


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    Ph.D. in Urban Education: Doctoral Degree Program Overview

    Areas of study you may find at University of Florida include:
      • Graduate: Doctorate, First Professional Degree, Master
      • Post Degree Certificate: Post Master’s Certificate
      • Undergraduate: Associate, Bachelor
    • Education
      • Counseling and Guidance
      • Curriculum and Instruction
      • Educational Administration and Supervision
      • Educational Evaluation and Research
      • Philosophical Foundations of Education
      • Special Education
      • Teacher Education for Specific Levels and Methods
      • Teacher Education for Specific Subject Areas

    Get Started with University of Florida

    9 Vanderbilt University

    School locations:
    Areas of study you may find at Vanderbilt University include:
    • Education
      • Counseling and Guidance
      • Educational Administration and Supervision
      • International and Comparative Education
      • Special Education
      • Teacher Education for Specific Levels and Methods
      • Teacher Education for Specific Subject Areas

    Get Started with Vanderbilt University

    10 University of Georgia

    School locations:
    Areas of study you may find at University of Georgia include:
    • Education
      • Counseling and Guidance
      • Curriculum and Instruction
      • Educational Administration and Supervision
      • Philosophical Foundations of Education
      • Special Education
      • Teacher Education for Specific Levels and Methods
      • Teacher Education for Specific Subject Areas

    Get Started with University of Georgia

    Perfect School Search

    10 Popular Schools

    The listings below may include sponsored content but are popular choices among our users.

    • EdD in Organizational Leadership – Special Education
    • Doctor of Education in Teaching and Learning with an Emphasis in Adult Learning
    • Ed.D. in Organizational Leadership – Behavioral Health
    • Ed.D. in Organizational Leadership – Higher Education Leadership
    • Ed.D. in Organizational Leadership in – K-12 Leadership
    • EdS in K-12 Leadership
    • View more
    • EdD in Educational Administration
    • EdD in Teacher Leadership
    • EdD in Higher Education
    • EdD in Transformational Leadership
    • Ed.D. Professional Leadership, Inquiry, and Transformation
    • View more
    • Ed.D. in Educational Leadership
    • Ph.D. in Educational Leadership

  • 12/09/2017

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  • Homeschool CCD #homeschool,catholic,ccd,psr,homeschooling,parish,school,religious #education,homeschool #ccd,homeschool #psr,ccd #at #home,psr #at #home


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    Teaching religious education at home is really a wonderful option for many parents. Of course there are many parents who homeschool for every subject, but there are also parents who have their children in a public school or private school and select to do just their religion classes at home. There are a wide variety of reasons to do this. There might be scheduling conflicts with the parish’s CCD or PSR program, there might be concerns about how well the materials chosen by a parish teach the faith, or parents might simply think that teaching religion at home will not only help their children learn the Faith better, but will strengthen their relationship with their child, who, if they go to a regular school, might not be at home all that often.

    Whether Parents are allowed to do their religious instruction outside of the parish CCD or PSR program.

    One of the first questions parents have is whether or not homeschooling for CCD or PSR is actually allowed by the Church. The answer is yes! The Second Vatican Council put together a document on Christian education, Gravissimum Educationis, in which it was explained that parents, society, and the Church all have a duty regarding the education of children, but that the primary and principal duty belongs to parents.

    Since parents have given children their life, they are bound by the most serious obligation to educate their offspring and therefore must be recognized as the primary and principal educators. This role in education is so important that only with difficulty can it be supplied where it is lacking. Parents are the ones who must create a family atmosphere animated by love and respect for God and man, in which the well-rounded personal and social education of children is fostered. Hence the family is the first school of the social virtues that every society needs. It is particularly in the Christian family, enriched by the grace and office of the sacrament of matrimony, that children should be taught from their early years to have a knowledge of God according to the faith received in Baptism, to worship Him, and to love their neighbor.

    In asking whether homeschooling for CCD is acceptable, we are acknowledging that there are two different spheres of authority that appear to over lap. These two positions were admirably summarized in the text Responsibilities and Rights of Parents in Religious Education published by the Catholic Home School Network of America. On the one hand, Parents have the freedom to undertake systematic catechesis of their own children in preparation for the sacraments. For this reason, parents may use other means to catechize their children in the place of parish-sponsored programs, subject only to the doctrinal authority of the Church and to the virtue of prudence. On the other hand, Pastors have principal practical authority over the administration of the sacraments. For this reason, pastors are to judge the eligibility and proper disposition of candidates for the first reception of the sacraments and they are to set the time, place, and manner of the reception of a sacrament, subject only to the doctrine and discipline of the Church regarding sacraments and to the virtue of prudence. These two spheres of authority should not be in conflict, but should harmoniously work together for the formation of good and Faith-filled children.

    Every parish has different guidelines surrounding the reception of the sacraments of First Holy Communion and Confirmation. Unfortunately, a few parishes seem to make it difficult for parents to do their religious instruction at home, while others make it very easy. The virtue of prudence would seem to suggest that parents should acquiesce to any reasonable requirements a parish might demand. However, it would also seem that if a parish were to deny a parent’s right to conduct religious instruction at home and demand attendance at the parish’s CCD program, that such a demand would be unreasonable. The Code of Canon Law would seem to suggest that parents have the duty to choose the best means for instruction when it says Parents and those who take their place are bound by the obligation and possess the right of educating their offspring. Catholic parents also have the duty and right of choosing those means and institutions through which they can provide more suitably for the Catholic education of their children, according to local circumstances. (Can. 793 §1.)

    Resources:

    An excellent article, written by Benedict Nguyen, homeschooling father, canon lawyer, and Chancellor of the Diocese of La Crosse, WI, can be found here: Home Schooling in Canon Law

    Canon lawyer Dr. Edward Peters wrote a pamphlet called Home Schooling and the New Code of Canon Law which is fantastic.

    Responsibilities and Rights of Parents in Religious Education. mentioned earlier, is one of the best sources on this topic. It is published by the Catholic Home School Network of America and can be purchased here: Responsibilities and Rights at Seton Educational Media

    To learn more about the Crisis in the Catholic Homeschooling Movement when this question was pivotal and greatly contentious, read more about this period in the history of Catholic Homeschooling on HomeschoolingCatholic.com! Crisis Within the Homeschooling Movement

    Recommended Religion Programs

    Religion for Young Catholics

    This series, which begins with a Kindergarten Catechism and goes through an 8th grade Church History text, is one of the most solidly Catholic programs available. With beautiful color pictures on most pages, these workbook style texts published by Seton Press are remarkably in-depth. Going far beyond the fluff content of many religion texts, the for Young Catholics series looks at foundational teachings of Catholic doctrine such as the nature and character of each of the seven sacraments, the Incarnation and Redemption, the sacrifice of the Mass, how to make a good confession, the Trinity and the angels, and of course the commandments. Parents are likely to learn almost as much as their children when going through this series. Each book has an imprimatur and they are sold at bargain prices.

    Faith and Life

    A very popular series published by Ignatius Press, the Faith and Life series is solidly Catholic and gives in-depth instruction. This series is designed to incorporate many quotations from Sacred Scripture and the Catechism of the Catholic Church. Each grade level is very thematic and the overall series is described as a spiral development of catechesis .

    Didache Series

    This well-designed and beautifully laid-out series from the Midwest Theological Forum. (Yes, this is a Catholic organization despite a somewhat Protestant sounding name. It is possible the MTF also has some connection with movement/religious order Opus Dei.) The volume on Scripture was written by the noted Scripture lecturer Dr. Scott Hahn. While perhaps a little more expensive than some of the other options, this series has a lot of good qualities which might make it worth the price.

    Follow Us!


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    STEM Education Certificate Online #california #university #of #pennsylvania, #california #university, #cal


    #

    Master of Education: Technology Education

    Classes begin Fall, Spring Summer Annually

    The goal of our online technology education graduate program is to continue the professional development of teachers and leaders in the field of technology education by providing a broad-based understanding of the field and its direction.

    Technology education is a vital aspect of education for all students at all levels in Pennsylvania, as well as many additional states and countries. It promotes the development of technologically literate citizens by studying the broad spectrum of technology. In contrast, educational technology focuses on using computer technology to enhance instruction.

    This program offers three options. The Technology Education Master’s and STEM Education Certificate options can be completed separately. For the third option, students may complete the Master’s and Certificate simultaneously. All options are delivered 100% online. Learn more about the curriculum .

    • Technology Education is a vital aspect of education for all students at all levels of education. It promotes the development of technologically literate citizens by studying the broad spectrum of technology.
    • In contrast, Educational Technology focuses on using computer technology to enhance instruction. This degree is NOT intended for individuals interested in Educational Technology.
    • Additionally, the completion of this program does NOT lead to Initial Certification in Technology Education or any other teaching field.
    • Verification of Understanding for the Master’s of Education in Technology Education document .

    Helpful Links

    Connect with Us


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    Baccalaur – at en psycho – ducation – 7815 – tudier


    #

    Scolarit et grade

    Grade: bachelier en ducation
    Premier cycle
    90 cr dits

    Objectifs

    Dispenser aux étudiants un ensemble cohérent de connaissances, de méthodes et de techniques fondées sur les sciences humaines et relatives aux divers domaines de l’adaptation psychosociale.Donner aux étudiants une formation spécifique et pratique d’intervention par l’organisation et le développement des compétences nécessaires à l’exercice de la profession de psychoéducateur.

