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superiorsurfaces_co_uk_charity_ | education | SIMILARITY: 0.4841
Our Charity Work
Every year, Mellon Educate organises their now renowned “building blitz” trip to Africa for volunteers from all over the world to travel and lend a helping hand building better school infrastructure in poor African communities.
Sean has been raising money and attending Building Blitz’ in South Africa with Melon Educate for the past 10 years. Melon Educate is a charity dedicated to building schools and enriching educational opportunities for children in underprivileged communities. Driven by a deep passion for education and a desire to make a tangible difference, Sean joined forces with local communities and volunteers from around the globe. Together, they laid bricks, painted classrooms, and shared knowledge, all with the shared vision of creating a brighter future for children. This experience not only Changes the lives of countless young learners but also profoundly impacted Sean, leaving him with unforgettable memories and a renewed commitment to global education. |
www_headai_com_2023_05_18_how-ai-is-transforming-curriculum-development_ | education | SIMILARITY: 0.4661
Educational institutions constitute the backbone of our society by preparing people for the labour market. Their role in providing adequate training for the current needs of the labour market is essential, as well as their greatest challenge. In practice, maintaining the connection between education and the labour market requires constant active efforts from both parties to understand each other’s needs and the gaps between them and bridge those. A quick-paced labour market in near-constant disruption is making this task even more challenging for education experts building curricula. While staying up to date with the current situation, it is increasingly important to also be able to project into the future to stay one step ahead and be able to cater for the needs of tomorrow. For this reason, educational institutions have a growing interest in data-driven solutions for supporting curriculum development in an agile and flexible manner that takes into account the specific needs of the industry and the area, and not only gives an overview of the fit between curricula and the labour market in the past and the present but also predict future trends.
The Importance of Locality in curriculum development
While staying up to date with the labour market needs is a global challenge for educational institutions and decision-makers worldwide, the solutions require a focus on locality. Data-driven solutions give access to large datasets virtually from anywhere in the world, but relevant results can only be reached by narrowing the data down to not only the specific field that the education is preparing learners for but also the geographical location. Culture, political decision-making, and the industry’s role focus, and development in the society in question affect the specific skills needed in the market and have to be taken into account in the sample size and scale for accurate results.
Skills data as a tool for agile curriculum development
Defining this sample followed by finding, combining and analysing not only local but also industry-specific data is a challenge for both educational institutions and businesses looking for talent. Skills data provides a tool that makes large datasets interoperable and allows predictive results for future developments using AI-based technology while taking into account the need to limit datasets according to different factors such as location or industry. Skills maps can then be created both for the needs of the labour market and for the skills developed by curricula, after which the two can be analysed jointly to identify gaps and drive education offering closer to the labour market.
Headai’s case studies: from Finnish secondary technical education to higher education in the Philippines
Headai has been working with a number of educational institutions in Finland and abroad to map the current status of their curricula against labour market needs, bridge gaps between the two and forecast future developments. Most recently, Headai has been working in collaboration with the National Board of Education of Finland and educators as well as Technology Industries of Finland to map current needs and offering in the field of technical secondary education in Finland. The project resulted in a soon-to-be-published action plan to develop curricula to fit the needs of the industry better.
In addition to local projects in Finland, Headai has been at the forefront of data-driven curriculum development using skills data also internationally. In 2022, a project with the World Bank in the Philippines mapped the current state of higher education in the country, resulting in a number of recommendations to create more timely adapted curricula that can still be individually tailored by educators according to their expertise, interests, and students, while being better aligned with the local industry needs.
Local solutions for global challenges
Such projects have proven that the challenges faced in creating and improving curricula are global and shared by educators across the world no matter the degree of education, geographical scale, or industry-specificity. However, there is no one universal solution to these challenges, and each case has to be considered individually according to the data specific to it. Skills data provides tools and approaches adaptable to the specific context through methods tested across the world with different datasets. Solutions such as Headai’s help educators across the globe shape curricula to fit not only today’s job market needs but also the ones of tomorrow. To get you started today, we at Headai have developed a platform that provides access to a mapping tool and a large existing repository of skills maps based on our widely tested AI-driven technology, usable for benchmarking your curricula with the current state of the job market. At the same time, the platform also allows you to input your own data to visualise the current state of the skills match between education offerings and the labour market in your specific institution, industry or area. Take a look at the current maps offered, and contact us for more information on your specific needs.
Our platform is currently open in beta version for a 14 days free trial using our existing datasets.
To sum up – our top 3 ways educational institutions are leveraging skills data:
- Narrowing data sample down to the specific location and sector for the most accurate results
- Analysing skills supply by educational institutions and demand by the labour market over time to spot trends and make predictions to be one step ahead
- Comparing current education offerings with skills needs in the labour market on a local, national or international level using tools such as Headai’s platform |
www_moray_gov_uk_moray_standard_page_159370_html | education | SIMILARITY: 0.4229
A Sustainable Learning Estate - Milne's Associate School Group (ASG)
How to participate?
If you wish to participate in the engagement, the questionnaire can be accessed below. The survey will run from Monday 3 February until Monday 3 March 2025.
Please watch our online briefing video to learn more about the learning estate and how we’re engaging in the Milne’s ASG.
Background Information
We've created a briefing document with further information and data on the Milne’s ASG which will help with the completion of the survey.
An online dashboard which displays information on the primary schools across the Milne’s ASG will also assist you in completing the online questionnaire. The dashboard is interactive and will allow you to look in detail at each individual primary school.
Community Drop-in Sessions
Thursday 13 February, 2:00pm-5:00pm at at Milnes Learning Centre, Milne's High School, West Street, Fochabers, IV32 7DJ
Tuesday 18 February, 5:00pm-8:00pm at at Milnes Learning Centre, Milne's High School, West Street, Fochabers, IV32 7DJ
This is your opportunity to come and ask the team any questions you have on the Learning Estate in the Milne’s ASG.
Additional Data
Scottish Government school capacity guidance
You can find out more about the Sustainable Learning Estate engagement here. |
pure_uj_ac_za_en_publications_towards-a-slow-scholarship-of-teaching-and-learning-in-the-south | education | SIMILARITY: 0.4332
TY - JOUR
T1 - Towards a Slow scholarship of teaching and learning in the South
AU - Leibowitz, Brenda
AU - Bozalek, Vivienne
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/11/17
Y1 - 2018/11/17
N2 - Although the concept of a scholarship of teaching and learning (SOTL) has emanated from the global North, it is a relevant and useful concept in the global South. The concept was initiated in the 1990s in the US. The original emphases in the seminal Boyer Report, on the integration of various forms of scholarship, the importance of intellectual thought and the collaborative nature of teaching have been subject to various distortions, in part due to the depredations of neoliberalism and performativity. We argue that Slow scholarship, which has resonances with Boyer's notions of the scholarship of teaching and learning provides much potential for reconceptualising SOTL in the South. These claims are explored via a case study set in South Africa, where academic developers at eleven higher education institutions covering the range of institutional types were interviewed.
AB - Although the concept of a scholarship of teaching and learning (SOTL) has emanated from the global North, it is a relevant and useful concept in the global South. The concept was initiated in the 1990s in the US. The original emphases in the seminal Boyer Report, on the integration of various forms of scholarship, the importance of intellectual thought and the collaborative nature of teaching have been subject to various distortions, in part due to the depredations of neoliberalism and performativity. We argue that Slow scholarship, which has resonances with Boyer's notions of the scholarship of teaching and learning provides much potential for reconceptualising SOTL in the South. These claims are explored via a case study set in South Africa, where academic developers at eleven higher education institutions covering the range of institutional types were interviewed.
KW - Scholarship of teaching and learning
KW - Slow scholarship
KW - South Africa
KW - global South
UR - http://www.scopus.com/inward/record.url?scp=85044361716&partnerID=8YFLogxK
U2 - 10.1080/13562517.2018.1452730
DO - 10.1080/13562517.2018.1452730
M3 - Article
AN - SCOPUS:85044361716
SN - 1356-2517
VL - 23
SP - 981
EP - 994
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 8
ER - |
blogs_ubc_ca_etec521sept12_author_marijke7_ | education | SIMILARITY: 0.4477
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ETEC 521: Indigeneity, Technology and Education (Sep 2012)
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math_american_edu_programs__f_School_7CprogramSchoolsFacet_School_of_Education_f_Field_of_Study_7Cpr | education | SIMILARITY: 0.4517
School of Education
Open to students with a master's degree or currently working on a master's degree from an accredited…
Quick details
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School of Education
Open to students with a master's degree or currently working on a master's degree from an accredited… |
sputnikmediabank_com_media_1426327_html | education | SIMILARITY: 0.4137
#1426327Home education for children.Sign in or register,to downloadAdd to cartRemove from cartCategories: Education, Lifestyle & LeisureLocation: Moscow, RussiaEvent date: 20.09.2012Date published: 27.03.2013Author: Kirill KallinikovCredit: SputnikSource: SputnikOriginal: DigitalMedia: JPEG, 4256x2832px, 3.1Mbchildchildrenexternal studiesglasseshomeworklessonsself-tuitiontext book |
scole_norfolk_sch_uk_Home-School-Agreement_ | education | SIMILARITY: 0.4104
Skip to main content
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ed_buffalo_edu_academics_ac_ed-data-analysis_html | education | SIMILARITY: 0.4283
In an increasingly interconnected world, the ability to analyze and interpret international education data is essential for driving meaningful change. Gain the skills to navigate complex datasets, uncover trends and make data-driven decisions that impact educational policies and practices worldwide.
Enhance your research proficiency and address global educational challenges effectively. Gain insights into global educational issues and apply research methods across national boundaries. This certificate is also designed to respond to the growing demand for skilled professionals trained in mixed methods research.
In today’s dynamic professional environment, continuous self-improvement is essential for career success. Advancements, competition and evolving landscapes require professionals to maintain current, industry-relevant knowledge, skills and competencies. Advanced certificates can complement completed degrees or serve as standalone credentials. Regardless of your chosen path, an advanced certificate offers additional knowledge and opportunities to refine professional skills, facilitating career advancement. They offer a flexible, accessible and cost-effective educational route to pursue career goals and remain competitive.
You'll develop a comprehensive skillset in both quantitative and qualitative research methods, with specialization options. Your expertise will help make informed decisions to enhance learning experiences and policy development across diverse educational systems.
As a student, you'll collaborate with experienced faculty and peers, enriching your academic journey with diverse perspectives. You'll be prepared to lead and innovate in the dynamic field of international education.
Designed for educators, policymakers and data enthusiasts, this program offers a comprehensive curriculum that covers the latest methodologies in data analysis and its application in global educational contexts.
| Academic credential granted | Advanced Certificate (AC) |
|---|---|
| Credits required for completion | 13 |
| Time to completion | 2 to 4 semesters |
| Course delivery | On campus |
| Application deadline | Priority Deadlines Fall: April 1, then rolling until Aug. 10 Spring: Nov. 1, then rolling until Jan. 10 |
Data collection and analysis specialist within institutional and organizational settings including:
CEP 523 Statistical Methods Inference II (prerequisite: CEP 522 or equivalent)
ELP 575 Education and Globalization
ELP 594 Qualitative Research Methods Part II (prerequisite: ELP 593)
CEP 512 Survival Analysis
CEP 526 Structural Equation Modeling
CEP 527 Large-Scale Data Analysis
CEP 528 Hierarchical Linear Modeling
CEP 529 Applied Regression Analysis
ELP 511 Comparative Higher Education
ELP 566 Comparative and Global Studies in Education
ELP 574 Education in Asia
ELP 692 Case Study Research Methods
*NOTE: This program is exclusively available to current University at Buffalo Graduate School of Education students.
Submit your completed online application, which includes:
Former/Maiden Name: Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.
Admission Decision: The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.
In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.
If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See Required Documents for Residency Application for more information.
All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date. |
learn_advertisingweek_com_courses-learning-paths | education | SIMILARITY: 0.4328
AWLEARN LEARNING PATHS
Start Your Journey Now
Great Minds
Our biggest names
Creativity Explained
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Core Features
Gaming and Esports
Learn to use all the related tools, walk into a job and be a rockstar from day one. The skills you need to become a real professional. Thrive in your career.
Artificial Intelligence
Learn to use all the related tools, walk into a job and be a rockstar from day one. The skills you need to become a real professional. Thrive in your career.
Audio Marketing
Want to learn from the greatest minds in culture, business and creativity? We bring together Advertising Week's most talented instructors in a series of educational lectures and interviews.
Topic: Popular Culture & Creativity
Featuring: Podcasting, Smart Speakers, Spotify
Duration: 6 hrs
Featuring: Podcasting, Smart Speakers, Spotify
Duration: 6 hrs
Conquering cannabusiness
Learn to use all the related tools, walk into a job and be a rockstar from day one. The skills you need to become a real professional. Thrive in your career.
Sports marketing
Learn to use all the related tools, walk into a job and be a rockstar from day one. The skills you need to become a real professional. Thrive in your career.
Parenting and work
Learn to use all the related tools, walk into a job and be a rockstar from day one. The skills you need to become a real professional. Thrive in your career. |
shirleylynnmartin_com_about_highlights-of-formal-education | education | SIMILARITY: 0.4463
Highlights of Formal Education
Highlights of my formal education include:
-
Certified Intention Tapping Practitioner and Mentor. (with Steve Wells, International Leadership Coach and Peak Performance Consultant)
-
Life Coach, trained with the Institute of Life Coach Training (2003) BCC-2373
- Masters of Divinity degree from Associated Mennonite Biblical Seminary, Elkhart, Indiana
- Masters of Theological Studies degree from Conrad Grebel University College (CGUC), Waterloo, Ontario
- Bachelor’s degree of Metaphysical Science and an ordained Reverend with the International Metaphysical Ministry and now with the Bancroft Centre for Spiritual Awakening (Ontario)
– Licensed ceremonial/wedding officiant - Certificate in Conflict Management and Mediation at CGUC
- Certified Reiki Master/Teacher (with Doi Sensei and Hyakuten Inamoto Sensei, and Elyssa Matthews)
- Appreciative Leadership for Transformation with Clergy Leadership Institute
- Advanced Energy Psychology Practitioner (with Arlene Anisman and Fred Gallo, PhD)
- Emotional Freedom Technique (Sue Fraser MSW)
- Thought Field Therapy (Sue Fraser MSW)
- Past Life/Age Regression Certificate (Lori Wilson, Inner Access)
- Psychotherapist and a clinical member in good-standing with the Ontario Society of Psychotherapy (1999-2017)
- Conferences on Shame and Trauma healing
- Committee member for Restorative Circle (alternate method for dispute resolution)
-
Metaphors of Movement (Level One to Three Certificates) Andrew T. Austin, UK, Innovator, Therapist, and Trainer
-
Ongoing life and soul development training through these various systems and modalities |
oge_mit_edu_learning-to-teach-teaching-to-learn_ | education | SIMILARITY: 0.4338
Learning to Teach, Teaching to Learn
Embracing opportunities to teach at MIT
I love helping people learn.
I first got a taste of this at the military academy where I completed my undergraduate degree. I taught new cadets and new Airmen about marching and other aspects of being in the military. Later, I worked an obstacle course where I had to teach safety and proper obstacle completion technique. It was one of the few activities where I found myself smiling while doing it.
Fast forward to my first year of grad school.
In the fall, all of MIT was full of posters with elephants highlighting the opportunity to teach a class about ANYTHING you wanted to high schoolers. Sounded cool to me! The event, called Splash, is hosted every year by the Education Studies Program (ESP) at MIT. I had a great time doing it. I taught policy development for sports and gender topics, which is a special interest of mine, as I have long been confused by the disparities in sports opportunities for non-males. The students impressed me with their thoughtfulness, which made it especially fun, as for me, any opportunity to discuss ways to make the world function more… equitably… is hugely engaging.
When spring came around, ESP put up posters with a jellyfish, advertising the same opportunity to teach anything you wanted, but for middle schoolers. This program is also held every year and is called Spark. Teaching aside, the poster had my favorite animal on it, so I had to participate. I had even more fun the second time around. I knew more of what I was doing and felt more organized, even if the students were a touch more unruly.
Around the same time as I was signing up to teach Spark, I saw an email asking for volunteers for the English as a Second Language (ESL) program at MIT. I have a passion for languages, but I didn’t feel qualified for the position. Fortunately, the ad also said, “no experience required, just a good command of English and an interest in helping individuals whose first language is not English.” Even if you have no teaching experience, and English is not your first (or even second) language, you can tutor! So I signed up.
The ESL program was established ten years ago by dedicated and thoughtful staff members at MIT. It offers one-hour English “paid-leave” style tutoring sessions during work hours for MIT staff. Each student is assigned a tutor that they meet with once a week. I can’t commit that regularly, but I act instead as a substitute for the 11pm–midnight shift. Most of our students are custodial and maintenance workers. One student is a former military member herself, and though she is not from the U.S. military, we were able to exchange stories about training and military parachuting, which was really cool! But I’ve also met people living lives very different from my own, where I can’t help but learn as much, if not more, than I’m teaching. For instance, I’ve learned about the price of bread in Poland and the specifics of the American citizenship test. Even when interacting with other teachers, from librarians to fellow students, I have learned more about myself and how to work with others. Teaching with ESL has been an incredibly rewarding experience.
I suppose I have always known that I enjoy learning, but now I know that I also love teaching. Maybe it is because, as I discovered, every interaction with a student is also a moment of learning. Or maybe there is something inherent in the exchange of knowledge that makes us more a part of humanity. As we experience more outside of ourselves, we become a part of something greater. Or maybe teaching is just the way of coming full circle in an academic environment: we learn to teach to learn to teach… and therefore pass the torch to those who come after us. Whatever the reason, I fully encourage you to find opportunities to teach at MIT. I am confident you’ll have a good time and hopefully learn something along the way!
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cst-conferences_org_uk_exhibitor_engaging-education_ | education | SIMILARITY: 0.4862
Engaging Education
Engaging Education is a creative marketing agency with expertise in the education sector. We are a team of 35 specialists in graphic design, animation, videography, photography, copy and digital marketing. For over 15 years, we have partnered with schools, colleges, local authorities, Multi Academy Trusts, national organisations, charities and more to create campaigns and resources that transform lives. We have a track record of innovation and adding significant value to our partners. We bring their values and key messages to life through effective branding, website builds, digital campaigns, print materials and overall marketing strategy
Find out more: engaginge.co.uk |
ideas_repec_org_n_nep-edu_2015-09-11_html | education | SIMILARITY: 0.4082
Report NEP-EDU-2015-09-11
This is the archive for NEP-EDU, a report on new working papers in the area of Education. João Carlos Correia Leitão issued this report. It is usually issued weekly.Subscribe to this report: email, RSS, or Mastodon, or Bluesky.
Other reports in NEP-EDU
The following items were announced in this report:
- Hayes, Michael S. & Gershenson, Seth, 2015. "What Differences a Day Can Make: Quantile Regression Estimates of the Distribution of Daily Learning Gains," IZA Discussion Papers 9305, Institute of Labor Economics (IZA).
- Briggs Depew & Ozkan Eren, 2015. "Test-Based Promotion Policies, Dropping Out, and Juvenile Crime," Departmental Working Papers 2015-07, Department of Economics, Louisiana State University.
- Philippe De Donder & Francisco Martinez-Mora, 2015. "On the Political Economy of University Admission Standards," CESifo Working Paper Series 5382, CESifo.
- Paco Martorell & Kevin M. Stange & Isaac McFarlin, 2015. "Investing in Schools: Capital Spending, Facility Conditions, and Student Achievement," NBER Working Papers 21515, National Bureau of Economic Research, Inc.
- Hull, Marie C., 2015. "The Academic Progress of Hispanic Immigrants," IZA Discussion Papers 9307, Institute of Labor Economics (IZA).
- Fairlie, Robert W., 2015. "Do Boys and Girls Use Computers Differently, and Does It Contribute to Why Boys Do Worse in School than Girls?," IZA Discussion Papers 9302, Institute of Labor Economics (IZA).
- David Card & Laura Giuliano, 2015. "Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education?," NBER Working Papers 21519, National Bureau of Economic Research, Inc.
- Andrew Eyles & Stephen Machin & Olmo Silva, 2015. "Academies 2: The New Batch," CEP Discussion Papers dp1370, Centre for Economic Performance, LSE.
- Dennis Epple & Richard E. Romano & Miguel Urquiola, 2015. "School Vouchers: A Survey of the Economics Literature," NBER Working Papers 21523, National Bureau of Economic Research, Inc.
- Christopher Avery & Parag A. Pathak, 2015. "The Distributional Consequences of Public School Choice," NBER Working Papers 21525, National Bureau of Economic Research, Inc.
- Inés Bouvier & Gioia de Melo & Alina Machado & Magdalena Viera, 2015. "Análisis Descriptivo de Competencias en el Uso de Tecnologías de la Información y Comunicación. Evidencia para Uruguay," Documentos de Trabajo (working papers) 15-09, Instituto de EconomÃa - IECON.
- Suzanne Guillemette & Louise Royal & Monette Kevin, 2015. "Une collaboration entre directeurs d’établissement et conseillers pédagogiques pour soutenir l’ajustement de pratique du personnel enseignant," Post-Print hal-01188217, HAL.
- Vögtle, Eva Maria & Windzio, Michael, 2015. "The network of international student mobility: Enlargement and consolidation of the European transnational education space?," TranState Working Papers 190, University of Bremen, Collaborative Research Center 597: Transformations of the State.
- Graf, Erika, 2015. "Raising sustainability awareness and understanding in higher education," Working Paper Series 08, Frankfurt University of Applied Sciences, Faculty of Business and Law.
- McGuinness, Seamus & Kelly, Elish & Pham Thi Thu, Phuong & Ha Thi Thu, Thuy, 2015. "Returns to Education and the Demand for Labour in Vietnam," Papers WP506, Economic and Social Research Institute (ESRI).
- Krueger, Dirk & Ludwig, Alexander, 2015. "On the Optimal Provision of Social Insurance: Progressive Taxation versus Education Subsidies in General Equilibrium," CEPR Discussion Papers 10806, C.E.P.R. Discussion Papers.
- Manabu Nose, 2015. "Estimation of Drivers of Public Education Expenditure; Baumol’s Effect Revisited," IMF Working Papers 15/178, International Monetary Fund.
- Murasawa, Masataka & Oba, Jun & Watanabe, Satoshi P, 2013. "Discordant Implementation of Multilateral Higher Education Policies: Evidence from the case of the Bologna Process," University of California at Berkeley, Center for Studies in Higher Education qt44n3w036, Center for Studies in Higher Education, UC Berkeley.
- Nelson Sá & Ana Paula Ribeiro & Vitor Carvalho, 2015. "Network Effects in Knowledge Creation: Evidence from Academia," FEP Working Papers 565, Universidade do Porto, Faculdade de Economia do Porto.
- Huang, Wei & Lei, Xiaoyan & Sun, Ang, 2015. "The Great Expectations: Impact of One-Child Policy on Education of Girls," IZA Discussion Papers 9301, Institute of Labor Economics (IZA).
- Schulze-Cleven, Tobias, 2015. "LIBERALIZING THE ACADEMY: The Transformation Of Higher Education In the United States And Germany," University of California at Berkeley, Center for Studies in Higher Education qt9957d5n6, Center for Studies in Higher Education, UC Berkeley.
- Lia Chitolina & Miguel Nathan Foguel & Naercio Menezes-Filho, 2014. "The Impact of the Expansion of the Programa Bolsa Família on School Attendance," One Pager Arabic 234, International Policy Centre for Inclusive Growth.
- Gründler, Klaus & Scheuermeyer, Philipp, 2015. "Income inequality, economic growth, and the effect of redistribution," W.E.P. - Würzburg Economic Papers 95, University of Würzburg, Department of Economics.
- Jesmin Rahman & Ara Stepanyan & Jessie Yang & Li Zeng, 2015. "Exports in a Tariff-Free Environment; What Structural Reforms Matter? Evidence from the European Union Single Market," IMF Working Papers 15/187, International Monetary Fund.
- Dirks, Nicholas B, 2015. "THE LIBERAL ARTS AND THE UNIVERSITY* Tracing the Origins and Structure Of Undergraduate Education In the US and at the University Of California," University of California at Berkeley, Center for Studies in Higher Education qt4bn9d9g0, Center for Studies in Higher Education, UC Berkeley.
- Dyah Larasati & Fiona Howell, 2014. "Bantuan Siswa Miskin (BSM): Indonesian Cash Transfer Programme for Poor Students," Policy Research Brief (Arab) 46, International Policy Centre for Inclusive Growth.
- Sutter, Matthias & Yilmaz, Levent & Oberauer, Manuela, 2015. "Delay of Gratification and the Role of Defaults: An Experiment with Kindergarten Children," IZA Discussion Papers 9314, Institute of Labor Economics (IZA). |
www_bartleby_com_essay_The-Importance-Of-Education-F3AQ6DLQP4F | education | SIMILARITY: 0.4614
Why school? Throughout life, we always tend to wonder whether or not having an education is beneficial and can end up leading to a life of success. As students, we always search for the deliverance that will help us to answer this question. When we are young, we view school as a place to meet new people and a place that we go to have fun. But once we grow out of this stage, we wonder what the true reasoning behind education actually is. We as students tend to outgrow the day to day lifestyle of forcing ourselves out of bed every morning to go to a place we have no idea to interpret what we are learning and how to apply it to our lives. We are lost, and this guidance that we are in search of, comes from educators who believe that school is …show more content…
He states that learning things that you’ve never learned before helps you continue because you want to learn much more (Rose 33-43).
As a student, I went through a day to day debate always questioning if education was something that I truly needed. When I was younger, I always enjoyed bonding with other students and learning new things, mainly because when you’re a child, you never have to worry about anything serious, so I honestly loved going to school. But, as I got older I realized that I was going to school every day, and getting good grades, but I didn’t know why I was doing it. I was no longer that young child who loved going to school, I turned into a student who began to dread the mere thought of stepping foot into a school. I was no longer a student full of curiosity and drive, I became the confused one. Throughout my earlier years of high school, I began to lose interest in my education, due to the fact that I believed that everything I was learning wouldn’t help to prepare me for what I was planning to do with my life. I never found most things worthy of my time because I felt as if they wouldn't prepare me for the outside world.
Whenever I took math, I thought it was a waste of my time, because when on earth would I need to figure out why x and y equaled z. I thought that reading and writing was pointless because I always hated writing papers and
Many are quick to disregard education’s role outside of the classroom. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (Rose 33). Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. By reflecting on his personal experiences and how those gave him the tools applicable to his daily life, he emphasizes why education should never be overlooked. Rose’s referencing relatable experiences in a logical manner makes his argument persuasive to the readers and he succeeds in making the readers reconsider why education matters to them. In his book Why School?: Reclaiming Education for All of Us, Mike Rose effectively persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential in our everyday lives.
Education means something different for everyone. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (33). The truth to this is that education affects us in every aspect of our lives. Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. In Rose’s exploration of the purpose of school, he also reflects on his personal experiences and how those experiences gave him tools that are applicable for his daily life. Mike Rose’s Why School?: Reclaiming Education for All of Us persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential.
Education should not only be looked at as attending college and passing exams to succeed in school. It should be seen more as the complete development of one's personality, intellectual development, and moral evolution. The system tells everyone to learn the same material, even if the students are bored and even if they’re sleeping during class. In the article “Against School”, John Taylor Gatto states, “teachers didn’t seem to know much about their subject and clearly weren’t interested in learning” (Gatto). This shows the teachers and the students disconnect from the context because either it’s irrelevant or not being taught in inspiring ways.
Many are quick to disregard education’s role outside of the classroom. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (Rose 33). Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. By reflecting on his personal experiences and how those gave him the tools applicable to his daily life, he emphasizes why education should never be overlooked. Rose’s use of referencing relatable experiences in a logical manner makes his argument persuasive to the readers and he succeeds in making the readers reconsider why education matters to them. Mike Rose’s Why School?: Reclaiming Education for All of Us effectively persuades his audience of the importance of education beyond the classroom, which proves true in our everyday lives because the essential aspect of education is what we do with it and how it helps develop one’s personal growth.