    Permettre aux étudiants d’acquérir des connaissances sur le développement normal et pathologique de la personne au niveau cognitif, affectif et social ainsi que les savoirs et habiletés méthodologiques pertinents à la psychoéducation. Les initier à la prévention et à l’intervention psychosociale auprès des personnes à risques ou en difficultés d’adaptation psychosociale.

    R gimes d admission

    Centres et trimestres ouverts l admission pour ce programme.

    Conditions d admission

    Base coll giale

    Être titulaire d’un diplôme d’études collégiales (DEC) en sciences humaines ou de tout autres diplômes d’études collégiales (DEC) ou l’équivalent; ou être titulaire d’un diplôme d’études collégiales (DEC) du secteur professionnel en éducation spécialisée ou en travail social ou d’une discipline connexe ou l’équivalent, obtenu avec une cote de rendement égale ou supérieure à 24.

    Advenant la non-atteinte du contingentement, les dossiers dont la cote R se situe entre 22 et 23 pourront être considérés. Le candidat doit se soumettre à un questionnaire d’admission et à une entrevue au besoin.

    Tous les candidats doivent posséder une maîtrise suffisante du français attestée par la réussite à l’une ou l’autre des épreuves suivantes. l’épreuve ministérielle de français exigée pour l’obtention du diplôme d’études collégiales (DEC); le test de français du MESRS pour l’admission aux études universitaires ou les tests administrés par les universités francophones. Dans les deux derniers cas, les personnes qui ont réussi les mesures compensatoires requises à la suite d’un échec sont réputées satisfaire à cette exigence. La Politique relative à la qualité de l’expression française écrite chez les étudiants de premier cycle à l’Université du Québec en Outaouais précise les modalités d’application des présentes règles.

    Tout candidat (diplôme canadien, international ou base adulte) dont la qualité du dossier est jugée faible mais qui répond aux exigences du programme, sera admis conditionnellement à la réussite du cours d’appoint Atelier de réussite universitaire (ARU9003).

    Note: Les admissions à ce programme se font une fois par année, soit au trimestre d’automne. Le nombre d’admis à temps complet est contingenté à 50 étudiants et celui à temps partiel est contingenté à 5 étudiants.

    Base tudes universitaires

    Avoir réussi un minimum de 30 crédits dans un programme universitaire, avec une moyenne générale d’au moins 2,5 sur 4,3 ou l’équivalent.

    Tous les candidates et candidats doivent posséder une maîtrise suffisante du français attestée par la réussite à l’une ou l’autre des épreuves suivantes. l’épreuve ministérielle de français exigée pour l’obtention du diplôme d’études collégiales (DEC); le test de français du MESRS pour l’admission aux études universitaires ou les tests administrés par les universités francophones. Dans les deux derniers cas, les personnes qui ont réussi les mesures compensatoires requises à la suite d’un échec sont réputées satisfaire à cette exigence. La politique institutionnelle de l’UQO précise les modalités d’application des présentes règles.

    Note: Les admissions à ce programme se font une fois par année, soit au trimestre d’automne. Le nombre d’admis à temps complet est contingenté à 50 étudiants et celui à temps partiel est contingenté à 5 étudiants.

    Base adulte

    Être âgé d’au moins vingt et un (21) ans, posséder des connaissances appropriées et avoir travaillé pendant douze (12) mois, de façon rémunérée ou bénévole à temps complet, dans un milieu qui dispense des services d’adaptation ou de réadaptation dans le réseau de la santé, communautaire ou scolaire pour lequel une appréciation du rendement peut être obtenue. L’expérience personnelle ne peut se substituer à l’expérience professionnelle. Le candidat doit soumettre une lettre de l’employeur tout en précisant le titre du poste, le nombre d’heures travaillées, une description des tâches réalisées et une appréciation du rendement. Chaque attestation sur papier à entête doit porter la signature de l’employeur et la date d’émission. Le candidat doit se soumettre à un test d’admission et à une entrevue au besoin.

    Tous les candidats doivent posséder une maîtrise suffisante du français attestée par la réussite à l’une ou l’autre des épreuves suivantes. l’épreuve ministérielle de français exigée pour l’obtention du diplôme d’études collégiales (DEC); le test de français du MESRS pour l’admission aux études universitaires ou les tests administrés par les universités francophones. Dans les deux derniers cas, les personnes qui ont réussi les mesures compensatoires requises à la suite d’un échec sont réputées satisfaire à cette exigence. La Politique relative à la qualité de l’expression française écrite chez les étudiants de premier cycle à l’Université du Québec en Outaouais précise les modalités d’application des présentes règles.

    Tout candidat (diplôme canadien, international ou base adulte) dont la qualité du dossier est jugée faible mais qui répond aux exigences du programme, sera admis conditionnellement à la réussite du cours d’appoint Atelier de réussite universitaire (ARU9003).

    Les admissions à ce programme se font une fois par année, soit au trimestre d’automne. Le nombre d’admis à temps complet est contingenté à 50 étudiants et celui à temps partiel est contingenté à 5 étudiants.

    Perspectives d emploi

    Les diplômés en psychoéducation font carrière au sein d’organismes d’aide et d’intervention comme les Centres jeunesse du Québec, le milieu scolaire, les CLSC, les hôpitaux psychiatriques, les maisons de jeunes, les organismes communautaires, les firmes d’experts-conseils, les centres de réadaptation en déficience intellectuelle et d’autres organismes publics et parapublics. Certains étudiants diplômés de dirigent vers la pratique privée (ex. psychothérapie, consultation, etc.). Les étudiants qui veulent obtenir le permis de psychoéducateur de l’Ordre des psychoéducateurs et psychoéducatrices du Québec (OPPQ) doivent détenir une maîtrise. Au Québec, le titre de psychoéducateur est réservé aux membres de cet ordre professionnel.

    Notes

    GESTION DES CONTINGENTEMENTS

    Gatineau. 50 étudiants à temps plein et 5 étudiants à temps partiel
    Saint-Jérôme. 50 étudiants à temps plein et 5 étudiants à temps partiel

    La sélection des candidats est effectuée en respectant la répartition suivante entre les catégories de clientèles. (1) (2)
    Régime d’admission à temps plein:
    a) Admission sur la base du DEC (diplôme d’études collégiales) ou l’équivalent :
    • Candidats ayant obtenu un DEC pré-universitaire (60%)
    • Candidats ayant obtenu un DEC technique en éducation spécialisée (15%)
    • Candidats ayant obtenu un DEC technique autre qu’un DEC technique en éducation spécialisée (5%)
    b) Admission sur la base adulte (10%)
    c) Admission sur la base d’études universitaires – 30 crédits (10%)

    Régime d’admission à temps partiel:
    a) Candidats ayant obtenu un DEC pré-universitaire ou un DEC technique (60%)
    b) Admission sur la base adulte (20%)
    c) Admission sur la base d’études universitaires – 30 crédits (20%)

    Pondération liée à la sélection pour chaque catégorie de clientèles :
    a) Base d’admission du DEC (100 points)
    • La Cote R est le seul critère utilisé pour évaluer la qualité du dossier scolaire des candidats.
    • La sélection de ces candidats est effectuée uniquement sur la base de la qualité du dossier scolaire.
    • Au besoin, le candidat de la base DEC pourrait être appelé à se soumettre à un test d’admission ou à une entrevue avant qu’une décision finale d’admission soit rendue. Aucune pondération ne sera appliquée pour cette étape qui est éliminatoire lorsqu’elle est jugée insatisfaisante.

    b) Base adulte (100 points)
    • Études antérieures attestées par un relevé de notes (60 points)
    • Curriculum vitae faisant état des expériences pertinentes et/ou d’une formation en lien avec le domaine de la psychoéducation. Le CV doit être accompagné d’attestations officielles de l’expérience pertinente et/ou de la formation dans le domaine de la psychoéducation (40 points)
    • Au besoin, le candidat de la base adulte pourrait être appelé à se soumettre à un test d’admission ou à une entrevue avant qu’une décision finale d’admission soit rendue. Aucune pondération ne sera appliquée pour cette étape qui est éliminatoire si lorsqu’elle est jugée insatisfaisante.

    c) Base études universitaires, 30 crédits complétés (100 points)
    • Dossier scolaire (60 points)
    • Moyenne cumulative (40 points)

    (1) Les places qui seraient non comblées pour une catégorie de clientèle pourraient être transférées à une autre catégorie de clientèles.
    (2) La base d’admission la plus susceptible de favoriser l’admission du candidat sera utilisée pour la sélection.

    Plan de formation (v. 20173)

    * NOTE: Les pr alables sont indiqu s entre parenth ses la fin du titre du cours s il y a lieu


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    Everest College – Skokie, IL – Colleges – Universities #insurance, #financial


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    Everest College

    High School, Secondary.