Education and school. Some of you are now grimacing at the prospect of being trapped inside a classroom. Others are now thinking what I wouldn’t do to be able to go back and start all over again. Now don’t worry, I’m not going to convince you that you should love school. My job isn’t to change your perspective on school like a politician would do.
Education means something different for everyone. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (33). The truth to this is that education affects us in every aspect of our lives. Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. In Rose’s exploration of the purpose of school, he also reflects on his personal experiences and how those experiences gave him tools that are applicable to his daily life. Mike Rose’s Why School?: Reclaiming Education for All of Us persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential.
When an elementary student and a high school student are inquired about school, you get two unquestionably contrasting responses. The bright, hopeful eyes of the young elementary student answers with a voice dripping with excitement, with the breath of the daily snack time chocolate milk spreading as they yell about the new knowledge they are gaining. On the other hand, the high school student counters with a monotone muttering. The words sports, stress, and sleeplessness are whispered, along with a shake of the head. As students go through school, starting as a youthful child to an experienced teenager, their views of school are very contrasting. Their thoughts of people, the future, and their want to learn completely shift.
When I was a kid, school for me was waking up early in the morning. I also have to study a lot in school, then after school I have to do homework. I remember my first day at school. My mom and dad, both were so happy and prepared but I was so nervous and cheerless. I didn’t like to wake up early in the morning for school , but as time flew by I started loving school which made me wake up with energy instead of tiredness. I began to enjoy the school as I made new friends and I got to know how it is like when you meet people out of your neighborhood. With my friends I had lunch together and study together. I started to understand what the purpose of the education system. Based on what I understood I think the purpose of education is really aimed at helping students get to the point where they can learn to be on their own. In this journey of education I had a lot of positive and few negative experiences,but the negative experiences also helped me growing. Positive experiences are my teachers helping me improve, and I improved more when I moved to the United States.
According to UNESCO (2014) education is seen as key to enhance the capabilities of people. Education also widens people’s choices in order to appreciate the sovereignties that make life beautiful and worthwhile. Initially, the skills provided by basic education, such as being able to read and write, are valuable in their own right. Then, education can upgrade the undesirable features of life. Moreover, education has a powerful part in empowering the people who grieve from social and economic depreciation. Universal education, achieved by all, has a sole and essential influences in addressing the social and economic barriers within a society.
Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” While they are indeed wise words, what does it mean to be educated? What can be classified as a proper education? Some say college is where people go for a “real” education. College is an educational institution meant to further prepare a student for the real world, real jobs, and real life. Instead of the basics taught in elementary, middle and high school, college is meant to be more specialized. Because students have the liberty to pick and choose their own classes it’s easier to cater to their needs, thus allowing each and every student the chance to work towards their future profession. But is what is currently being taught at
Education. How much is it worth? A dollar, ten dollars? To some, an education is worthless. However, to some people, it is priceless. It could be the difference between life and death. An education could save lives, families, futures. Imagine a world where you didn’t have an education, where you couldn’t read, write, or express yourself. This world is a reality for women and girls in poverty all around the world. These uneducated females live in extreme poverty without the hopes of making better lives for their children or families. Without an education, children have a higher chance of death, more girls are forced into child marriage, and women have an increased chance of maternal mortality. For these reasons, women and girls in poverty need to be given educations.
In America, citizens have the right to obtain an education that will withstand the test of time. This education that is given to us at no cost for twelve years of our lives is a gift like no other. Our school systems employ professionals to teach each individual student what they must know to be successful in life. I have been particularly blessed to make it through my primary education with the fondest of memories. I had the opportunity to start school in pre-kindergarten, continue to Junior High, and now I am experiencing college while being a senior in high-school. Sadly, it is common that many students will not have an experience like mine. In a short essay called An Indian Father’s Plea a Native American father, Robert Lake-Thom, reveals the hardships that are faced by students that do not fit the mold.
what I feel have had the most impact on my life. Everything that I have learned, I have
Is an education a requirement for a successful career? Most people would say yes, however I think this is inaccurate, however I do think kindergarten through twelfth grade is important. Further education, such as college or a trade school, however, is not required to be successful. Just about all my family had not furthered their education with college and they’re all do just fine, making enough to live and support their families. Just because you go to college to be something doesn’t mean you will pursue your life in that career, most people don’t. Education is expensive and I don’t think that it is for everyone.
Education has always been extremely important to me, especially since I am only the second one out of my parents and three sisters to graduate from high school. I have had several obstacles in my way to face, but these hardships make me very determined that I will get my college degree. I am the first in my family to go to college. I come from a family where education was not as important like it is to others. My father is my biggest inspiration. He was less fortunate of being able to finish school. He had a very difficult childhood and had to pick up adult responsibilities at an earlier age in life. He was only able to finish up to the eighth grade. He was the oldest in his family of four other siblings. His dad got very sick and was not able to work and provide for the family like he needed too. This led my dad having to drop out of school at eighth grade to go home to help with other siblings, help his mom with house chores, and work to help with paying bills. My dad can barely read and write, this made it very difficult for him to get good paying jobs. He learned how to be a mechanic working on vehicles, because there is very little to read and write to figure out how to fix a vehicle. He is very good at being a mechanic. This was his career all through out his life and still is to this day working long hard hours. Seeing my dad work so hard all my life inspired me to get a good education. It was difficult as a child to see my dad struggle so much. Our parents could not |
ecommons_cornell_edu_items_2ddb8173-a5c3-432f-b388-85db103aabc5_full | education | SIMILARITY: 0.4424
Educational Reform and Technical Education?
| dc.contributor.author | Bishop, John H. | |
| dc.date.accessioned | 2020-11-25T14:51:51Z | |
| dc.date.available | 2020-11-25T14:51:51Z | |
| dc.date.issued | 1993-01-01 | |
| dc.description.abstract | [Excerpt] Even though educational reform marches under a banner of economic renewal, the school subjects that appear to be most directly related to worker productivity-- business education, vocational education, economics, computers--have received little attention from reformers. The five "core" subjects proposed for periodic assessment are English, mathematics, science, history/civics and geography. Yet, if competitiveness is the objective, it is not clear why geography, a subject that is not taught in most American universities, has higher priority than subjects like computers, economics, management and technology? Some of the reform reports have expressed doubt about the economic benefits of vocational education (Committee on Economic Development 1986). Indeed, new graduation requirements introduced by reformers have contributed to an 8 percent reduction in vocational course taking between 1982and 1987. | |
| dc.description.legacydownloads | educationalreformWP93_04.pdf: 823 downloads, before Oct. 1, 2020. | |
| dc.identifier.other | 136287 | |
| dc.identifier.uri | https://hdl.handle.net/1813/77125 | |
| dc.language.iso | en_US | |
| dc.subject | education | |
| dc.subject | reform | |
| dc.subject | product | |
| dc.subject | market | |
| dc.subject | learning | |
| dc.subject | economic | |
| dc.subject | skill | |
| dc.subject | program | |
| dc.subject | job | |
| dc.subject | performance | |
| dc.subject | school | |
| dc.subject | worker | |
| dc.title | Educational Reform and Technical Education? | |
| dc.type | preprint | |
| local.authorAffiliation | Bishop , John H.: Cornell University |
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liftuplift_in_category_education_ | education | SIMILARITY: 0.4699
Education
Attract Sales And Profits
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside…. |
en_idi_org_il_publications_36196 | education | SIMILARITY: 0.4072
Effecting Change in the Education System: Deriving Principles from Past Experience
Policy Paper 158
Abstract of the Hebrew Publication
- Written By: Dalit Stauber, Hana Kidron, Omer Selivansky Eden
- Publication Date:
- Center: Education Policy Program
The present study outlines a series of actions and principles that should be considered when working to effect changes, and which can increase the likelihood that the change will be implemented successfully in the system. |
showmeinstitute_org_blog_education_assessing-us-education_ | education | SIMILARITY: 0.4463
Assessing U.S. Education
An article comparing the educational performance of students in different countries has sparked some discussion on the Columbia Daily Tribune‘s Homeroom blog. The article’s conclusion, with which several of the blog’s commenters agree, is that students in the United States aren’t doing as poorly as the critics would have you believe.
I’m all in favor of staying calm about education. Politicians say we need a “sense of urgency,” then use that agitation to their advantage as they push through huge spending increases. It would be wiser to weigh the pros and cons of different policies without giving in to hysteria.
But staying calm doesn’t mean ignoring the facts. For example, this is from the first section of the article:
Only about one-third of U.S. students could read and do math at current grade levels on national tests in 2007, the most recent figures available.
I’m not reassured that a few other developed nations do comparably poorly on international math and science exams, especially given that some countries do a lot better while spending less money. |
www_moonsmoat_worcs_sch_uk_curriculum_curriculum-information_dt | education | SIMILARITY: 0.4280
Subject Leader: Miss Mazgajczyk
DT Governor: Mr Chandler
The National Curriculum for Design and Technology (D&T) aims to ensure that all pupils:
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Design and Technology (D&T) enables children to become independent thinkers, discovering how the world around them works and to see their purposeful ideas become useful tools for themselves and others. It sees them working by themselves and with others to make their creations even better by critically evaluating their ideas and products. D&T at Moon’s Moat First School is taught through a topic based approach, linking with other areas of the curriculum. This cross curricular approach enables children to apply and build upon their knowledge and skills, strengthening and broadening vocabulary. This approach empowers our children to purposefully try and test out their ideas, however big or small.
By the end of Year Four, children have developed knowledge and skills that they can apply to future projects in school and home life situations. They will know and be able to use key vocabulary and transfer and use skills such as designing, testing, making and evaluating existing products, prototypes and of their own projects.
Please click here for how skills are developed in the Early Years Foundation Stage.
Foundation Stage
In Key Stage One and Key Stage Two, teaching and learning in D&T follows the coverage grid below. Please see the overview below for the detailed coverage.
D&T Knowledge and Skills progression at Moon's Moat First School
D&T Policy |
www_volunteermatch_org_search_org279442_jsp | education | SIMILARITY: 0.4112
Community School for Creative Education
Cause Area
- Arts & Culture
- Children & Youth
- Community
- Education & Literacy
- Race & Ethnicity
Location
3301 e12th stoakland, CA 94601 United StatesOrganization Information
Mission Statement
The Community School for Creative Education (CSCE) designers are a cross-cultural team of educators, community leaders, youth developers, and parents committed to bringing excellence and equity in public school education to the students and families of San Antonio/East Oakland. Our initiative draws upon decades of experience in experiential education, project-based learning, multicultural education, Waldorf education and environmental education.
Description
What will the school be like?
This mold-breaking charter school will integrate the educational visions of local families, best practices in equitable education, and adapted Waldorf practice. The result will be a community-responsive, culturally-relevant learning environment that is grounded in developmentally-appropriate, arts-rich, and project-based methods. We will help each child succeed academically, meeting or exceeding California State standards, while encouraging a balanced expression of each child's unique talents and leadership abilities. Instruction will interweave the intellectual, emotional, cultural, and practical facets of human development while fostering in students a deep and imaginative love of learning and a strong sense of self and community.
Who will the school serve?The CSCE intends to primarily serve the ethnically, culturally and socio-economically diverse communities of East Oakland and surrounding neighborhoods. We are hoping to locate the school in Oakland's vibrant Fruitvale/San Antonio community. Specifically, CSCE aims to enroll any student -- gifted and talented, special education, high achieving, at-risk, English Language Learners or "average" -- who is better served by a small, arts-infused learning environment that emphasizes rigorous, authentic, experiential, participatory, culturally-relevant, and project-based education. It is possible that the school will also admit a small percentage of students from other parts of Oakland.
What grades will the school offer?CSCE aims to serve pre-kindergarten through eighth grade (pre-K - 8th) though we will start as a K-3rd school. We also hope to partner with one or more mission-aligned neighborhood high schools, thereby offering a complete K-12 pathway within walking distance from home for the families of the community. |
www_eduseeds_com_ | education | SIMILARITY: 0.4204
THE FOUNDER'S MESSAGE
THE EDUSEEDS STORY
BRIDGING LEARNING GAPS
Today, Eduseeds' focus has shifted inwards, towards the fertile ground of individual growth. Recognizing that every child learns at their own pace, the school's mission now includes bridging the learning gaps that hinders student's full potential. Some students may struggle with specific subjects, while others may face broader challenges like language barriers or cultural differences. Whatever the reason, Eduseeds is dedicated to identifying and addressing these gaps, ensuring that every student has the opportunity to flourish.
TECHNOLOGY AS A BRIDGE
Eduseeds embraces technology as a powerful tool for bridging learning gaps. Online platforms, adaptive learning software, and even gamified learning experiences can provide students with engaging and effective ways to overcome their challenges.
BUILDING CONFIDENCE
Learning gaps can be disheartening, but Eduseeds fosters a supportive and encouraging environment where students feel safe to ask questions, make mistakes, and learn from them. This emphasis on building confidence to approach challenges with a positive mindset, propelling them towards overcoming their learning gaps.
PERSONALIZED LEARNING
Eduseeds recognizes that one-size-fits-all education doesn't work. Each student receives a customized learning plan tailored to their individual needs and strengths. This might involve targeted interventions, specialized instruction, or access to additional resources. |
www_cypherlearning_com_blog_business_national-apprenticeship-week-2024 | education | SIMILARITY: 0.4042
As the UK gears up for National Apprenticeship Week, it's time to highlight an important philosophy that should be integral to every organization's values: "Skills for life."
“Skills for life” embodies the idea that the skills acquired through apprenticeship programs should not just be relevant for a specific period of time or job role, but are applicable across various aspects of life.
At CYPHER Learning, we believe this mantra should extend beyond those enrolled in apprenticeship programmes to encompass every employee within an organization. In building this mantra into organizational culture and continuing to upskill and invest in your employees, you create a culture of continuous learning. This orientation better prepares workers for future innovations and job force changes, increases their job satisfaction, and so much more.
The crucial role of skills development
Apprenticeships serve as a crucial stepping stone for individuals, enabling them to learn diverse skills applicable for their future careers and life. They help individuals learn practical skills from professionals sometimes decades into their field in both an efficient and cost-effective manner.
They’re also an opportunity for an employer to train employees from the ground up around their specific best practices – if done correctly. Tracking all of the required information and ensuring apprentices know all of the required skills can be a difficult task, but it is necessary for the success of both the company and apprentice.
The key to effective skills development is ensuring it directly aligns with the essential abilities and competencies needed for a particular role. This requires a thorough and personalized approach to professional growth. However, the journey towards embedding this comprehensive approach to skills development is often met with obstacles.
Traditionally, both new recruits and seasoned employees have encountered training that scarcely goes beyond outdated methods, such as PowerPoint presentations, which hardly meet the individualized learning and development needs.
Navigating the era of workforce turbulence
The World Economic Forum (WEF) has forecasted that we are entering "a new era of turbulence" for the global workforce, with an estimated 25% of job roles expected to undergo significant changes within the next five years. This transformation is largely driven by the rapid evolution and integration of technologies, including artificial intelligence (AI), underscoring the critical need for a workforce that is versatile and multi-skilled.
The forecasted era of turbulence calls for a shift in how we approach apprenticeships and career development in general. The ability to swiftly adapt to changing skill demands, coupled with a commitment to lifelong learning, becomes paramount in preparing the workforce for the challenges inherent in the evolving technological landscape. As industries undergo transformation, those equipped with a diverse skill set and a proactive attitude toward learning will be better positioned to thrive in this era of change.
Investing in apprenticeship development
As we celebrate National Apprenticeship Week and acknowledge the invaluable contributions of apprenticeships to business growth, it's equally important to ensure that businesses reciprocate by investing in the development of their apprentices. This mutual investment not only nurtures a skilled and adaptable workforce but also positions businesses for long-term success in an ever-changing global economy.
At CYPHER Learning, we advocate for a future where every organization adopts a "Skills for Life" approach, recognizing the transformative impact of apprenticeships not just as a means for workforce development, but as a catalyst for fostering a culture of continuous learning and adaptation. Let's seize this National Apprenticeship Week as an opportunity to commit to enriching the professional journeys of apprentices and employees alike, ensuring they are well-equipped to navigate the complexities of the modern work environment. |
www_informa-giovani_net_en_category_informazione_studio_page_7_ | education | SIMILARITY: 0.4071
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www_haramaya_edu_et_category_announcement_page_2_ | education | SIMILARITY: 0.4133
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science_thewire_in_tag_muslim-terrorists_ | education | SIMILARITY: 0.4034
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coppenwall_com_hub_2021_10_30_coppenwall-visit-local-schools-to-talk-about-careers_ | education | SIMILARITY: 0.4176
Coppenwall have visited a couple of local schools in Rossendale for a chat with year 10, 11 and sixth form students.
We’ve spent some time chatting to local school pupils in Rossendale about careers.
It’s very common these days for secondary school pupils to go on to college and university. Whilst this is great and education is always beneficial, we do feel some pupils could benefit from apprenticeship schemes.
Here at Coppenwall we have an apprenticeship scheme where you can learn on the job whilst earning a wage.
We currently have an apprentice with us at Coppenwall, and she is doing fantastic. Jess has been learning the role whilst being a great hand to the rest of the team.
If you want to get in touch about working with the team at Coppenwall Estate Agents, then please email us: [email protected]. |
pracdiv_com_about-us_ | education | SIMILARITY: 0.4211
Our founder has more than 25 years of professional experience with DEI
Our services are appropriate for organizations and individuals who are seeking professional development or a general education related to diversity, equity, inclusion, anti-racism, and belonging.
Politics have become a contact sport and we are responsive to this shift through active and proactive training pushing back against DEI opponents; We remain optimistic about DEI
After hosting countless workshops and training sessions we decided that we would expand the reach of our impact by designing a curriculum that could be taught to businesses and professionals all across the world, not just in our sessions. Our re-imagined curriculum focuses on Asset Based DEI trainings. Participants will leave with the Knowledge, Skills, and Awareness on how to address a range of Diversity, Equity, and Inclusion topics.
We will officially relaunch the new web site complete with the core curriculum, free resources, blog posts, videos and more in 2024. The new site will be a centralized place for learning, web events and way for organizations to contact us directly. |
www_fsugatepost_com_post_gatepost-interview-folashad_C3_A9-solomon-professor-of-education | education | SIMILARITY: 0.4430
By Jesse Sannicandro
What is your educational background?
I have a doctorate in education from Harvard Graduate School of Education, where I studied
administration, planning and social policy in education. ... I have a post-doctorate fellowship, that was research-based from TERC, which stands for Technology Education Research. They are a STEM think-tank – science, technology, engineering and math. I did that post-doc for a couple of years after graduating from Harvard. ... I have an M.Ed. from Wheelock College, and I graduated from UMass Boston with my B.A. and my teacher certification.
How did you become interested in education?
My great-grandmother was – they called her a club woman. She was someone who was interested in activism. She was the first woman to hold an office for the NAACP in Boston – my family has this history of thinking about education as a tool of advancement – and the office that she held was about education. I come from a family of educators. My mom was a principal and teacher, my dad, same thing. ... I grew up in the context of seeing a teacher as someone who could make a difference in the world for students – particularly from my mom’s example. I think she really opened the door to seeing that a teacher can make an impact. And so, I wrestled with that throughout my life, thinking about, “Is a teacher the way to go?”
What research have you conducted about educational methods?
I taught for nine years, and after that I was an educational researcher at TERC for 12 years. So, within that, I focused my research on learning and teacher development. I have researched on several National Science Foundation grants, mostly focused on understanding how teachers learn science and learn about the students that they have in front of them. ... Over that 12-year time, there were specific research grants ... multi-million dollar grants that focus on teaching to the intellectual strengths of students of color specifically. ... Currently, my work is focused on integrating arts as a tool for learning in STEM. I’m waiting to hear back about a grant from the National Science Foundation focused on how students ... can learn physics through the medium of dance.
What are some ways that you focused on teacher professional development connecting race,
culture and language, among other issues?
One way I do that is through teacher research ... helping teachers understand and look at their students differently – being able to help teachers look specifically at what students say in their classrooms. So, taking video of their lessons and transcribing their lessons and then doing text-based reviews of the transcripts to really start to understand what students are saying. Because sometimes, in the moment, you don’t recognize what a student is saying because there are so many things going on in a classroom discussion. But the transcripts really allow teachers to stop time and think specifically and go back to the words that kids say, and try to understand how what the students say is related to the content that they’re teaching. That helps teachers identify, through a more strength-based approach, what kids are actually saying instead of always relying on their assumptions about what kids are saying in the moment. That’s one practical way – looking in a disciplined way at the words that students use through the analysis of transcripts.
What is one book, regardless of major, that you think every student should read?
I’m not sure if I have a specific book, but it would probably be something that would be a biography. ... I feel like you can really learn a lot from thinking about how other people’s stories fill out some of the structural ways that we look at things. For instance, I’m interested in underrepresented groups in STEM. For one, women in science is a big interest of mine. One of the books right now that I’m interested in now is called “Lab Girl” [by Hope Jahren]. It’s a memoir by a woman scientist and what she goes through in her life. I think that that kind of brings a real-life story to a subject that I’m interested in. ... I think it’s really illuminating to see how real-life people come in contact with these bigger structures and themes.
What advice would you give to FSU students?
I think it’s important to take advantage of the opportunities that they have and to take risks. I find that, sometimes, we need to follow our passions and everything, but we also need to push ourselves in directions that we may not be comfortable with. College is a place – specifically – to do that. I would advise students to, if they can, take classes that are different from what they usually would be drawn to, or to attend conferences or drop into a meeting that you wouldn’t usually drop into, like a club – to just pursue things that may not be necessarily the thing you’re always drawn to, but expand your horizons a little bit. |
www_educationcareer_net_au_archived-news_year_2015_month_5 | education | SIMILARITY: 0.4430
Archived News for Education Sector Professionals - May, 2015
A health expert and former Australian of the Year says the health effects of climate change on children have been “grossly neglected”.
Ed. ministers meet to talk of lost money
A showdown is expected when state education ministers meet with their federal counterpart in Brisbane today.
Ground-level schools plan brings great results
There are reports of positive results after a three-year trial of a program designed to improve student outcomes at schools in Perth's poorest areas.
Homemade bio-sensors bring great promise
Citizen science and biological education have a new tool in their arsenal, made of objects most people already own.
Reading dogs bring real results
An Australian researcher has enlisted the help of a friendly dog to get reluctant readers to have a go.
STEM surge grows, Abbott looks other way
More authorities have joined the push to boost STEM education in Australia, while the Prime Minister mocks the idea.
Tax cuts could help schools
Small business boosts in the latest Federal Budget could help P & C Associaitons nationwide.
Teen drinking Facebook link works both ways
Social media is a cause and a solution to young people's binge drinking habits, according to new research.
New papers plot research industry reform
The Federal Government has launched its plan for the future of Australian research, and it is strongly industry-linked.
Blueprint plots path to Indigenous advance
Prime Minister Tony Abbott says Indigenous students would do better if the country had higher expectations of them.
Premier prods Pyne over budget inaction
South Australian Premier Jay Weatherill says Labor has its eyes on the Adelaide seat held by Education Minister Christopher Pyne, and will make a serious play for it at the next federal election.
Self-grown helps kids' own health
A new study gives a simple way to get kids to eat more vegetables – by growing them.
Ice ad made twice, confusingly
The Federal Government has been criticised and questioned after it paid for the same anti-ice advertisement to be made twice, 8 years apart.
Macfarlane moves research into favoured fields
The Federal Government has acknowledged that Co-operative Research Centres earn more than they cost, but will cut funding to them anyway.
Head sensors to judge concussion risk
Rugby players are helping researchers understand the repercussions of concussion.
Abbott backs new school despite doctors' diagnosis
The Federal Government has backed plans for a new medical school in Perth, but the Australian Medical Association (AMA) is not enthused.
Turnbull joins tech education bandwagon
Communications Minister Malcolm Turnbull has backed Opposition Leader Bill Shorten’s call to increase STEM (science, technology, engineering and mathematics) education by teaching kids to code.
June exams to draw in more internationals
Four Victorian schools are looking at offering final exams in June, to match the northern hemisphere’s academic year and attract international students.
No confidence in ACT teacher talks
The ACT Chief Minister has accused the Education Union of using “alpha male” tactics in pay negotiations.
Performance reviews could do better
Annual performance reviews are common across many industries, but new research suggests they may be missing the point.
Shorten says future starts with STEM
Opposition Leader Bill Shorten focused on science, technology and education in his budget reply speech overnight, vowing to push Australia to the cutting-edge. |
smblairfoundation_com_ | education | SIMILARITY: 0.4018
We Endeavour To:
Balance funding between arts and social programs and scientific pursuits with both sectors including a significant component of educational initiatives.
Participate in a wide range of projects.
Make a significant contribution towards the success of smaller scale and early stage programs and initiatives.
Participate in multi year commitments only with milestone evaluations and options to discontinue. |
www_learningrebels_com_tag_training-failure_ | education | SIMILARITY: 0.4056
Learn about
All
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- Collaboration and Exploration
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- Continuous Growth
- Curious Mindset
- Instructional Design
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- Learning Rebels Capabilities
- Learning Rebels Opinion
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6 Things to Remember to Prevent Your Training from Failing
It's a fact, some training efforts work and others fail. We've all been around the block a time or two and have participated and/or created our fair share of corporate... |
www_ibtimes_com_where-have-all-good-jobs-gone-737232 | education | SIMILARITY: 0.4016
The U.S. workforce is substantially older and better-educated than it was at the end of the 1970s. The typical worker in 2010 was seven years older than in 1979 and over one-third of them had a four-year college degree or more, up from just one-fifth in 1979.
However, the U.S. economy has not managed to translate this substantial upgrading in the quality of the workforce into a similar increase in overall job quality.
Logic might dictate that better-educated workers would generally receive higher pay and better benefits, and that the share of "good jobs" in the economy would have increased in line with improvements in the quality of workforce.
The authors, John Schmitt, a senior economist at CEPR, and Janelle Jones, a research assistant, defines a "good job" as one that pays at least $18.50 an hour, has employer-provided health insurance, and an employer-sponsored retirement plan. The $18.50 per hour figure (which translates to about $37,000 per year on a full-time basis) is equal to the inflation-adjusted earnings of the typical male worker in 1979, the first year of data analyzed in the report.
By this definition, less than one-fourth of the workforce in 2010 (the most recent year for which data are available) had a "good job." That's down from 27.4 percent in 1979.
"The standard explanation for this loss of the economy's ability to create good jobs is that most workers skills have not kept up with the pace of technological change," Schmitt said. "But, it is hard to reconcile that view with the fact that even workers with a college degree are less likely to have a good job now than at the end of the 1970s."
The authors suggest, instead, that the decline in the economy's ability to produce good jobs relates to a deterioration of the bargaining power of workers, especially those at the middle and the bottom of the income scale.
According to the authors, the main cause of the loss of bargaining power is the large-scale restructuring of the labor market that began at the end of the 1970s and continues to the present.
The share of private-sector workers who are unionized has fallen from 23 percent in 1979 to less than 8 percent today. Meanwhile, the inflation-adjusted value of the minimum wage today is 15 percent below what it was in 1979.
Expectations for landing a "good" job have been dropping, given that 12.7 million Americans are still unemployed, while another 2.5 million are no longer counted in the workforce. |
cullmanhigh_cullmancats_net_extracurricularopportunities_cte-organizations_tsa | education | SIMILARITY: 0.4368
Cullman High SchoolInspiring Students for Lifelong Learning Through Character, Citizenship, Scholarship |
brightbeamnetwork_org_2020_11_ | education | SIMILARITY: 0.4037
Today, brightbeam, a nonprofit network of education activists and umbrella organization for the platform known as Education Post, officially welcomes Suneet Bedi as its Director of Development Strategy.