    Everest College was established in 2015, in SKOKIE, IL – Cook County and is a business listed in the categories Colleges & Universities, Business, Vocational & Technical, Elementary Schools, Secondary Schools, Miscellaneous Government, Elementary And Secondary Schools, Colleges, Universities, And Professional Schools, Schools, Vocational, Business, Executive Offices, Colleges, Universities, & Professional Schools, Government Offices, School Colleges & Universities, School Secondary & Elementary and School Business & Vocational and offers Insurance, Financial Aid Available, Career Planning, Financial Aid, Financial Assistance, Financing etc. If you did business with Everest College, please leave a review and help us improve and help other people. Also, don’t forget to mention Hubbiz.

    Colleges Universities, Business, Vocational Technical, Elementary Schools, Secondary Schools, Miscellaneous Government, Elementary and Secondary Schools, Colleges, Universities, and Professional Schools, Schools, Vocational, Business, Executive Offices, Colleges, Universities, Professional Schools, Government Offices, School Colleges Universities, School Secondary Elementary, School Business Vocational

    Insurance Accepted, Apply by Mail

    Financial Aid Available, Career Planning, Financial Aid, Financial Assistance, Financing, Tuition Assistance, Dentistry, Massage Therapy, Accounting, Business, Day, Pharmacy, Pharmacy Technician, Body Work, HANDS-ON CAREER TRAINING IN. Medical Administrative Assistant, MEDICAL ASSISTANT, Medical Insurance Billing and Codin Pharmacy Technician, CAREER SERVICES ASSISTANCE AVAILABLE TO GRADUATES, Hands-On Training Learn by Doing, HIGHER EDUCATION

    FINANCIAL AID AVAILABLE FOR THOSE WHO QUALIFY, Credit Card

    Dental Assistant, High School Programs, Medical Administration, Pharmacy Technology, Graduate Degrees, Health Medical, Medical Assistance, Training Programs, medical office administration, Health Care, Medicine, Medical Office Administration


    09/09/2017

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    College Visits and Tours for Families #planning #college #visits, #personal #assistant,


    #

    The professionals at Custom College Visits have the in-depth knowledge and experience to create amazing college road trip experiences for your family.

    Each custom designed itinerary includes all on-campus meetings and activities, as well as coordination of travel and hotel logistics.

    Itineraries are designed based on colleges that interest your teen and each trip is scheduled according to your preferred travel dates.

    Not sure what type of college will be the best fit for your teen?

    We will plan a multi-campus itinerary that will let you and your teen explore different types of colleges and universities all based on your teen’s specific educational interests and lifestyle preferences.

    Since 2009, Custom College Visits has been privileged to assist teens and families from around the world with their college tours.

    Summer college tours can be particularly challenging for parents or teens to organize.

    Call us +1 (650) 931-4515 or (800) 930-1701 for a free consultation.

    Please scroll down to read what parents say about our college road trip itineraries.

    “A friend who is a maven in finding outstanding resources, recommended Janice and Custom College Visits as we began the daunting college selection process. We worked with Janice on two fronts; to help create a list of colleges and to set-up meaningful colleges visits. The college visits were also a lot of fun for us as a family and very informative on so many levels. More importantly Janice helped make the college selection process manageable, not so daunting after all, and we felt no stone was left unturned in this important decision.

    Tracy P. Parent of a New York City high school Senior

    Thank you so much for planning such a wondrous experience for our son. The careful attention to detail was evident at every turn. Custom College Visits planning effort provided an appropriate path of discovery for our son and for us.

    Michael C. New Jersey parent of a high school Junior

    Hi Janice, Our trip was a thoroughly enjoyable family adventure! Thank you so much for the unique opportunities that you created for our daughter at each college. Meeting with a student at Harvard, was probably the most informative way to start the entire trip. She devoted a lot of time (in the rain) providing real college life details. She swiped us into dining halls, dorms & buildings that we might not have seen otherwise. The sophomore session at Princeton was wonderful! Thank you so much for everything that you did! We really were able to get the most out of each campus visit! Best, Julie

    Julie, Parent of a high school Junior in Southern California

    I found working with Custom College Visits a very positive experience. They were able to pinpoint colleges that were best suited for my daughter and the travel plans were well organized. In addition, they were able to set up an interview with a member of a college color guard, as my daughter had expressed interest in going to a school that had a color guard. I am very pleased with my experience with Custom College Visits, and would recommend them highly.

    Mark L. Parent of high school junior in Northern California

    Lili got accepted into her first choice school today (early decision): Boston University! She is thrilled beyond belief and relieved as well. We could not have done it without your help, it was invaluable. I think the High School Honors program she did there was probably very helpful and we would not have know about it without your forwarding the information to us. You rock! So, I am tipping my hat today to both you and Lili!

    Kim T. Parent of high school senior in Kansas

    I am happy to tell you that Nivi has been accepted early decision to Brown University. She is the first ivy leaguer in our family and we couldn’t be more proud! Her decision to apply was made easier because of the excellent experience she had during her customized tour via your company so thank you so much! We will be sure to recommend you to our friends here..

    Gayathri S. Parent of high school senior Chennai, India

    Thank you again for being so good at what you do. Our trip to the US was a huge success. I was on the verge of cancelling the trip but knew I couldn’t let my son down. That I even found you on the internet was a direct answer to my prayer for a miracle. The itinerary worked very well. I knew I was in good hands even before I boarded the plane to the U.S. and your attention to detail far exceeded my expectation.

    Egbe O. Parent of international high school student

    We had a wonderful trip to Philadelphia and Boston thanks to Janice Caine of Custom College Visits. She worked out an itinerary from start to finish. We visited 9 schools and it was as smooth as possible. Janice worked out tours and information sessions as well as meetings with tennis coaches.We have boy/girl twins and both were happy which is not an easy achievement. Not only did Janice work out the schedule but she recommended great schools in both towns. We would highly recommend her.

    Phil S. Parent of high school students SF Bay Area

    “Thank you SO MUCH for your involvement in the Splash Parents’ Program this weekend! I am just reviewing the feedback forms, and your presentation received rave reviews across the board; many parents cited it as the highlight of the program for them! Some verbatim quotes include: ‘The Planning and Preparing for College Visits was a great eye opener;’ Thank you for all the effort, energy, and enthusiasm you put into making the event such a success.”

    Marisa M. Coordinator, Splash Parents’ Program Stanford University

    Our college process was two-fold. It began with getting a jump start on the standardized testing, and not waiting until spring of junior year to focus. I believe our outcome was successful because we had a well-managed plan helped along by an expert, Janice Caine, of Custom College Visits.

    Lisa L. Parent of high school students SF Bay Area

    Happy New Year! Wanted to let you know that Charlie was accepted to Johns Hopkins Early Decision! Great news and very exciting all around. Thank you for all your help.

    Beth A. Parent of a high school senior. Massachusetts


    09/09/2017

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    Reflective Practice in Social Work #social #worker, #social #work, #clinical, #medical,


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    Eye on Ethics

    Reflective Practice in Social Work — The Ethical Dimension
    By Frederic G. Reamer, PhD
    April 2013

    Recently, I received an urgent voicemail message from a hospital social worker: “Please get back to me as soon as possible. I have a meeting tomorrow morning with our head of human resources, and I’m very nervous about it.”

    Later in the day, I connected with the social worker and learned the following: He had been employed by the hospital for seven years and had never been disciplined. His current predicament began when his immediate supervisor called him in to discuss concerns about possible boundary violations and an alleged inappropriate dual relationship with a hospital patient. The social worker explained to me that in his personal life he is actively involved in a community-based group of parents who adopted children from China. The group sponsors a wide range of activities to support and enhance the children’s ethnic identity. Through this involvement, the social worker said, he and his wife had become very friendly with several other adoptive parents.

    About three weeks earlier, one of the parents who had become a good friend was admitted to the social worker’s hospital for treatment of a chronic, debilitating infection. The friend did not receive social work services. During the friend’s hospital stay, the social worker occasionally stopped by his room to say hello and inquire about the friend’s health. The patient’s attending physician had collaborated professionally with the social worker in other hospital cases and was well aware of the patient’s friendship with the social worker.

    One afternoon during the patient’s hospital stay, the physician contacted the social worker and explained that the patient was distraught after having just learned that he was diagnosed with bone cancer. According to the social worker, the physician asked the social worker to visit the patient and offer emotional support. The social worker visited the patient in his room and spent about an hour helping his friend process the distressing medical news.

    The social worker documented this patient encounter in the hospital chart. During a random quality-control review of social workers’ chart entries, the hospital’s social work supervisor read the note and became concerned because the social worker had not been assigned to provide social work services to this patient. The supervisor learned of the social worker and patient’s friendship and notified the director of human resources, who documented this “incident” in the social worker’s personnel record and asked to meet with the social worker.

    The Nature of Reflective Practice
    In 1983, the late scholar Donald Schon published his influential and groundbreaking book The Reflective Practitioner: How Professionals Think in Action . Schon’s thesis, based on his extensive empirical research, was that the most skilled and effective professionals have the ability to pay critical attention to the way they conduct their work at the same time that they do their work. Schon coined the terms “knowing-in-action” and “reflection-in-action,” which suggest that some professionals can take a step back and think hard about what they are doing while they are doing it. The concepts are akin to the widely used social work concept “use of self.”