Fueled by her experiences as an elementary classroom educator, Suneet has dedicated her career to eliminating educational inequity at a systemic level. Previously, she has worked at The Education Trust-Midwest advocating for state accountability and equitable policies to better serve Michigan’s students. Prior to joining brightbeam, Suneet led all corporate and foundation partnerships for Teach For America Massachusetts. She is a graduate of The Ohio State University and holds a master’s degree in education from George Mason University.
In her role as Director of Development Strategy, she will lead our efforts to ensure brightbeam’s sustainability and identify opportunities to grow brightbeam’s footprint.
“We are delighted to have Suneet join our team as Director of Development Strategy. Her demonstrated dedication to working on behalf of students and families is laudable and her experience across the education landscape will take our advocacy and sustainability efforts to an exciting new place,” said brightbeam CEO Chris Stewart.
About brightbeam
Brightbeam is a nonprofit network of education activists demanding a better education and a brighter future for every child. Using the power of communications, we shine a light on communities that challenge decision-makers to provide the learning opportunities all children need to thrive. We help strong voices tell powerful stories that unite and move their communities to action. Brightbeam amplifies these stories through a variety of digital platforms, including Education Post, Citizen Ed, Project Forever Free and more than 20 local and regional sites that spotlight education issues nationally. We also sponsor on-the-ground initiatives, projects or organizations that align with our mission. To learn more, visit brightbeamnetwork.org.
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www_uis_edu_spmp_undergraduate_public-and-nonprofit-admn-ba | education | SIMILARITY: 0.4154
The Bachelors of Public and Nonprofit Administration will provide you with the knowledge and skills necessary to lead and manage people, programs and organizations in the governmental and nonprofit sectors. In addition to analytical and communications skills relevant to the management professions, you will receive a broad background and understanding of the political, social and economic environment in which public issues exist.
You'll graduate with the leadership skills to thrive in the board room, to network with public officials and other stakeholders, to negotiate agreements and manage contracts and to design/improve programs and interventions that improve people's lives.
Learning Outcomes
- Demonstrate an understanding of the role of public administration in government.
- Demonstrate an understanding of the principles of management and administration of public service organizations.
- Demonstrate an understanding of the fundamentals of public policy.
- Demonstrate an understanding of the basic principles of organizational theory.
- Demonstrate an understanding of the importance of public service ethics.
- Demonstrate an understanding of the role and value of diversity.
- Apply critical thinking skills to public administration and policy problems.
- Employ research methods in the public administration context.
- Demonstrate an ability to work collaboratively.
- Demonstrate professional oral and written communication skills.
Calendar
Don't miss an important date or deadline
Designed for working professionals, UIS programs feature multiple start dates per year, so you can begin at the time that best fits your schedule and complete your degree quickly. View the Academic Calendar
Tuition & Aid
UIS is the most affordable option to earning your University of Illinois degree. Earn a world-class education for less than you’d expect.
Value of a UIS Degree
UIS is No. 5 for students graduating with the least amount of debt, Midwest Region (2021).
Top 25 best value school, Midwest Region, and the only public university in Illinois on the list (2022, 2023, 2024).
98% of students receive aid
The average graduate from UIS will see an increase in earnings of $31,700 - $69,000 each year compared to someone with a high school diploma working in Illinois.
Admissions
Applying to UIS is simple
We've streamlined our admission process to save you time and effort. Just follow the steps below.
Review admission requirements
No specific admission requirements are listed at this time. Please contact the Office of Admission for more information.
International students, will you need an F-1 student visa to study on campus at UIS? Please review the International Applicants site for additional information.
Complete your application
An email address is required to create an account. To submit a paper application, visit the Resources & Forms page. Find more information about what type of student you are on the Student Types page. Applying for an online program is the same procedure as applying for an on-campus program.
Send your official transcripts
Email your official or certified academic records/transcripts to [email protected] or through any of the major transcript platforms. Photocopies will not be accepted.
Submit required statements/writing sample
If you are a first-year student, a statement of 250-650 words is required for admission. We want to hear about your professional aspirations, intellectual interests, and personal experiences relevant to your choice of a specific academic program. You can upload the required documents on you're application status page.
Pay your application fee
You can submit your non-refundable application fee online, after completing the online application. Alternately, it can also be mailed to the university, payable to University of Illinois Springfield.
Domestic students: Undergraduate - $50, Graduate - $60;
International students: Undergraduate - $60, Graduate - $75.
Courses & Catalog Information
At the University of Illinois Springfield, you'll find a wide range of courses tailored to your interests and career goals. Explore your program details and get all the essential information you need to plan your future.
Career Opportunities
Exploring the following career paths can help you see how your degree opens up a wide range of exciting and rewarding opportunities in various fields. |
lacomadre_org_2021_09__city_lacomadre-los-angeles_ | education | SIMILARITY: 0.4254
In-Person Learning at UC Berkeley in a Covid-19 World
Hello, hello wonderful people! As some of you know or have even experienced, schools and universities across the country areRead More…
Read More…Education. Our Children. Our Legacy.
Hello, hello wonderful people! As some of you know or have even experienced, schools and universities across the country areRead More…
Read More…If you recently got one of these cards in the mail with your child’s name on it, don’t throw itRead More…
Read More…When I first started teaching sessions for the American Heart Association at NACP, I didn’t know what to expect. NewRead More…
Read More…Two weeks ago, California AB101 cleared both legislative chambers. The bill will make Ethnic Studies a graduation requirement for allRead More…
Read More…It’s more than likely that your child has gone from zoom classrooms to being back on campus this semester. AsRead More…
Read More…It’s Hispanic Heritage Month again, which means you’ll be seeing Latinx history and pride plastered all over businesses, political campaigns,Read More…
Read More…Do we need to have this conversation right now? Do we need to talk about our kids bringing weapons toRead More…
Read More…Oftentimes, parents plan for children. They decide on how many they’ll have and the right time to have them. ForRead More…
Read More…For the majority of people in California, the idea of mandatory vaccinations is not a new concept. Students attending publicRead More…
Read More…Spring semester and the end of my third year of college can be summed up by a quote by ChineseRead More…
Read More… |
thecollegesolution_com_tag_national-council-of-teacher-quality_ | education | SIMILARITY: 0.4120
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National Council of Teacher Quality
June 13, 2014
A New Way to Become a Teacher
A month after he graduated from Beloit College with a degree in mathematics, my son Ben is taking his first step towards becoming a high school math teacher. He starts his Denver Teacher Residency program Monday through a collaborative effort between the University of Denver and the Denver Public Schools. Ben will be taking classes for the next year at...
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news_appliedhe_com_tag_citizenship_ | education | SIMILARITY: 0.5353
citizenship
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Learning
EdUHK Dr Linnie Wong Wins CiCea Annual Best Publication Award
Dr Linnie Wong Koon-lin, Assistant Professor at the Department of Education Policy and Leadership, The Education University of Hong Kong,…
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Dr Linnie Wong Koon-lin, Assistant Professor at the Department of Education Policy and Leadership, The Education University of Hong Kong,…
Read More » |
enykkr_birdnerdgame_com_admissions_admissions-adult-learners_ | education | SIMILARITY: 0.4788
Adult Learners
Have you recently experienced an unexpected job loss and wonder what you should do now? A college education can prepare you for a new future and offer a sense of direction in difficult times. Becoming an adult learner could really make a difference.
A college education does make a difference. Those with an associate degree can earn hundreds of thousands of dollars more over their working lives than high school graduates. It can also boost your job satisfaction and make you more resilient to future economic ups and downs.
Our admissions staff is ready to help you with your next steps. Click one of the links below to get started.
Resources
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I want to become a JC Student
Learn how to apply to Jackson College.
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Visit Jackson College
Visiting campus is one of the best ways to see if Jackson College is the right fit for you. |
www_expatriates_com_cls_51597245_html | education | SIMILARITY: 0.4215
A Highly educated and experienced Ph.D tutor, specialist for Cambridge students, offering home and online tuition for all levels from Grade (2nd to grade 12th ).
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highschooltutors_com_au_sa_glenside | education | SIMILARITY: 0.4190
Online tutoring
5th year Medical Student | 5 years tutoring/drafting experience - English, Maths Methods, Specialist Maths, Biology, Chemistry, Physics, Research Project | IGNITE, Medicine, Dentistry preparation
Hi! I completed year 12 in 2019 doing Maths Methods... |
classicalu_com_instructor_david-goodwin_ | education | SIMILARITY: 0.4220
Classical Education in America: Progress and Trends
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www_caylor-solutions_com_questions-key-increasing-traffic-higher-ed-website_ | education | SIMILARITY: 0.4144
Why Generative AI Literacy is Non-Negotiable for Higher Ed Leaders
Leveraging AI technology transcends IT. Higher ed leaders must level-up their generative AI literacy to lead their schools into the future.
content marketing
Questions are a critical component of higher education content marketing. To increase traffic to your higher ed website, you’ve got to understand how questions make your content marketing work.
The beginning of everyone’s search on the Internet begins with a question.
It’s so deceivingly simple. Every time you and I go online, we’re trying to find the answer to a question.
When users go to Google, they literally type in the question they have in their mind. Google then finds the answer.
So if you want to rank higher in Google, you must answer the question that people are typing into the search bar. SEO really is that simple.
But of course, it goes farther than this.
Let’s say that the user arrives directly on your homepage. Perhaps one of your enrollment officers met them at a high school college fair and gave them a flyer with your URL. So now they’re on your homepage… and they’re asking a question.
“Is this the school that I am looking for?” Or maybe it’s even bigger than that. Perhaps they’re asking, “Do I even want to go to college?”
Maybe they’re asking questions that are specific to a particular department within your college or university:
There are all kinds of questions that people have when they go to the Internet.
But the bottom line is that every time an Internet user logs on, they are asking questions. So, to drive more traffic to your website, landing pages, and other content, you cannot afford to ignore or forget:
Write content for Google or Bing or Yahoo to answer. Write content for your website to answer.
Always be thinking of which questions you are answering when you are creating content for your website, blog, newsletter, videos, or any other type of content.
Because if you create content without clearly understanding the question you are answering, you’ll be answering questions your audience is not asking. And eventually, they’ll turn you off and go somewhere else for the answer.
And your website traffic will suffer.
That’s why it’s so important that your content answers the questions your audience is asking today. Specifically, your answers must be…
I’ve already covered this a bit in my introduction. But whatever question you’re answering in your content—whether it’s an e-book or a blog post—it needs to be relevant to your audience.
This is why I stress the importance of creating marketing personas before creating your content.
You need to know your various audiences so that you can understand the questions they’re asking.
Parents will ask different questions than prospective students. Current students are asking different questions than prospects. And alumni and donors are asking very different questions than all of the above audiences.
Make sure your content is giving relevant answers to your audiences. (Bonus Hint: Rarely is it relevant to go off touting your institute’s various awards and achievements. Let the relevance of your content speak for itself.)
Secondly, your answers have to be authoritative. This comes down to what answers your audience is looking to get from you.
Some private colleges and universities waste their time and resources creating content for questions that nobody is looking to them to answer.
An all-too-common example of colleges or universities going outside their area of content authority is when they become political commentators. Of course, you and your audience care about the current political climate—but putting your brand in the middle of the firefight is not always the best idea. Truth is, colleges and universities—on the whole—are not where people are going to get their political analysis.
Be sure to keep your content in the area of what people look to you to answer.
Like an ebook on how to pick the right major for your career goals or something of that sort. This is what you would expect, or hope, a university would talk about.
Thirdly, your answers should be timely. People rarely listen to answers that come before they ask the question. In the same way, people rarely listen to answers that come much later than the question.
It’s important to answer the questions that people are asking now.
I’ve written before about editorial calendars and how they can help your marketing team create the right content – at the right time – for the right audience. Editorial calendars are the tool you should be using to guide your content creation process so that you’re publishing content that answers the questions on your audience’s mind at that time.
The right time to release your ebook on preparing for dorm life? A few months before the semester begins. The right time to begin blogging about finding financial aid? About three months before the new semester begins.
These are the times when your audience is asking these questions. Do your best to answer their questions at the moment that they’re asking them.
Next, your answers need to be emotional. No, that doesn’t mean they need to be overly dramatic. But it does mean that they need to have a story-like quality that helps your audience see themselves in your school.
You are creating content for human beings, not computers. The old adage of “show, don’t tell” really applies here.
So tell them a story.
Tell them the story of a student who came to your school. Tell them the story of a donor who started a scholarship fund… or how your latest research is making a difference in the world.
Whatever question you are answering, make sure that you bring the answer to life in a way that the audience can see what it’s like at your school.
Lastly, your answers need to be purposeful. In order for marketing to work, the audience needs to know clearly what to do next.
Marketing exists to motivate your audience to perform behaviors that support the goals and mission of your organization. This is why your answers must be purposeful in how they guide your audience to these behaviors.
Marketing exists to motivate your audience to perform behaviors that support the goals and mission of your organization.
Earlier, I wrote about the various types of behaviors that you should be tracking among your audience. We call these key performance indicators. Some of them include…
There are many components to digital marketing—which makes the whole thing a bit complicated. However, the core idea of it all is rather simple: answer your audience’s questions.
If you can keep this North Star in front of you, you’ll rarely go wrong with your content.
And if you’d like a hand in defining the key questions that you should be answering in your content, we at Caylor Solutions would be happy to help.
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Subscribe to The Higher Ed Marketer podcast today! |
www_globalgiving_org_projects_afghan-girls-education-fast-track_reports__pageNo_3 | education | SIMILARITY: 0.4472
By Elizabeth Appleyard | Program Administrator
***There are only a few days left to donate in 2021! We would love your support for our projects. Thank you!***
AIL’s Learning Centers were examined by the Taliban and are open as they comply with gender segregation rules. We have instituted changes such as switching to an emphasis on post-6th grade girls education to help girls who are unable to attend school. Of course, we continue to provide income-generating skills training such as tailoring, beautician, English and computing
Our fast track classes are running and helping women and girls accelerate their learning. One of the most popular fast track classes is the Mobile Literacy class and we are running 8 of these out of 4 centers with 35 students in each class (total 280 females). The classes will end on 31 December. Students are given mobile phones and taught how to use them. They text the teacher answers to questions and also work in small groups. The program is highly effective with approximately 86% of students reaching grade 4 reading level in the 4 months of the course and 14% reaching grade 3. The phones also provide a means to socialize and maintain contact with friends and families who live elsewhere.
AIL Outreach 2021: 23,905 students, 18,132 PPE distributed, 6 health clinics, 50-bed Covid-19 hospital, 95,593 patient treatments, 59,888 health education, 13,050 food aid families served, 22 radio broadcasts daily, 8 hours of TV programs, 12 provinces reached.
Thank you for your support.
By Elizabeth Appleyard | Program Administrator
By Elizabeth Appleyard | Program Administrator
Project reports on GlobalGiving are posted directly to globalgiving.org by Project Leaders as they are completed, generally every 3-4 months. To protect the integrity of these documents, GlobalGiving does not alter them; therefore you may find some language or formatting issues.
If you donate to this project or have donated to this project, you can receive an email when this project posts a report. You can also subscribe for reports without donating.
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forums_salary_sg_86556-post596_html | education | SIMILARITY: 0.4158
Quote:
Originally Posted by Unregistered
Math grads aplenty in quantitative finance in banks being paid top dollars. Highly valued for their mathematical and analytical mind
|
what if u have english / chinese degrees? i cant think of many jobs that require these 2 degrees besides tutors, journalists and a general degree scheme in the civil service... |
www_tech43_net_how-to-make-science-know-how-engineering-and-mathematics-cool-at-faculty_html | education | SIMILARITY: 0.4611
After years of touting the STEM (science, technology, engineering, and arithmetic ) educational programs, many teachers are discovering that by including an “A” -for ART- scholar studying will pick up STEAM! Students want strong knowledge and understanding in physical, life, and earth and space science if they’re to use science. Additional, it’s all the output of the skilled academics who understand the issues confronted by college students who pursue schooling together with their jobs or cannot afford to go to an everyday school.
Multidisciplinary views also improve from the topic-matter requirements to the standard on the historical past and nature of science, providing many alternatives for built-in approaches to science educating. For center-grade college students, JASON’s real-time, interdisciplinary science expeditions provide a singular opportunity to take part in real, standards-primarily based, multidisciplinary research directed by leading scientists.
JASON is committed to giving educators thrilling new methods to show standards-based mostly arithmetic. Different Ok-12 on-line science training assets wanted by academics and oldsters embrace entry to journals, current science information subjects, and on-line science instructing research books.
Also there’s a need for on-line sources that assist all science content material areas. Not only are JASON Curricula primarily based on national mannequin standards for science, math, social research, language arts, and technology; but they are also correlated to every state’s standards for science.
Elementary And Middle School Science
Back in the old days, a typical faculty science climate forecaster consisted of a three dial unit that informed temperature, humidity and barometric stress. Since this content exists and the wild conscience, which I designate the anti-conscience, is constantly attempting to invade the human side, our conscience would not have the possibility to develop as it should as a result of this evil content is always impeding it. The wild aspect provokes many disturbances within the human mind and habits when it manages to destroy a big a part of the human conscience.
The non-public and social points of science are emphasized more and more within the progression from science as inquiry requirements to the historical past and nature of science requirements. These include the use of net assets, on-line simulators, WebQuests, real-time information bases, on-line interactive web sites, and many extra options.
What Is Scientific Inquiry?
The content requirements presented in this chapter outline what students should know, understand, and be capable of do in pure science. It’s critical for displaying real-time knowledge for college kids and plenty of new software packages are very easy to use. Listing sources which might be most valuable to Ok-12 science educators embrace lesson plans, evaluation guides, curriculum guides, standards pointers, search engines for science, and more.
Only the human conscience is organized in line with human characteristics and is civilized, as was discovered via a analysis made in the human psyche by means of dream interpretation. Reading is burdened much more at this time to satisfy state and nationwide training requirements and an internet useful resource would assist educators save time looking for books that meet content standards.
Science and arithmetic usually are not cool subjects, say students. The JASON Skilled Development program affords accredited on-line professional improvement programs in science, math, and non-fiction literacy instruction in addition to on-site workshops and coaching to help academics become highly certified and make the very best use of JASON applications within the classroom.
Also there is a want for online sources that assist all science content areas. Every of these expeditions combine arithmetic ideas and skills with scientific themes. |
thesaurus_yourdictionary_com_educating | education | SIMILARITY: 0.5698
Educating Synonyms and Antonyms
Create by training and teaching
(Verb)
Teach information, experience
(Verb)
Antonyms:
To develop the mental, moral, or social capabilities of, especially by schooling or instruction.
(Verb)
Synonyms: |
www_surreycc_gov_uk_schools-and-learning_adult-learning_courses_keyword_ | education | SIMILARITY: 0.4105
Our subjects Find a course ESOL, English and maths Employment skills, computer skills and apprenticeships Arts and crafts Languages Family learning Dance, exercise and strategy games Cookery and nutrition Counselling, psychology and wellbeing History and culture Courses for adults with learning disabilities |
erwachsenenbildung-digital_de_en_tag_funding_ | education | SIMILARITY: 0.4709
Advocacy: Giving adult education a voice and face
We can expect fewer educational opportunities and fewer providers; it looks rather gloomy. Do we have to accept this or do we find ways to prevent the education...
We can expect fewer educational opportunities and fewer providers; it looks rather gloomy. Do we have to accept this or do we find ways to prevent the education... |
www_thesundayposts_com_2015_09_ | education | SIMILARITY: 0.4309
Does Knowledge Matter?
The currently fashionable view in education is that knowledge does not matter. The thesis goes something like this - at a time when you can search for almost anything in Google, why does one need to know anything? So, goes the argument, the point of education is not to enhance knowledge, but to enhance professional skills. So, it is not the texts and discussions about ideas and subjects, but rather abilities such as thinking critically is the point. As long as one can do such things, they would be able to know. There are deep flaws in this view. First, can one think critically outside any domain? This view of secular professional skills, professional skills outside a domain or practise, undermines the importance of professions itself. While this is symptomatic of the time (where a humble blogger pretends to write about epistemology), the domains remain important and the blogger in question should know the limits of his endeavour. The process of education is s... |
www_healthynaturalclean_com_10-skills-wish_ | education | SIMILARITY: 0.4297
If you aren’t skilled at many things, you probably spend a lot of time wishing you were. In fact, there are ten skills you might wish you had just to make life a little bit easier.
Air Conditioning Repair
If you have ever had to sweat it out in a hot house while you waited for an air conditioning repairman to get to your house, then you know that air conditioning repair is an important skill. If you knew how to fix your air conditioning yourself, you could get the house cool quickly, avoid the costly repair bill, and even help your family members and friends when they are in need.
Woodworking Talent
You might wish you had woodworking skills as well. Just imagine building your own outdoor furniture for you patio, building an island for your kitchen, or even refinishing your wood floors. If you had woodworking skills, you could even build pieces just to sell to earn extra money on the side.
Auto Repair
If you have ever been left stranded because your car broke down, you know that finding alternate transportation, waiting for the shop to get to your vehicle, and paying the expensive bill can all be tough. If you had skills in auto repair, you could fix the car yourself on your timetable and only pay for new parts. This could be a huge savings.
Plumbing Knowledge
Everyone wishes they had plumbing knowledge because plumbers charge a lot of money, especially if you call at night or on the weekend. Plumbing skills would allow you to make emergency repairs in your home and change the layouts in your kitchen and bath during remodeling jobs. You could even earn extra money on the side by working with a local plumber.
Construction Expertise
You may even dream that you had construction skills. Imagine being able to build a deck on your home when you want or add an extra bedroom when you have another baby. You wouldn’t have to hire a contractor and could just pay for the building materials. Building on to your home would be quite inexpensive.
Design Skills
If you love looking through home improvement magazines, you may wish you had design skills to be able to create the style and look in your home that you have always wanted. With design skills, your home could look like a showplace as you could choose the perfect paint, curtains, flooring, furniture and décor.
Cooking and Baking
Cooking and baking both take a certain amount of skill to get them just right. You might wish for cooking and baking skills to make your family happy or because you dream of being like the chefs you see on TV. Either way, these skills can make you and your family happy night after night when you put dinner on the table.
Sewing Skills
If you had sewing skills, you could repair your own clothes instead of buying new ones when they tear or rip. You could also design and create your own looks, so you could be fashionable on a budget.
Public Speaking
If your job requires public speaking, you might wish for these skills every single time you have to make a presentation in front of a group. Great public speakers deliver information with confidence and ease.
Proofreading Abilities
If you have to submit written reports at work, you probably wish for proofreading skills. These skills are essential in the business world, so you send out professional copy to those in charge.
Wising for these skills won’t magically make them appear. However, you can choose a few and work towards them as personal goals. |
www_edsurge_com_news_2017-11-03-filling-the-other-skills-gap | education | SIMILARITY: 0.4743
John Katzman, long-time education entrepreneur and founder of several successful education businesses, once waggishly told an investor conference audience that venture capitalists were very pleased to invest in education—for the rich. And in the market of companies tackling the infamous employment gap between willing workers and open jobs, this maxim appears correct.
According to Manpower’s annual labor shortage survey, 45 percent of U.S. businesses reported difficulty finding appropriately trained workers, up from 32 percent reported in 2015. And, per the survey, the shortages span the hiring spectrum from skilled trades to sales people, engineers to accounting and finance staff. Yet at the same time, would-be workers are leaving the labor force in droves, frustrated, economists believe, in part from difficulty in finding work. An historically low labor force participation rate of 63 percent in September 2017 represents nearly 100 million Americans neither employed, nor looking for work.
This dichotomy is not lost on investors. The collection of edtech companies aimed at prepping educated, but still underprepared workers represents a virtual stampede of unicorns. The likes of Coursera, Udacity, Udemy, MasterClass, Lynda, and Pluralsight have together raised more than $1 billion and represent combined enterprise value of more than $5 billion. And this is just online. There are also bootcamps, internship marketplaces, career placement technology companies, employment assessment companies, and dozens of other category-creating models aimed at paving the last mile between college and employment or otherwise providing retraining for those looking to change careers.
But there is another employment gap that is arguably far more pressing that receives much less attention from professional investors and budding entrepreneurs. This is the gap that exists among the 103 million Americans who do not have a college degree, but are in no less need of a bridge between their formal education and employment.
(Source: Sources: U.S. Census Bureau 2016; U.S. Bureau of Labor Statistics 2017; Tyton Partners analysis.)
Existing solutions for this population include government-sponsored job training programs, community colleges and private two- and four-year schools. But apart from concerns about poor completion rates and high loan defaults, the evidence suggests these solutions are ineffective relative to the size of the challenge. According to the Georgetown Center for Education and the Workforce, of the 7.2 million jobs lost in the 2008 recession, 5.6 million were held by workers with a high-school diploma or less. These workers recovered only 80,000, or 1 percent, of those job losses between 2010 and 2016.
Despite the acuity of the problem, there is a paucity of compelling consumer-oriented digital tools focused on meeting the education and employment needs of low-income, low-skilled workers. Research conducted by Tyton Partners, SRI Education, and MIT Media Labs revealed a lack of infrastructure and capacity currently to support digital tools for the adult education community. Solutions developed by socially-minded entrepreneurs for this market have had little success with existing commercial sources of venture capital—which, as Katzman wryly noted, is directed at more upscale targets. In fact, companies directed at supporting middle- to high-skilled white-collar workers have attracted more than three times the amount of funding as those companies directed at low-skilled, low-income workers.
N.B.: List is illustrative, not comprehensive. (Source: Tyton Partners)
But there is an encouraging end note to this story. Based on work conducted by Tyton Partners on their behalf, four foundations have pooled resources to form a social impact fund to support for-profit and not-for-profit companies aiming to serve low-skilled workers, their advocate organizations, and their prospective employers. (Note: Tyton has no financial ties or interest in this fund.)
Launched in September as an initiative of the New Venture Fund, the Employment Technology Fund (ETF) seeks to invest in enterprises that are working to remove barriers to employment and to enhance opportunities for millions of underemployed adults in the U.S. labor market who are otherwise unable to find meaningful or sustained employment. So far it’s supported two companies: Cell-Ed, a mobile tool used to train and engage frontline workers, and NorthStar, an online, self-guided digital literacy assessment widely used in Adult Basic Education, junior colleges, community-based nonprofits, libraries, and workforce centers.
ETF’s initial funders include The Joyce Foundation, W.K. Kellogg Foundation, The Rockefeller Foundation, and the Walmart Foundation. Their hope is that ETF can jumpstart and ultimately unplug a flow of commercial capital to fund the innovative ideas that this sector and population so sorely needs.
The dearth of tools focused on low-skilled workers is not particularly surprising: low wages and low stakes means there is less money on the part of employers or consumers to invest in bridging the skills gap. But the scale of the opportunity is promising and with philanthropic resources applied with an investors’ sensibility, perhaps the Katzman maxim can be upended. |
sentencedict_com_educational_html | education | SIMILARITY: 0.5050
Similar words: education, national, nationalism, international, organizational, additional, functional, traditional. Meaning: [‚'edʒə'keɪʃnəl /‚edjʊ-] adj. 1. relating to the process of education 2. providing knowledge.
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1. The station has jettisoned educational broadcasts.