    Ordinarily the concepts of knowing-in-action and reflection-in-action are applied to practitioners’ cultivation and use of technical skill, whether in surgery, architecture, town planning, engineering, dentistry, or psychotherapy. In my view, and as the above case demonstrates, social workers would do well to extend the application of these compelling concepts to their identification and management of ethical issues in the profession. Ideally, effective practitioners would have the ability to recognize and address ethical issues and challenges as they arise in the immediate context of their work, not later when someone else points them out. Put another way, social workers would have a refined “ethics radar” that increases their ability to detect and respond to ethical issues.

    Of course, the most important benefit is client protection. However, an important by-product is self-protection, that is, the increased likelihood that social workers will protect themselves from ethics-related complaints.

    Implementing Reflective Ethics Practice
    Certainly the hospital social worker who called me with panic in his voice would have benefited from reflective ethics practice and highly sensitive ethics radar. Had he reflected on the ethical dimensions of the boundary challenges that emerged when he interacted with his friend and hospital patient, it is likely that this well-meaning practitioner would have avoided his unpleasant encounter with the human resources department. The social worker’s decision to visit his friend was not the error; that was a humane and compassionate gesture. The error, rather, was not reflecting on his role in that moment and managing the boundaries carefully, including discussing them with his friend and his supervisor.

    In my experience, ethics-related reflection-in-action entails three key elements.

    Knowledge: Skillful management of many ethical dilemmas requires knowledge of core concepts and prevailing standards. Ethics concepts are addressed in professional literature and standards exist in several forms, including relevant codes of ethics, agency policies, statutes, and regulations. For example, the National Association of Social Workers’ Codeof Ethics includes explicit standards pertaining to boundaries, dual relationships, and conflicts of interest (especially section 1.06). It would have been best for the hospital-based social worker to consult relevant literature and standards with regard to conflicts that can arise when a social worker encounters a friend or social acquaintance in the work setting. The hospital’s personnel policies also prohibit dual relationships that involve conflicts of interest.

    In some cases, although not all, statutes and regulations address ethical issues. In the United States, both federal and state laws address various ethical issues, such as confidentiality, privileged communication, informed consent, and social workers’ ethical conduct. Such laws would not have been particularly helpful in the hospital social worker’s case, but often they are helpful and critically important, for example, when social workers must decide whether to disclose confidential information without clients’ consent to protect a third party from harm or whether parental consent is necessary to provide services to minors who seek help with substance abuse but insist that this information be withheld from their parents.

    Transparency: Reflective social workers who sense an ethical issue share their concern with supervisors, colleagues, and appropriate administrators. An effective way to protect clients and practitioners alike is to avoid any suggestion that the ethical issue is being handled “in the dark.” Such clarity demonstrates social workers’ good faith efforts to manage ethical dilemmas responsibly. When appropriate, clients should be included in the conversation.

    Process: Although some ethical decisions are clear-cut, many are not. The hospital social worker who contacted me was unsure about the best way to manage his involvement with a good friend who had become a patient. Unfortunately, the social worker did not notify his supervisor about the dilemma or seek consultation. He documented his lengthy hospital-room encounter with the patient, but doing so in the client’s hospital chart created the impression that the social worker was functioning in his professional capacity, not as a friend. My hunch is that had the social worker notified his supervisor of his friendship with the patient and made clear that any contact with the patient occurred as a friend, the social worker may have avoided any adverse personnel issues. What I have learned is that many ethical decisions are not simple events; they require a considerable, often painstaking, process.

    During the course of the profession’s history, social workers have refined the art of reflective practice. Historically, these skills have been applied primarily to clinical, policy, advocacy, and administrative functions. Clearly, reflective practice should extend to ethics as well.

    — Frederic G. Reamer, PhD, is a professor in the graduate program of the School of Social Work, Rhode Island College. He is the author of many books and articles, and his research has addressed mental health, healthcare, criminal justice, and professional ethics.


    08/09/2017

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    Education – PS Financials #education #in #accounting


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    Education

    Financial Management for Education

    School leaders are now having to embrace the significant additional responsibilities of running a business, be fully accountable for the public funds under their control, deliver ongoing efficiencies whilst at the same time ensuring standards of attainment meet the increasing demands of inspection and public expectation.

    Meet complex reporting and tax regulations

    PS Financials has developed an Education Standard Chart of Accounts that is maintained in conjunction with the enhancement suggestions from our users and our meetings with the EFA on their future reporting requirements. Therefore, our users have a reporting system from day one and the confidence that any future Government or Statutory Reporting requirements will be provided.

    Straight-forward Integration with third party business systems

    PS Financials has supported interfaces to MIS, Banking, Budgeting systems, Online payments, Payroll / HR and other education systems

    Developed for the most modern computing environments including the CLOUD, Hosted or locally installed environments, PS Financials uses its Unified Ledger design to provide powerful analysis and business intelligence, coupled with instant consolidation, process automation and ease of use.

    PS Financials is being used by:

    We offer unrivalled analysis and reporting capabilities to Education Establishments across a number of sectors, including:

    • Academies (Sponsored, Converter, Special and All-Through)
    • Schools (Maintained Schools, Free Schools, Secondary and Primary Schools)
    • Federations, Multi Academy Trusts Multi Academy Companies
    • Roman Catholic and Church of England Diocese Schools
    • Independent and Boarding Schools
    • Pupil Referral Units (PRUs)
    • University Technical Colleges (UTCs)
    • Further and Higher Education
    PS Financials is:
    • The Premier Partner for Financial Accounting Software for the Association of School and College Leaders (ASCL)
    • Approved Supplier of the Crescent Purchasing Consortium (CPC)
    • Approved Partner of the National Association of School Business Managers (NASBM)
    • Corporate Sponsor of the National Governors Association (NGA)
    • Corporate Partner of the Charity Finance Group (CFG)

    Case Studies


    07/09/2017

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    Part Time Practical CNC Machining Continuing Education Program & Courses #cnc


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    Practical CNC Machining (Part-time)

    Credential: Certificate of Achievement Program Code: 1304 School: Engineering Information Technology

    About the Program

    The intent of the Practical CNC Machining program is to address the practical machining skills needed by students who are studying CNC programming. This part-time program will be approximately 142 hours in duration and encompass a mixture of theoretical and practical knowledge with a focus on practical applications in the CNC machining environment.

    Program Information

    All courses must be completed within 5 years of acceptance into the program.

    Admission Requirements

    • Ontario Secondary School Diploma (OSSD), or equivalent, OR 19 years of age or older.
    • Students must be able to receive instruction, respond and conduct research in the English language.

    Admission Procedures

    • Submit a completed Conestoga College Program Application Form
    • Attach proof of Admission Requirements
    • Final selection is made following an assessment of the admission requirements

    How to Apply

    Students may obtain a Conestoga College Program Application Form from any Conestoga College campus, OR by writing directly to the Registrar s Office, OR by using the college website at www.conestogac.on.ca/admissions/forms

    Send completed applications to:
    Conestoga College
    Admissions Office
    299 Doon Valley Dr
    Kitchener, Ontario
    Canada N2G 4M4

    How to Register for Courses

    Go to How to Register for detailed registration information.

    Prior Learning Assessment and Recognition (PLAR)

    Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student s Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.

    Learn more about PLAR.

    Graduate Opportunities

    For more details on related occupations, job market information and career opportunities, see the Government of Canada website: http://www.workingincanada.gc.ca

    Program Related Resources

    Program Outcomes

    • Solve routine technical problems relating to CNC setup in the shop environments using a variety of systematic approaches.
    • Interpret basic graphics and other standard technical documents needed to complete CNC setup and operations.
    • Create and edit CNC programs.
    • Perform basic technical measurements using appropriate tools specific to CNC setup and operations.
    • Work safely and effectively within a shop environment in compliance with health and safety legislation and organizational procedures and practices.

    Program Courses

    Click on the course code or title below for a full description of the course. If available for registration, clicking on “Details” in the status column will open a new browser tab or window in the Student Portal.


    29/08/2017

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    Clinical Psychology #sas, #school #of #arts #and #sciences, #rutgers #university, #state


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    The clinical science program at Rutgers is designed for students with a primary interest in research and scholarship in addition to clinical practice. The majority of the faculty have a cognitive or behavioral approach to assessment and treatment, and the program is geared primarily to students who wish to receive this type of training. There are also more limited opportunities for students whose interests are eclectic and who may supplement training in cognitive behavior therapy with courses and supervised experiences in other approaches (e.g. family systems). For students whose primary interests are in the practice of clinical psychology, the University also offers graduate training in clinical psychology leading to the Doctor of Psychology (Psy.D.) degree through the separate Graduate School of Applied and Professional Psychology (GSAPP).

    The Clinical Ph.D. program at Rutgers University has been an American Psychological Association accredited training program since 1965. Questions about APA accreditation status can be directed to the program or to the APA Office on Accreditation at (202) 336-5979, or by mail at 750 First St. NE, Washington, DC 20002-4242

    We are a member of the Academy of Psychological Clinical Science, a coalition of doctoral and internship training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems. Membership in the Academy is granted only after a thorough peer review process. The Rutgers Clinical Ph.D. program was recently accredited by the Psychological Clinical Science Accreditation System, as well. Our membership in the Academy and accreditation by the Psychological Clinical Science Accreditation System indicates that we are committed to excellence in scientific training, and to using clinical science as the foundation for design, implementing, and evaluating assessment and intervention procedures. We view clinical psychology as a specialty area within the discipline of psychology, and believe that research, scholarship, and clinical application should be firmly grounded in the core knowledge base of psychology as a science.

    The core clinical faculty are drawn from the Department of Psychology, the Graduate School of Applied and Professional Psychology. the Center of Alcohol Studies. and the adjacent Rutgers Robert Wood Johnson Medical School. The breadth of faculty interests and expertise in research permits students to create a program of study tailored to their particular scholarly interests. Clinical faculty conduct research on cognitive and behavior therapies, health psychology, psychophysiology, applied behavior analysis, prevention, substance abuse, emotional intelligence, cognitive functioning, eating disorders, anxiety disorders, and autism. Students have the opportunity to work with child, adolescent, adult, and older adult populations in multiple research labs at Rutgers and affiliated institutions.

    The training approach relies heavily upon a mentorship model of training. Students are matched with a research mentor when they begin their graduate training program, and involve themselves in one or more research projects upon entering the program, initially as apprentices in ongoing projects, and subsequently as independent investigators. Students may study not only with clinical psychology faculty, but also with non-clinical researchers in the Psychology Department, and it is not uncommon for students to participate in more than one research group. Equally important is the goal of helping students to develop clinical skills. As in the research component of the program, our philosophy is that an apprenticeship model is most effective in teaching clinical skills. Students have available as role models a large number of faculty members who embody the clinical scientist concept. These faculty not only conduct research, but also are experienced clinical psychologists who are directly involved in clinical practice of various kinds. Students also have access to doctoral faculty in the Psy.D. program who focus primarily on clinical practice.

    Our graduates consistently score well on the Examination for Professional Practice in Psychology (EPPP) exam and the vast majority go on to attain licensure to practice psychology. Despite this, our program is primarily a research-focused program and is not a good match for students interested in careers focused primarily on clinical service delivery. For additional information about Clinical Ph.D. program selection and admissions procedures, please see http://clinicalpsychgradschool.org/. a website that provides information and resources that may be helpful in your graduate school selection process.


    29/08/2017

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    Down Syndrome Treatments #down #syndrome #treatments, #early #intervention, #individualized #education #program,


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    What Are the Treatments for Down Syndrome?

    If your child is born with Down syndrome. you want to be able to make informed choices about treatments that can help your little one thrive.

    Because Down syndrome affects everyone who has it in different ways, there’s no one-size-fits-all approach to treatment. But doctors do know that the earlier children get care, the more likely they are to live up to their full potential.

    Your child may need help in different ways, from crawling and walking to talking and learning how to be social. She may also need extra attention in school. And she may have medical issues that need regular care.

    You’ll likely rely on a team of providers, including your child’s main doctor, and maybe specialists like ear doctors, heart doctors, and others. Your child may also work with physical, occupational, and speech therapists.

    Early Intervention

    Most states offer programs that provide a range of services for children up to 3 years old. These programs can boost your child’s physical and mental growth. They typically have therapists and teachers who are specially trained to help kids learn a variety of skills, such as how to:

    • Feed and dress themselves
    • Roll over, crawl, and walk
    • Play and be around other people
    • Think and solve problems
    • Talk, listen, and understand others

    Help in School

    Many kids with Down syndrome go to their neighborhood schools along with all the other kids. This can be great not only for your child, but for the other children as well.

    Your child also has the right to get services under the Individuals with Disabilities Education Act (IDEA), which starts at age 3. IDEA requires public schools to offer the best education they can, no matter what challenges a person faces.

    As part of this effort, you’ll work with the school to develop an individualized education program (IEP). This helps make sure your child gets support that suits her needs. It may include things like working with a reading specialist or speech therapist.

    While public schools work great for many children, there other types of schools that focus more on the needs of kids with Down syndrome. Your child’s doctors, therapists, and teachers can help figure out which is best for her.

    Continued

    Medical Treatment

    Some health problems are more common in kids with Down syndrome. Many children don’t have them, but if yours does, you can get treatment for:

    Hearing loss . Many children with Down syndrome have hearing loss in one or both ears. Because of that, your child will likely have regular visits with an ear, nose, and throat (ENT) doctor to catch any issues early on. Sometimes hearing problems are caused by fluid build-up in the ears. In that case, ear tubes — which many children get if they have constant ear infections –can help.

    Problems seeing. Issues with eyesight are also common. Your child will have regular check-ups with an eye doctor and may need glasses, surgery, or other treatment. It’s important to keep up with ear and eye exams. because problems seeing and hearing can lead to delays in learning and talking.

    Heart problems. About half the babies born with Down syndrome have a problem with either the shape of their heart or how it works. Some conditions are more serious than others and require surgery. In other cases, your child may need to take medicine.

    Obstructive sleep apnea. This is a condition where a person’s breathing stops and restarts many times as they sleep. Typically, a child with Down syndrome gets checked for sleep apnea by age 4. During an overnight sleep test, doctors check to see if your child’s breathing stops and restarts. If so, she may need to wear a mask while sleeping. The mask is attached to a machine that helps her breathe normally. Sometimes, larger-than-normal tonsils and adenoids cause sleep apnea. In this case, your doctor may suggest surgery to remove them.

    Leukemia. Children with Down syndrome are at a 10- to 20-fold increase for developing this blood cancer. But the risk is still at 2%. Leukemia is curable.

    Thyroid. Thyroid disorders are more prevalent in children with Down syndrome.

    Other medical problems. Your child may also have other less common issues that need treatment, such as:

    • Blockage in the intestine. Some babies with Down syndrome get Hirschsprung ’s disease, where part of the intestine gets blocked. This is treated with surgery that removes part of the intestine.
    • Infections. Babies with Down syndrome also have weaker immune systems, so they may get sick more often. There’s no treatment for this, but it means that getting vaccines on time is even more important.
    • Thyroid problems . The thyroid makes hormones your body need. In kids with Down syndrome, it sometimes doesn’t make enough. If that happens, your child will take medicine to help.

    WebMD Medical Reference Reviewed by Dan Brennan, MD on April 24, 2017

    Sources

    KidsHealth: “Down Syndrome” and “What’s an IEP?”

    Mayo Clinic: “Down Syndrome” and “Obstructive Sleep Apnea.”

    March of Dimes: “Down Syndrome.”

    CDC: “Facts about Down Syndrome.”

    Center for Parent Information and Resources: “Overview of Early Intervention.”

    Down Syndrome Education International: “Health and Medical Issues.”

    © 2017 WebMD, LLC. All rights reserved.


    27/08/2017

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    Information About Doctoral Education and Scholarship Programs #education #doctoral #programs


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    How to Access the Funding You Need for Post Graduate Studies

    Scholarships for Doctoral Students

    Undergraduate tuition and other expenses associated with earning certificates, associate s and bachelor s degrees create financial hurdles for college families. Solutions for funding higher education at the baccalaureate level include Pell Grants and federally-sponsored Direct Student Loans. For students who forge-onward to earn advanced credentials, education debt challenges continue to mount during graduate school and beyond.

    Like undergrads, professional students and doctoral candidates rely on a variety of financial aid provisions to help meet education expenses. The Federal Government is a prime source of aid for post-graduate education financing. State departments of education also bolster access to master s and PhD studies by issuing state-specific aid for advanced studies.

    Private scholarships are issued by sources that each have unique intentions for their educational funding contributions. Foundations and religious entities put forth graduate school aid for students enrolled in certain programs. Community groups and local businesses support future leaders using educational subsidies that help train doctoral students. Professional organizations, representing particular vocations, foster excellence in their fields by funding advanced education. Similarly, employers invest in educating people who work for them, ensuring steady flows of well-trained human resources.

    Universities and degree-granting institutions of higher education control large pools of financial aid for graduate students. Endowments and fellowships provide valuable resources for eligible candidates, so your chosen campus is square-one for post-graduate student assistance.

    Federal Help

    Federal PLUS Loans are issued to graduate students who have demonstrable financial need paying for graduate school. The loan initiative is an extension of the Federal Direct Student Loan Program, so the U.S. Department of Education is the lender for PLUS loans. PLUS loans are available in amounts up to the total of the cost of each successful applicant s tuition. Low fixed interest rates for qualified borrowers are currently around 7.9%. Adverse credit entries work against your eligibility for PLUS loans, so remember that credit counts when it comes to this form of federal aid.

    Securing any form of federal student assistance starts by filing a standardized request form with the Department of Education. The Free Application for Federal Student Assistance (FAFSA) is a familiar form for undergraduates who have participated in Pell, FSEOG. Direct Loans and other federally-sponsored college aid initiatives. The protocol is the same for graduate students as for undergrads: Always file your FAFSA well before the final deadline. States that use the FAFSA as a financial discovery tool impose their own unique filing deadlines, so consider where your money is coming from as you establish your financial aid timetable. Filing early leaves time for you to make corrections and to submit additional documentation that may be required to clarify your aid request.