2. Only the educational elite go to Oxford or Cambridge.
3. Please list your educational qualifications and work experience.
4. She confined her activities in educational circles.
5. Their educational policies are due for revision.
6. An assessment by an independent educational psychologist was essential.
7. Watching television can be very educational.
8. Send for an educational video post-free.
9. It is important to have a broad educational background.
10. The school building programme postulates an increase in educational investment.
11. He put forward some proposals to reform the educational system.
12. The university diversified the educational program by introducing new subjects.
13. An educational system which fails to teach basic arithmetic is seriously deficient.
14. He devoted his life to the educational cause of the motherland.
15. Educational standards are degenerating year by year because of a lack of funds.
16. Heightened expectations for educational progress had not been realized.
17. Teachers are strongly backing the new educational policies.
18. He believes that educational standards are falling.
19. Success should not be measured solely by educational achievement.
20. Miss Baker was established in the educational field.
21. The purpose of the programme is primarily educational.
22. They marched under the banner of equal educational opportunity.
23. Economic progress is closely bound up with educational development.
24. Her theories were seminal for educational reform.
25. I found the experience most educational.
26. These teachers have been cut off from the mainstream of educational activity.
27. The Minister established a commission to suggest improvements in the educational system.
28. Certainly,(sentencedict .com) the early learning years are crucial to a child's educational development.
29. The government will direct the additional taxes to the educational reform.
30. The government has broadly endorsed a research paper proposing new educational targets for 14 - year - olds .
More similar words: education, national, nationalism, international, organizational, additional, functional, traditional, zonation, donation, location, traditionally, conventional, institutional, instructional, educate, medication, indication, constitutional, educator, implication, publication, application, communication, esterification, identification, telecommunications, regional, occasional, occasionally. |
myasthra_com_business-analytics-course_ | education | SIMILARITY: 0.4328
Our policy of upskilling the ecosystem ensures that you have access to the best education programs & job assistance that will help you gain valuable knowledge and skills. Asthra E-Learning is the leading provider of education administration programs in the market. We have a policy of upskilling our eco-system and our live sessions are conducted by experienced and expert tutors. Join our Business Analytics Course.
Format
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Live Online Classes + Lifetime recorded Videos
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Upto 12 Months
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Get an unparalleled learning experience
Be part of the
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What you will gain?
Learning skills in data literacy, statistical analysis, and reporting to investigate and analyze business performance, provide insights, and drive recommendations to improve performance.
Mitigating risks by tracking past mistakes made by the organization.
Gaining versatile, in-demand skills that are essential for success in the business world.
What you will gain?
TRENDS
Increasing use of natural language processing (NLP) for text analysis and sentiment analysis.
Growing adoption of big data analytics for customer insights and personalization.
The emergence of datadriven decision-making culture across organizations.
FUTURE
Greater integration of machine learning and AI techniques for predictive and prescriptive analytics.
Adoption of real-time data to become a Business analytics.
Development of hybrid analytics models combining on-premises and cloudbased data processing.
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We offer tutors who are certified by Tier 1 companies and have been successfully upskilling themselves in the current technology in the market. Our tutors know the needs of the market and can help you get ahead of your competition.
Our tutoring sessions provide an interactive way to learn, and our instructors will guide you through every step of understanding the technology. You’ll be able to access live training, giving you a handson experience that will bring your knowledge to a whole new level.
Business analytics is the process of using data, statistical analysis, and predictive modeling to make informed business decisions. It helps businesses understand trends, identify opportunities, and solve complex problems.
A Business Analyst’s role centers on connecting business needs with technical solutions rather than focusing heavily on coding. While direct coding is not a primary responsibility, a basic understanding of coding can be beneficial in specific scenarios. |
www_carnegiehighered_com_solutions_enrollment-pipeline-and-management_ | education | SIMILARITY: 0.4145
A True Ecosystem Approach to Enrollment
Vying for attention and engagement in higher education is a hyper-competitive proposition. Why? Because today’s students no longer adhere to a linear progression from engagement to enrollment. Today’s prospective students are incredibly savvy, are brand-conscious, and each day have more information at their fingertips.
We don’t ascribe to the more is more, philosophy. We don’t promise increased enrollment by sending to the masses through one primary channel. Instead, we collect and interpret intelligent, market-driven, student-centric data and then leverage findings to comprehensively curate your enrollment plan, including distinct and targeted content that is customized for each university.
As a result, we help position your university in key markets, build audience affinity through data-driven personalization, and create authentic interactions through integrated enrollment and marketing strategies that are optimized for your enrollment ecosystem. |
kpu_pressbooks_pub_learningtolearnonline_chapter_define-your-learning-community_ | education | SIMILARITY: 0.4042
6 Define Your Learning Community
When you join an online course, you become part of what is known as a Community of Inquiry. In the Community of Inquiry, you will have an Instructor, content to process, and a learning community in which to grow.
This is a learning community that fosters your learning (cognitive growth), in a way that allows you to apply new insights to your life and work. Within a Community of Inquiry, learners have two key roles:
- Maintaining a cognitive presence in the community. This requires a continual process of critical thinking.
- Developing a social presence in the learning community. This involves creating the open and mutual relationships that allow for learning and collaboration to occur.
Cognitive Presence and Critical Thinking
How does learning happen? Is it the result of reading, memorizing, and taking exams? While many learning experiences have these components, the best kind of learning involves constructing new knowledge in a learning community. This requires interacting with new information (for example, from readings, discussions, videos, and lectures). You may receive this information with instructors, from fellow students, or you may search it out to solve questions or problems. Then, together with your learning community, you make connections between this new knowledge and your prior experiences. You also determine how this new knowledge will shape your professional practice.
The Community of Inquiry supports this process through the exchange of ideas, supporting one another exploring connections, and challenging ways of thinking through thoughtful questioning.
Social Presence
If learning occurs in a collaborative community, how does this take place online? Maintaining a social presence in an online environment involves allowing for open communication. Social presence allows you to risk expressing your ideas online, based on the knowledge that your classmates will be respectful and supportive. All members of the community commit to supporting each other in their learning. Though it may be difficult to express some nuances and emotions online, using emoticons can help. [1]
Group work is also a key part of the Community of Inquiry experience. The best online learning experiences happen when you are able to form connections within a team as you work towards your learning goals. The next sections of this module provide strategies for developing your learning community in the context of group work and team development.
- Athabasca University. (n.d.). Community of inquiry coding template. Retrieved from http://cde.athabascau.ca/coi_site/documents/Coding%20Template.pdf; Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6 ↵ |
www_nepjol_info_index_php_fwje_gateway_plugin_WebFeedGatewayPlugin_atom | education | SIMILARITY: 0.4010
https://www.nepjol.info/index.php/fwje/issue/feedFar Western Journal of Education2024-08-22T07:40:23+00:00Dr. Madan Singh [email protected] Journal Systems<p>The Far Western Journal of Education (FWJE) is a double-blind peer-reviewed journal published annually by the Faculty of Education, Far Western University, Nepal. The primary goal of this journal is to contribute to the process of knowledge development and its dissemination in the field of education.</p>https://www.nepjol.info/index.php/fwje/article/view/68772Editorial Vol.12024-08-14T08:27:59+00:00Madan Singh Deupa<p>No abstract available.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68773Potential of Artificial Intelligence in Education and Ethical Issues2024-08-14T08:32:13+00:00Manoj Kumar SaxenaVikram Bajotra<p>Artificial Intelligence (AI) has become a buzzword in education because of its potential to modify how we impart and acquire knowledge. AI has enormous potential including automating administrative chores, personalizing learning, and providing feedback in real-time. One important use of artificial intelligence in education is personalized learning. Analyzing student data to design individualised learning experiences for every learner is also possible by using AI. There are some ethical issues with AI integration in education that need to be resolved. The objectivity of AI systems can only be established by the data used to train systems based on AI. The possibility that AI will eventually replace human teachers raises further ethical questions. AI cannot take the role of human connection, which is necessary for effective teaching and learning even though it can offer personalized learning and real-time feedback. There are lot of promises for artificial intelligence for educational purposes, but at the same time there are also ethical issues that need to be addressed. Protecting student data privacy, ensuring that rather than replacing, AI is utilised to improve human teachers, and training AI systems on objective data are all crucial to ensuring that AI is utilized in education responsibly. The methodology consisted of a thorough evaluation of the literature, which included articles, journals, newspaper articles, authoritative blogs, and books on artificial intelligence applications in education. This paper intends to investigate both the possible benefits of learning with artificial intelligence (AI) in educational institutions and the moral dilemmas raised by its applications.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68774Remote Teaching and Teachers’ Wellbeing in Nepal During Covid-19: A Review2024-08-14T08:41:58+00:00Rejina K. C.<p>Teachers’ wellbeing was impacted adversely in the pandemic, which brought school closure and social distancing everywhere. Abruptly, the academic institutions had to shift from physical to remote teaching by using various online platforms. The main purpose of this study is to explore and understand teachers’ experiences of remote teaching during COVID-19 pandemic. It aims to examine how the sudden change to online teaching impacted teachers’ wellbeing, their personal lives, and its impact on their students’ learning outcomes. The study is likely a qualitative research design, focusing on exploring teachers’ experience and perceptions which involves a comprehensive analysis and synthesis of existing literature, particularly based on the empirical studies related to remote teaching during the pandemic. It involves indentifying theme pattern, and insights related to teachers’ experience of remote teaching. It also sheds light on how teachers employed effective pedagogy as coping mechanism and explored the opportunities for learning new skills as their professional development amidst crisis.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68775The Role of Artificial Intelligence in Psychology2024-08-14T08:50:14+00:00Vishal BajotraNisha Rani<p>Psychology has always been fascinated by the human mind, which is incredibly complex and elusive. However, its depths are still mostly unknown, and the scant information and arbitrary interpretations impede our comprehension. Today, artificial intelligence (AI) is a potent force that promises to shed light on these hidden intricacies. Massive amounts of data, such as speech patterns, facial expressions, and even physiological markers, may be analyzed with remarkable objectivity and precision by AI-powered algorithms. For those who are unable to access traditional treatment due to social or geographic constraints, AI-powered chatbots, and virtual therapists can provide round-the-clock support and guidance. The AI models, which mimic human perception, learning, memory, and decision-making, provide important insights into the complex mechanisms underlying the brain. This in-depth knowledge is essential for creating interventions and preventative strategies that are more successful for a wide range of mental health issues. To ensure appropriate and ethical deployment, it is imperative to strike a balance between the advantages of artificial intelligence and the indispensable warmth of human connection. The methodology comprised a comprehensive review of the literature on artificial intelligence applications in psychology, which includes books, reputable blogs, journals, newspaper articles, and articles. There is no denying its capacity to completely transform medical diagnosis, treatment, and our comprehension of the human mind. This research article tries to explore the many applications of AI in psychology and how it can transform our basic knowledge of the human psyche.