    An important distinction exists for many graduate level students: Most advanced degree seekers file the FAFSA as independent applicants. The declaration means parents financial status is not considered as part of the financial aid formula that decides who gets what. As a result, cash strapped graduate students often secure larger financial aid awards based on their individual fiscal standings.

    University Fellowships Fund Education for Many PhD Candidates

    Graduate universities are primary sources for scholarship funds. Colleges are aware that advanced degrees cost money, but they also want to attract the best available talent to attend their schools. As a result, institutions of higher learning initiate scholarships and other financial aid efforts to bring desirable academic candidates into their doctoral programs.

    The sticker-price of your graduate school education is mitigated by campus-specific aid programs including scholarships, grants and loans. In addition to familiar undergraduate-types of aid, graduate students employed on campus use fellowships and teaching assistant positions to earn valuable tuition offsets that ease the financial impact of training for specialized careers.

    Columbia College in the City of New York uses its Office of Global Programs to help students land graduate school fellowships. Two full-time staffers are charged with matching students with financial opportunities that help them advance their academic, intellectual, and professional goals. The group specializes in preparing candidates for interviews and helps students find less-traveled avenues for financial assistance.

    Harry Ransom Center at the University of Texas at Austin issues about 50 fellowships annually, to students who need on-site access to the school s extensive collections of humanities artifacts. Collections of classic literature, photographs and art are house on campus alongside significant film, music and culturally historic pieces. Each fellowship ranges from 1-3 months, with $3000 stipends awarded for each month of research conducted.

    The Lilly Library, at Indiana University in Bloomington hosts several visiting fellowships for students interested in the school s collections of rare books and other materials. Mendel Fellowships and Everett Helm Fellowships grant access to historical collections of prized literature related to exploration, education and religion.

    Doctoral Scholarships in Academic and Research Fields

    Graduate work is primarily research related, which requires time and access to the materials to be studied. To help ease financial strain during advanced research work, private sources cooperate with educational institutions to provide scholarships and fellowships for needy researchers. Broad aid is provided within fields like social sciences. but focused fellowships also target specialties like economics. linguistics. and middle eastern studies – each of which produces graduate level professionals. Physical and life sciences include graduate school research projects in sub-specialties like genomics. biotechnology. neurobiology. and physiology. These examples illustrate some of the financial support benefiting graduate students and research professionals:

    The Smithsonian Institute lists fellowships focusing on specialties ranging from molecular evolution to Native American Studies. The organization issues fellowships according to its longstanding commitment to diversity and equal opportunity. Applicants are evaluated based on academic standing, scholarly qualifications, experience and on the suitability of the proposed graduate studies project to the Smithsonian mission of increasing and spreading knowledge.

    John Simon Guggenheim Memorial Foundation Fellowships aid mid-career students who have illustrated proven academic success and extraordinary creative abilities within the arts. The awards are distributed after two annual open competitions are held to establish candidate pools applications are submitted directly to the Foundation. 3000-4000 applicants compete annually for approximately 200 fellowships, which are disbursed under counsel of the Foundation s prestigious panel of academic advisors.

    Woodrow Wilson International Center for Scholars hosts 160 annual student fellowships for research on international issues and policies. The organization s International Fellowship Program puts forth several 9-month residency awards for qualified applicants.

    Social Science Research Council conducts open competitions for various fellowships pertaining to regional research specialties. Next Generation Social Sciences in Africa and Eurasia Program Fellowships round out a stable of aid that also includes funds reserved for graduate studies in Japan and China. Memorial awards for graduate students include merit-based career-specific scholarships for career students in journalism and other fields.

    Scholarships for Women and Minority PhD Candidates

    Efforts to encourage graduate studies among traditionally under-represented populations leads to scholarships and fellowships exclusively for women and minorities. Use your gender, cultural ancestry and academic major to uncover all the aid that is available to further your graduate school education. These well-known organizations are good starting points for special-interest student assistance:


    27/08/2017

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    MnSCU Farm Business Management – Welcome to Farm Business Management #minnesota,


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    Welcome to Farm Business Management

    In today s world, farming is a complex business with many facets. From the traditional family owned farm to the corporate farm, bookkeeping, profitability, tax planning and many other skills are required to complement traditional farming duties.

    Agriculture is the number two industry in Minnesota, and Minnesota State Colleges and Universities offers many programs for farm owners and employees.

    This site will help you explore the many possibilities that await.

    Farm Business Management Education Programs

    Minnesota State Colleges and Universities farm business management education programs are administered through eight college campuses at 46 different sites across the state. There are a total of 62 farm business management instructors.

    Farm business management programs are designed to provide education to farm owners and operators or persons interested in farming. The purpose of the program is to assist students in meeting their business and personal goals. This is best accomplished through the use of quality records and sound business decisions. Effective financial management in the business is the best way for the business to maintain that competitive edge.

    Instructors in Minnesota s farm business management education programs deliver the program using a variety of methods. The primary delivery method is through individualized instruction at the student s farming business. Instructors meet with the students on a regular basis to evaluate the business and develop individual educational plans. Instruction is also delivered in the traditional classroom, small group meetings, field trips and tours.

    Farm business management education is managed at the state level by the senior system director for workforce development and customized training. The state of Minnesota is divided into six regions which are managed by five regional deans of management education.


    27/08/2017

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    Colleges in West Palm Beach, Florida (FL) – Universities, Trade #west


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    West Palm Beach Colleges and Schools

    Known for its stunning skyline and myriad of historic neighborhoods, West Palm Beach is the oldest municipality in the South Florida metropolitan area. The city housed approximately 104,031 inhabitants in 2014 according to U.S. Census estimates, and relies on key industries such as tourism, construction, agriculture, and biosciences.

    West Palm Beach residents enjoy some of the east coast’s most beautiful beaches, plus a slew of opportunities for outdoor recreation. The county where West Palm Beach is located, Palm Beach County, has also been referred to as the “Golf Capital of the World,” which helped to solidify the area’s standing as a top destination for nature and sports lovers.

    Colleges and Schools in West Palm Beach, Florida

    Because it boasts such a large population and draws from equally-populated surrounding areas, West Palm Beach is home to 13 institutions of higher education. While that list includes a few traditional institutions, it also hosts community colleges, beauty schools, and trade schools. Collectively, West Palm Beach colleges and schools enrolled approximately 6,820 students in 2014.

    Palm Beach Atlantic University

    • Tuition and fees (2014-15): $26,274
    • Graduation rate (2008): 55%
    • Accredited: Y
    • # of programs: 50 undergraduate and graduate programs

    With an enrollment of 3,865 students in 2014, Palm Beach Atlantic University was one of the area’s largest schools. Intimate class room settings with a student-to-faculty ratio of just 13:1 help students learn and grow in a personalized academic setting. Popular degree programs include those in biology, nursing and public relations.

    Northwood University – Florida

    • Tuition and fees (2014-15): $23,132
    • Graduation rate (2008): 28%
    • Accredited: Y
    • # of programs: 20 undergraduate, 7 MBA specializations, 1 master’s program

    Northwood University of Florida is a small, private institution with a focus on entrepreneurship and holistic learning. Enrollment was made up of 710 students in 2014, and some of their most popular degrees were in business administration, accounting and marketing.

    MCI Institute of Technology

    • Tuition and fees (2014-15): $17,000
    • Graduation rate (2011-12): 45%
    • Accredited: Y
    • # of programs: 8 diploma programs

    As a two-year, private school, MCI Institute of Technology prepares students for careers in health care, automotive technology and pharmacy technology. Enrollment was made up of 146 students in 2014, and financial aid is available for those who qualify.

    Dade Medical College – West Palm Beach

    • Tuition and fees (2014-15): $47,813
    • Graduation rate: not reported
    • Accredited: R
    • # of programs: 9 undergraduate degrees

    Dade Medical College of West Palm Beach is a two-year, private school that prepares future nurses, medical assistants, and other health care workers for rewarding careers in Southern Florida. Enrollment was made up of 263 students in 2014.

    Academy for Nursing and Health Occupations

    • Tuition and fees (2014-15): $26,113
    • Graduation rate (2011-12): 75%
    • Accredited: Y
    • # of programs: 5 programs

    With 424 students in 2014, the Academy for Nursing and Health Occupations offered programs in nursing, medical assisting, and general patient care. With small class sizes and a student-to-faculty ratio of just 12:1, ANHO students prepare for rewarding careers in a variety of health care settings.

    Facts for Students of West Palm Beach Colleges and Schools

    West Palm Beach Economy

    According to the U.S. Census Bureau, inhabitants of West Palm Beach, Florida brought in a median household income of $44,897 in 2013. That’s lower than the median household income for the state, which worked out to $46,956 that year. However, the median housing value in West Palm Beach worked out to just $178,200 in 2013, which is rather affordable for a popular tourist area. Further, in 2013, 52.4 percent of West Palm Beach residents owned their homes.

    Demographics in West Palm Beach

    With a population of 104,031 in 2014, West Palm Beach is considered a medium-sized city for the state of Florida. Meanwhile, approximately 30.4 percent of area adults held a bachelor’s degree through 2013, and 84.2 percent held a high school diploma or better. As the U.S. Census Bureau notes, 26.2 percent of the city’s population was foreign-born in 2013.

    West Palm Beach Fun Facts

    Love animals? The Palm Beach Zoo, which is home to 1,400 animals, is located in West Palm Beach. Meanwhile, the area’s bounty of wildlife has made it a hub for eco-tourism.

    1. City of West Palm Beach, http://wpb.org/
    2. College Navigator, National Center for Education Statistics, https://nces.ed.gov/collegenavigator/
    3. State & County QuickFacts, U.S. Census Bureau, West Palm Beach, http://quickfacts.census.gov/qfd/states/12/1276600.html

    Results for your search Refine


    25/08/2017

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    Excelsior College #ms #nursing, #nursing #degrees, #nursing #programs, #nursing #education, #degrees,


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    Nursing Education

    As one of the nation’s most highly regarded nursing institutions, the Excelsior College School of Nursing knows the value of an outstanding nursing educator—and what it takes to become one.

    You can join that elite class by earning a Master of Science in Nursing (Nursing Education) from Excelsior.

    By completing a nursing master’s degree with an education specialization, you’ll gain the skills and expertise to teach in hospitals, community colleges, nursing schools, and health care organizations. An education-focused MS in nursing will also put you in high demand among employers, as the nation faces a critical shortage of nursing faculty.

    Review the course sequence and credit requirements for Excelsior’s online MS degree programs.

    An Online Nursing Master’s Degree for Working Adults

    Excelsior’s School of Nursing has ranked among the nation’s best institutions for many years. (Why? Get the full story .) The National League for Nursing has designated Excelsior three times as a Center for Excellence in Nursing Education (most recently for the 2011-16 period).

    In addition to outstanding academic quality, Excelsior’s nursing master’s degree stands out for:

    • Flexible online nursing classes that you can fit conveniently into your work schedule.
    • Dynamic coursework that’s relevant, applicable, and up to date.
    • A supportive environment led by Excelsior’s award-winning team of academic advisors.
    • Reasonable tuition and fees, plus generous financial support to help you afford a nursing MS on your budget. (Get the actual dollar costs today so you can begin planning .)
    1. Function as a leader and change agent to promote holistic patient-centered care and population health.
    2. Translate evidence to develop health care practices in a culturally and ethnically diverse global society.
    3. Synthesize theoretical and empirical knowledge from nursing and other disciplines that are essential for nursing judgment and practice.
    4. Integrate specialty practice knowledge to enhance interprofessional collaboration, inform decisions, and improve health outcomes.
    5. Exemplify professional values and standards, best practices, and the commitment to lifelong learning in the role of the master’s-prepared nurse.
    6. Implement the role of master’s-prepared nurse as part of the interprofessional team.
    7. Integrate scholarship, a spirit of inquiry, and innovation to support nursing excellence.

    All Excelsior College nursing programs are accredited by the Accreditation Commission for Education in Nursing, Inc. (ACEN) formerly known as the National League for Nursing Accrediting Commission, Inc. (NLNAC), 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326, 404-975-5000. The ACEN is a specialized accrediting agency for nursing recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.


    25/08/2017

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    Sheppard Software: Fun free online learning games and activities for kids


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    I stumbled upon your fun interactive geography games from a link on the Massachusetts Geographic Alliance Website. Since then, your games have become quite a hit with my competitive colleagues!
    –Candice Gomes, Education Outreach Coordinator, Boston Public Library (Sheppard Software’s geography games were featured in the Boston Public Library’s 2006 Exhibition on Mapping)

    Terrific online educational games, especially geography.
    –Dallas Children’s Museum

    First, let me say I love your website! I have students with learning disabilities that need multiple way to learn math, and your site fills the bill! – Darrin, Rose Park Elementary in Billings, MT
    Awesome site. it is the only reason I am passing my World Geography class! –Stephen
    Our preschool teacher just sent us homework with this new website on it! My twins love it – they are 4 1/2 and can’t get enough! The sounds, the action, so many choices and things to do. I bookmarked this for them and have sent the website to numerous friends and best of all it’s FREE!
    Thank you for such a wonderful learning tool. — -Cherie Ventola

    Let me say that you guys have an awesome website. I stumbled across your site one day, and it has been the easiest, most effective, and really the most fun method for learning geography that I’ve found. –David Weaver

    I am thrilled to have stumbled upon your site! As a homeschooling mom, I love to find sites that encourage brain activity and reinforce the facts I teach during learning time!
    The range of information is wonderful. Keep up the fantastic work!
    -Mrs. JaNell Hancock

    Your games are AMAZING!

    Your website has SO much to offer!

    This site is exactly what I have been looking for! I have four children within five years of age and they can all play your games! I love that you can choose your level of difficulty. The games are colorful and simple, not cluttered like some. The instructions are easy to understand and they cover basic learning that can be neglected with other “too busy” games. I can’t believe what a blessing it is to have stumbled upon this site! I looked up “kindergarten math games online.” This is the first one that I actually enjoyed navigating around in and that actually kept the kids’ attention without discouraging them.

    This site will be a daily part of our learning! The kids were fighting over who could take the next turn at the learning game! It is reinforcing everything I am trying to teach.

    THANK YOU, THANK YOU, THANK YOU.


    24/08/2017

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    Global Executive MBA – Global Executive MBA #emba, #gemba, #sdabocconi #executive


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    GEMBA

    Global Executive MBA

    Leading Global Challenges.

    The Global Executive MBA (Master of Business Administration) is a modular program which provides a high-quality business education for executives who desire to expand the scope of their careers and move toward more international business initiatives.
    The Global EMBA is a launching pad for future career phases and an integrated preparation for senior management roles.

    NEXT EVENTS

    • 08 September 2017, 08:30 am ( CEST ) – GEMBA Class – Cost assignment: traditional and ABC costing

    GEMBA PERSPECTIVES

    Regional focus / Global thinking

    The GEMBA takes place at SDA Bocconi, in the center of Milano, a city that combines a dynamic global reality while reflecting the unique aspects of the European marketplace. Gaining this kind of understanding and experience will be essential when projecting your future career.
    In addition, four modules are conducted at international partner schools: Rotman School of Management (Toronto), Copenhagen Business School, MISB Bocconi – Mumbai International School of Business, CEIBS – China Europe International Business School (Shanghai). Furthermore, you can apply for an elective offered by partner Schools including Recanati (Tel Aviv), WHU – Otto Beishmein School of Management in Vallendar (Germany), EIPM French Geneva Campuses – European Institute of Purchasing Management, and IBSS – International Business School Suzhou (China), in addition to the electives offered at SDA Bocconi.

    Fluidity of time and space

    The Program’s curriculum and the format are designed to move participants along a theme-driven path, beyond conventional assumptions.
    Flexibility is maximized through a dynamic format that blends the best aspects of classroom learning in Europe, North America and Asia with distance learning. Participants do not miss out on any professional or learning opportunities no matter where they are.

    Influential international networking

    Participants in the SDA Bocconi Global EMBA can capitalize on a network of leading individuals and institutions. Classmates possess broad experiences, from an array of backgrounds and participants have the opportunity to move through a cross-cultural context.

    A diversity of locations is meant to be a channel for interacting with various industries and creating an environment for participants to gain tangible insights into how management theories and practices play out in different business settings.

    Return on investment

    The expertise Global EMBA students gain is immediately applicable in their companies and organizations.

    Participants become smart decision makers, effective problem solvers, and well-prepared leaders able to take on increasing responsibilities. Both participants and employers receive a quick return on their investment as new concepts are brought into action.

    KEY FACTS


    24/08/2017

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    CTDLC Home #connecticut #distance #learning #consortium, #ctdlc, #connecticut, #distance, #learning, #consortium,


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    CTDLC ANNOUNCES THE WINNERS OF THE 2016 DIANE J. GOLDSMITH AWARD FOR EXCELLENCE IN ETUTORING Newington, Conn. U.S.A. (October 3, 2016) – The Connecticut Distance Learning Consortium (CTDLC), whose online tutoring program serves an international community of 2-year and 4-year colleges and unive.

    CTDLC ANNOUNCES THE WINNERS OF THE 2016 DIANE J. GOLDSMITH AWARD FOR EXCELLENCE IN ETUTORING Newington, Conn. U.S.A. (October 3, 2016) – The Connecticut Distance Learning Consortium (CTDLC), whose online tutoring program serves an international community of 2-year and 4-year colleges and unive.

    May 25, 2016 at Fairfield University Our Featured Keynote Speaker will be Dr. Robbie Melton “Education On-Demand and In Your Hands” The Internet of Things or IoT will not be gently knocking at higher education’s door, it will be banging on our doors with an army of devices in tow, and sooner.

    Call for Proposals Deadline Extended! The Conference will be held on Wednesday, May 25th, 2016, at Fairfield University. The DEADLINE FOR SUBMISSIONS has been extended until Friday, March 18th. The Connecticut Distance.

    The Connecticut Distance Learning Consortium (CTDLC), a division of Charter Oak State College and a member of the Connecticut Board of Regents of Higher Education, recently completed development of a series of online courses offered in American Sign Language (ASL) by the Connecticut Bureau of Rehabi.

    The Connecticut Distance Learning Consortium (CTDLC), whose online tutoring program serves an international community of 2-year and 4-year colleges and universities, is pleased to announce the recipients of this year’s Diane J. Goldsmith Award for excellence in

    Today we are pleased to be the focus of the WCET Frontiers blog. Our Call Center is very proud of all they have accomplished and are now able to offer to our clients. Here’s the link. We are always open to new cli.

    If you are new to online learning, instructional design, eLearning course development, or would simply like to learn more about the world of online education, this course is designed for you. Discounted rate for eTutoring.org Schools. A Two-Week Course Starts Monday, July 27th, 2015 Registration.

    CTDLC is proud to announce its latest partnership with Connect-Ability, Department of Services (DORS). and the Bureau of Reh.


    23/08/2017

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    Legal Secretary Education Requirements #legal #secretary #schools, #legal #secretary #education


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    Legal Secretary Education Requirements

    Education Requirements for Legal Secretaries

    While some legal secretaries have no formal post-secondary training, the large majority have completed legal secretary certificate or associate degree programs at community colleges or career schools. Legal secretary programs equip students with an understanding of general legal office procedures and legal terminology. They also prepare graduates to produce legal documents, including subpoenas, legal memos, complaints, motions, charges, discovery documents, deeds, pleadings and briefs.

    Potential courses include business math, legal research, records management, legal technology, business law, legal transcription, legal writing, business communications, word processing and law terminology. Upon completion of a legal secretary program, graduates are familiar with court filing rules, probate and estate planning, proper legal symbols and filing techniques, as well as legal fundamentals such as employment law and torts.

    Career Information

    Legal secretaries provide administrative support to lawyers. Combining general secretarial skills with basic legal knowledge and skills, legal secretaries help with legal research, maintain office records, type briefs and subpoenas, maintain docket systems, record trial dates and schedule witnesses. They also schedule depositions and hearings, as well as update discovery binders.

    Most legal secretaries work with law firms. Other employment settings may include courts, government agencies, public interest firms, non-profit organizations and corporate legal departments. Legal secretaries may also find employment as legal word processors, document clerks, litigation assistants or legal receptionists.

    The U.S. Bureau of Labor Statistics (BLS) projects that employment for legal secretaries will decline by 5% between 2014 and 2024. Legal secretaries earned median annual wages of $43,200 in 2015, according to the BLS.

    Becoming a legal secretary will likely require that you receive the appropriate certificate or associate’s degree and learn both fundamentals of administrative support and a basic understanding of law. Through this education you’ll be prepared to create legal documents, maintain office records, and keep things running smoothly in law firms, earning a median salary of $43,200 per year.

    Next: View Schools


    21/08/2017

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    Travel and Tourism, Career Option in Travel and Tourism, Careers in

    #travel and tourism
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    Travel and Tourism one of the world’s largest foreign exchange earner among industries, provides employment directly to millions of people worldwide and indirectly through many associated service industries. A very wide industry, it includes Government tourism departments, Immigration and customs services, travel agencies, airlines, tour operators, hotels etc and many associated service industries such as airline catering or laundry services, Guides, Interpreters, Tourism promotion and sales etc. Travel and Tourism enterprises include major internationals with a workforce of thousands, to the small private travel agent with a handful of employees.

    Work in the travel and tourism industry is essentially concerned with providing services for people who are away from home, on business or holiday. Travel can be leisure travel involving package tours, pilgrim travel, adventure travel etc or purely business. Work at every functional level in the industry involves dealing directly with people. Travel agents assess the needs of tourists and businessmen and help them make the best possible travel arrangements from the many travel options available. Also, many major cruise lines, resorts, and specialty travel groups use travel agents to promote travel packages to the millions of people who travel every year.

    Travel company personnel must be up-to-date on current rules and regulations and documentation required, in areas like cargo, ticketing and passports, visas etc. so as to correctly advise their clients, and to take care of the paperwork when necessary. Besides this, all tourism staff in marketing, counter sales, or guide services, should be knowledgeable about the places their clients visit, in terms of general background, how to get there connections by air, rail and road and the facilities available.

    In India, Travel and tourism, as an industry, has been somewhat slower to take off than in many other places. However, with increasing worldwide interest in travel, and with the Government’s encouragement of its activities, it is undergoing massive expansion and improvement. This forecasts a bright future for all those who choose to make a career of travel and tourism. Young people with drive and a capacity for hard work can rise to top positions very quickly in travel and tourism or even head their own agencies. A job in the industry gives good returns as well as perks including opportunity to see many locales at low prices.





    19/08/2017

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    Forensic Psychologist: Education Requirements and Career Information #forensic #psycology, #forensic #psychologist:


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    Forensic Psychologist: Education Requirements and Career Information

    Education Requirements for Forensic Psychologists

    While a forensic psychologist may find work with only a Master’s degree, a Ph.D. in psychology or a Doctor of Psychology (Psy.D.) degree is recommended. Licensing is essential for all practicing psychologists and can be obtained by taking examinations through the state psychologist licensing board. The American Board of Professional Psychology (ABPP) classifies forensic psychology as a recognized specialty and offers certification examinations.

    To become a forensic psychologist, it is beneficial to have a minor in law. Some forensic psychologists have doctorates in both psychology and law. Because the application of forensic psychology deals specifically with how psychology works with the law, most jobs require varying levels of legal studies. This is a relatively new facet of psychology and forensic psychologists are encouraged to participate in continuing education programs throughout their careers.

    Career Information for Forensic Psychologists

    There are a variety of paths a forensic psychologist may take. Some work specifically with crime victims. A forensic psychologist counsels rape and abuse victims of all ages before, during and after court trials. They also assist victims in dealing with the stress of reliving the crime when the victims appear on the witness stand. On occasion, the forensic psychologist will testify as an expert witness to explain to a judge and jury the effects of the crime on the victim.

    Other forensic psychologists work with the accused. These psychologists consult with persons being charged with crimes and assess the competency levels of the accused. The forensic psychologist often determines whether or not the accused has a clear enough understanding of right and wrong to stand trial. They may make a recommendation to a judge that the accused be sent to an institution for therapy prior to or in lieu of a court trial. These psychologists also work with those who have been convicted of crimes if part of the sentence includes rehabilitative therapy.

    Some forensic psychologists go into private practice and work as consultants, but this is rare. Others have opportunities in research facilities. Primarily, forensic psychologists work in correctional facilities, law enforcement agencies and mental health institutions. They may also be members of law and psychology departments in an academic setting. Or, community health organizations and probation departments may employ forensic psychologists.

    According to PayScale.com. as of January 2016, the median annual salary for forensic psychologists was $61,489. This is significantly lower than the median reported in May 2015 by the U.S. Bureau of Labor Statistics (the BLS) for all types of psychologists at $94,590. According to the BLS, job growth for all types of psychologists, a group which includes forensic psychologists, was expected to increase by 19% between 2014 and 2024. Since most jobs available to forensic scientists are government and law enforcement related, salaries are often determined by federal, state and local budgetary concerns. Florida and California are the favored employers geographically.

    A forensic psychologist can work within a few industries, such as law or healthcare, where they are commonly responsible for assessing an accused criminal’s psychological state and determining whether the accused is fit to stand trial. Alternatively, many forensic psychologists work with victims of a crime such as rape or abuse. A forensic psychologist often provides counseling services for victims and accused criminals, depending on their specialty.

    The listings below may include sponsored content but are popular choices among our users.

    • Ph.D. in General Psychology – Cognition and Instruction
    • Ph.D. in General Psychology – Industrial and Organizational Psychology
    • Ph.D. in General Psychology – Performance Psychology
    • M.S. in Psychology with an Emphasis in Forensic Psychology
    • M.S. Psychology with an Emphasis in Gerontology
    • M.S. in Psychology with an Emphasis in Human Factors
    • MS in Psychology: General Psychology
    • M.S. in Psychology with an Emphasis in Health Psychology
    • MS in Professional Counseling
    • BS in Psychology
    • B.S. in Psychology with an Emphasis in Performance and Sports Psychology
    • Bachelor of Science in Behavioral Health Science with an Emphasis in Trauma
    • Graduate Certificate of Completion in Forensic Psychology
    • Graduate Certificate of Completion in GeroPsychology
    • Graduate Certificate of Completion in Industrial and Organizational Psychology
    • Graduate Certificate of Completion in Health Psychology
    • Graduate Certificate of Completion in Human Factors Psychology
    • Graduate Certificate of Completion in Life Coaching
    • View more
    • Doctor of Psychology in Mental Health Administration
    • Doctor of Psychology – Health and Wellness Psychology
    • Master of Arts in Psychology – General Psychology
    • MA Counseling
    • MA Counseling – Addiction Counseling
    • MA Psychology – Industrial Organizational Psychology
    • Master of Arts in Psychology – Health and Wellness Psychology
    • View more
  • Avg. Wages For Related Jobs

    Source: Bureau of Labor Statistics

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    17/08/2017

    Posted In: NEWS

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