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68776Numerical Solution of Time-fractional Reaction Diffusion Equation via Elzaki Transform with Residual Power Series Method2024-08-14T09:00:03+00:00Rajendra Pant<p>The Elzaki transform with residual power series method is an efficient and reliable approach for solution of linear and non-linear fractional order differential equations. The major purpose of current work is to find the solution of time-fractional reaction diffusion equation by Elzaki transform with residual power series method. Elzaki transform is applied on this equation and then inverse Elzaki is taken on same equation for finding the expression of series solution. Then, assumed approximate solution is substituted on considered equation and unidentified coefficient functions are obtained by using residual function is equal to zero as well as combining its initial circumstances. At last, coefficient functions are substituted in power series form for finding finite approximate analytical solutions. The comparison between exact solution and approximate analytic solutions with different number of terms of this equation are determined and observed for reliability. This method reduces the size of computational works of solution of fractional order reaction diffusion equation. This article is anonymously gives the idea of education in Mathematics in higher studies. The nineteenth-century development of fractional derivatives and integrals, however, began with this paper, which introduced them independently. Among the scientific and engineering domains where fractional calculus is widely utilised are chemistry, physics, economics, biology, and finance. Fifteen years on, fractional calculus has gained popularity because of its proven applicability in many scientific and technical sectors.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68777Social Intelligence of Pupil Teachers in Relation to Their Values2024-08-14T09:06:22+00:00Randeep KaurBheema Manral<p>Social intelligence and values play a vital role in shaping and building character of any person. Being social and caring for other’s feelings are basic and fundamental characteristic of human beings. Social intelligence and values are closely and deeply related constructs. Social intelligence develops good and moral values in human beings. If at early stage of human life social intelligence is properly developed; it will later enhance high moral values in life which will benefit society. Present study is based on social intelligence of pupil teachers in relation to their values. Pupil teachers join teaching profession after completing their B.Ed. course. They will be directly responsible for developing and providing proper social situations to students learning in their schools. At the same time, it’s also up to them to develop good and moral values in the students. Therefore, the present study is very important from this perspective. The present study aims to investigate the correlation between social intelligence and values of pupil teachers. Descriptive survey method was employed in the study. A sample of 412 pupil teachers is included in the study; who were studying in B.Ed. colleges affiliated to Kumaun University Nainital. Social Intelligence scale by N.K. Chadha & Usha Ganesan and Personal Value questionnaire by G.P. Sherry & R.P. Verma were employed in the study for data collection. It is obtained from the study that social intelligence and all the values are positively correlated with each other.</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 The Author(s)https://www.nepjol.info/index.php/fwje/article/view/68965वर्णविन्यास सम्बन्धी देखापरेका विरोधाभासपूर्ण अवस्था2024-08-21T04:17:28+00:00हेमा Hema जोशी Joshi<p>प्रस्तुत आलेख वर्णविन्यास सम्बन्धी देखापरेका विरोधाभासपूर्ण अवस्थाबारे अध्ययनमा केन्द्रित छ । वर्णविन्यास भनेको वर्णहरूको व्यवस्थित विन्यास वा वर्णहरूको ठिक रखाइ वा नियम बमोजिमको लेखन हो । ठिक ढङ्गले वर्णविन्यासको प्रयोग नगरिएमा अर्थको अनर्थ हुने हुँदा लेखाइमा वर्णविन्यास मिलाउनु आवश्यक हुन्छ । वर्णविन्यास लेख्य भाषासँग सम्बन्धित विषय हो । यसलाई हिज्जे पनि भनिन्छ । वर्णविन्यासलाई लिपि विन्यास पनि भन्न सकिन्छ । कुनै भाव वा विचार वा कुनै कुरा लेख्य भाषामा व्यक्त गर्दा वर्णविन्यास मिलाउनुपर्छ । वर्णको सम्बन्ध अर्थसँग हुने भएकाले वर्णविन्यासमा त्रुटि भएमा कुनै अभिव्यक्ति सही र स्पष्ट रूपमा प्रकट हुन सक्दैन । लिखित अभिव्यक्तिमा लेख्य चिन्हहरूको शुद्ध, स्पष्ट र स्तरीय प्रयोगको आवश्यकता पर्दछ । प्रस्तुत लेखमा वर्णविन्यास सम्बन्धी देखापरेका विरोधाभाषपूर्ण अवस्थाको बारेमा अध्ययन गरिएको छ । आलेख तयार पर्ने सन्दर्भमा मूलतः पुस्तकालयको उपयोग गरी सङ्कलन गरिएका प्राथमिक र द्वितीयक स्रोतका सामग्रीहरूबाट प्राप्त तथ्यलाई तर्क, प्रमाण र उदाहरणका आधारमा वर्णनात्मक विधिद्वारा विश्लेषण गरी निष्कर्ष निकालिएको छ । लेखमा वर्णविन्यास सम्बन्धी देखापरेका विरोधाभासपूर्ण अवस्था, नेपाली बृहत् शब्दकोश २०७२ र २०७५ को वर्णविन्यासको अवस्था के कस्तो रहेको छ भन्ने कुरा उल्लेख गरिएको छ । लेखलाई गुणात्मक अनुसन्धान पद्धतिका आधारमा सम्पन्न गरिएको छ । नेपाली भाषामा वर्णविन्यासका सर्वमान्य नियमहरू बन्न सकेका छैनन् । निष्कर्षमा वर्णविन्यासको विरोधाभासपूर्ण अवस्थाको बारेमा विद्वानहरूका बिचमा फरक–फरक मतहरू रहेको कुरा लेखमा देखाइएको छ । अतः वर्णविन्यासम्बन्धी स्पष्ट रूपमा नियमको खाँचो रहेको कुरा देखाउनु यस आलेखको सार हो ।</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 https://www.nepjol.info/index.php/fwje/article/view/68966दार्चुलेली भाषाका व्याकरणात्मक कोटिको अध्ययन2024-08-21T04:34:00+00:00भुवेश्वरी Bhuweshwari बडू Badu<p>यस लेखमा दार्चुलेली भाषाका व्याकरणात्मक कोटिको अध्ययन गरिएको छ । भाषालाई मानवीय सञ्चार मानिएको छ । यो हाम्रो जीवनको महत्वपूर्ण वस्तु पनि हो । भाषालाई चलायमान गराउने, व्यवस्थित र अनुशासनमा बाँध्ने काम व्याकरणले गर्दछ । यसै अर्थमा कुनै भाषाका अर्थपूर्ण उच्चारणहरूको विन्यासलाई व्याकरण भनिन्छ । दार्चुलेली भाषा सुदूर पश्चिम प्रदेशको दार्चुला जिल्लामा बोलिने भाषा हो । व्याकरणिक कोटि भन्नाले रुपको व्याकरणिक तत्व पहिचान गर्ने कोटि हुन । प्रस्तुत लेखको उद्देश्य दार्चुलेली भाषाका व्याकरणात्मक कोटिको पहिचान गरी तुलनात्मक अध्ययन गर्नु रहेको छ । उल्लेखित उद्देश्य परीपूर्तिका लागि गुणात्मक ढाँचा अपनाइ भाषा व्याकरणका सैद्धान्तिक मान्यताका आधारमा यस लेखलाई पूर्णता प्रदान गरिएको छ । यस लेखका लागि दार्चुलेली भाषी वक्ताहरुबाट प्राथमिक सामग्री सङ्कलन गरी भाषा व्याकरणका पुस्तकहरुबाट द्धितीयक स्रोतका सामग्रीहरुको सङकलन गरिएको छ । नेपाली भाषा र दार्चुलेली भाषामा व्याकरणात्मक कोटि सङ्ख्यात्मक रुपमा समान रहेपनि दार्चुलेली भाषामा व्याकरणात्मक कोटिको प्रयोगको अवस्था केही फरक रहेको छ । दार्चुलेली भाषामा मानवेत्तर नामको पनि लिङगभेद छुटयाइएको पाइन्छ । त्यसैगरी दार्चुलेली भाषाामा बहुवचन जनाउन उनून, हमून, तनून, तमून जस्ता प्रत्ययको प्रयोग गरिन्छ भने आदरार्थी प्रयोगमा ‘तम्‘ मात्र प्रयोग हुने गर्दछ । दार्चुलेली भाषामा व्याकरणात्मक कोटि प्रयोगमा रुपात्मक र ध्वन्यात्मक तहमा प्रशस्त अन्तर रहेको पाइन्छ । यस अधययनले दार्चुलेली भाषाका बारेमा जान्न चाहाने जो कोहीलाई पनि सहयोग गर्ने छ तसर्थ दार्चुलेली भाषाका स्थानीय पाठ्यक्रम निर्माता, अनुसन्धाता, विद्यार्थी, शिक्षक आदिका लागि यो उपयोगी हुनेछ । क्षेत्रकार्य र गुणात्मक ढाँचा अपनाइ दार्चुलेली भाषाका व्याकरणात्मक कोटिको अध्ययनको अवस्था के–कस्तो रहेको छ भन्ने निष्कर्षमा पुग्ने प्रयास यस अध्ययनमा गरिएको छ ।</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 https://www.nepjol.info/index.php/fwje/article/view/68967‘तरुण तपसी’को तृतीय विश्राममा प्रकृति र विकृति चिन्तन2024-08-21T05:25:45+00:00परमानन्द Paramananda जोशी Joshi<p>प्रस्तुत अध्ययनमा नेपाली दार्शनिक महर्षि कपिलद्वारा प्रतिपादित साङ्ख्य दर्शन अन्तर्गतको प्रकृति र विकृति चिन्तनसम्बन्धी सैद्धान्तिक मान्यताका आधारमा कविशिरोमणि लेखनाथ पौड्यालद्वारा रचित काव्य तरुण तपसीको तृतीय विश्रामका विभिन्न पाँच वटा श्लोकहरूमा प्रयोग गरिएको दार्शनिक चिन्तनको स्वरूप केकस्तो रहेको छ भनी पुस्तकालयीय अध्ययनमा आधारित रही व्याख्याविश्लेषण प्रस्तुत गरिएको छ । दार्शनिक कवि ले खनाथको महत्वपूर्ण काव्य ‘तरुण तपसी’मा प्रयुक्त दर्शनलाई पहिल्याएर त्यसको विश्लेषण गर्नु यस अध्ययनको प्रमुख उद्देश्य हो । जगत् र जीवनको सृष्टिका मूल चार पदार्थ र पच्चिस तत्वको सङ्ख्या नै साङ्ख्य दर्शनको मुख्य विषय हो । उद्धृत साक्ष्यहरूमा साङ्ख्य दर्शनले मानेका प्रकृति पदार्थ र विकृति पदार्थ अन्तर्गतका सोह्र तत्वहरू, त्रिगुण र त्रितापको प्रसङ्ग उल्लेख छ । यहाँ उद्धृत प्रथम साक्ष्यमा विकृति पदार्थ अन्तर्गतका जलतत्व र पृथ्वीतत्वको सम्बन्ध प्रगाढ छ र यी तत्वहरूबाट प्राणीजगत्लाई अलौकिक आनन्द प्राप्त हुन्छ भन्ने भाव रहेको छ । दोस्रो साक्ष्यमा अनेक जीवजन्तु र प्राणीका इन्द्रियजन्य आधिभौतिक तापहरूलाई सहन गर्नु परेको दार्शनिक भाव पाइन्छ । तेस्रो साक्ष्यमा पञ्चभौतिक तत्वकै रसबलले र्नििर्मत भौतिक शरीरका अङ्गहरू सबल र सुगठित हुँदा हृदयमा पनि खुसीको अनुभव हुने विचारलाई अघि सारिएको देखिन्छ । चौथो उद्धृतांशमा मनतत्वको चञ्चलता, क्षणभङ्गुर भौतिक शरीरको उत्थानमा खुसी र पतनमा दुःखी भइने प्रकृतिविकृतिको चक्रीय प्रक्रियाको अभिव्यक्ति प्रस्तुत छ । विवेचित पाँचौँ तथा अन्तिम श्लोकमा क्षणभङ्गुर भौतिक शरीरमा वास गरेर अनेक सङ्कल्प, तृष्णा र महत्वकाङ्क्षा पाल्ने अति सूक्ष्म मनतŒवको शक्ति चामत्कारिक भएको दार्शनिक भावको अभिव्यक्ति गरिएको छ । दर्शनजस्तो गहन र निरस विषय यहाँ सरल र सरस ढङ्गले हाम्रा जीवनको अभिन्न अङ्ग बनेर प्रस्तुत छ । त्यसैले यहाँ प्रस्तुत विषय पठनीय र मननीय रहेको देखिन्छ ।</p>2024-08-22T00:00:00+00:00Copyright (c) 2024 |
piemedia_org_parents-and-students_ | education | SIMILARITY: 0.4231
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Students experience learning methods first pioneered by Harvard University and now used in medical, law, business, arts and engineering schools. Discover your future career!
First pioneered at Harvard University, students learn by using the Socratic method. Characterized by answering the question “why”, students are asked to solve a real problem with a school community, business or arts partner. Determining the primary challenge, reviewing alternatives, performing research, working in teams, doing analysis, discussing opportunities and presenting solutions are the essential learning methods.
PIE has had tremendous success bringing together STEM educators + business leaders in developing new hands on experiences driving critical thinking, talent identification and career readiness skills.
I love the whole project. It’s bigger than our other assignments and we need to justify our solutions with real-time research. Plus, I have my ideas and solutions for everyone to see around the world.
Oliver, Sands Montessori School
I never, ever thought I could be a scientist. But now I really think I could do this.
Kyree, Aiken New Tech School
I’m helping someone who looks just like me, but they aren’t like me at all. We worked with a government agency to help foster kids find lifetime mentors. We interviewed foster kids, analyzed data, and researched programs across the country. This project allowed us to help kids, and we used math to come up with our solution.
Kim, School for Creative and Performing Arts
We developed and launched a whole new flavor with the CEO of a gelato company. We created new flavor profiles, taste-tested, and used algebra to develop cost accounting charts. Every kid is looking forward to this class.
Peter, Kilgour Elementary
We used the scientific process to ‘engineer’ our answer to the case. A doctor and a business professor met with us and talked about how our solution would affect patients in a hospital. Plus we got to develop an app that kills germs! Very cool!
Tom, Gamble Montessori School
This case taught me how to be a global citizen. When the State Department staff came to our presentation, I discovered that we had a lot in common between our countries!
Alex, Pleasant Ridge Montessori
I liked stepping out of my comfort zone. This class allowed me to create something where the solution wasn’t already predetermined. Even our teacher didn’t know the answer!
Megan, Clark Montessori School |
www_eschoolnews_com_top-news_2014_10_29_access-equity-challenges-876_ | education | SIMILARITY: 0.4019
At SETDA Leadership Summit, educators identify ways to help students stay connected outside of school
Access and equity remain two stubborn issues surrounding ed-tech deployments, but a number of states are carving out innovative ways to put devices in the hands of students and expand broadband connectivity to those without home access.
Addressing equity and access concerns not just equity of devices, but equity of learning opportunities, said Doug Levin, executive director of the State Educational Technology Directors Association (SETDA), during SETDA’s Leadership Summit.
Expectations of students, parents, educators, and other stakeholders are changing access, Levin said, but significant inequities still exist.
(Next page: Two state approaches to access and equity)
School leaders are focusing not only on what’s available in the school building, but also at home and outside of school. These issues affect federal and state policy, and states have started to step up and play a strong role in access and equity in schools and for students.
“No longer is it OK for school leaders to have blinders on and [only] worry about what that equity looks like in the building,” he said.
In Hawaii, a one-to-one pilot called Access Learning is expanding broadband and technology tool access to students in areas where the majority of residents don’t possess advanced degrees. The $8.2 million pilot, with funding from E-rate, Broadband Technology Opportunities Program grants, and other sources, put devices in the hands of every student and teacher at eight elementary schools. It spanned fall 2013 to spring 2014.
While one of the program’s goals is to help build technology capacity in schools that currently lack it, state Department of Education officials identified areas with sufficient infrastructure to support broadband as the pilot got off the ground.
Teachers reported better working relationships and organization, along with an increased ability to create instructional materials and integrate technology into their instruction. They received professional development, though many indicated that they would prefer to have more time for professional development moving forward.
Fifteen percent of teachers used technology in their instruction once a day in fall 2013, compared with 25 percent in spring 2014. Eighteen percent did so a few times during the day in fall 2014, while 35 percent reported the same in spring 2014.
Teachers use classroom technology for research, video games and simulations, collaboration, digital assessments, and more.
“The last thing we wanted to do was drop off some computers and say, “Goodbye, you’re on your own,’” said Stephanie Shipton, institution analyst for Hawaii’s Department of Education. “We wanted to make sure it was more than devices … we’re focusing on strong instructional strategies, because devices and curricular approaches will change over time.”
The state is identifying ways to increase broadband to its school, Shipton said, and Access Learning lessons and results will be used to inform the statewide deployment of the Future Ready Learning initiative.
The need for access and equity goes far beyond putting a device in a student’s hand, because research and best practices prove that such actions don’t automatically equal success.
“It’s not about wires and computers—it’s about how that technology can create an ecosystem that enables learning,” said Joseph South, deputy director of the Office of Educational Technology at the U.S. Department of Education.
Only 40 percent of schools in the U.S. have access to classroom broadband, and schools serving large minority populations are half as likely to have high-speed internet access.
“We can’t wait for students to leave school to turn from being digital consumers to digital creators,” South said. “It’s when they use these digital tools as tools that they get where they need to go.”
“A fundamental change in instruction is driving the need for more bandwidth in schools,” said Sterling Beane, chief technology officer with the West Virginia Department of Education (WVDE).
West Virginia is heavily focused on providing and boosting broadband access to students, both in school and at home, to support its virtual school, a statewide student information and data system, local one-to-one initiatives, blended learning, social media-based professional learning communities, and assessments.
“Our use of bandwidth, and need for bandwidth, grow ever-higher,” Beane said.
Each school district uses a local WAN that connects to the K-12 backbone with a single fiber optic connection. WVDE maintains two point-of-presence locations to aggregate all district connections, carry traffic, and provide filters and monitoring. Districts carry the cost of their WAN, and the state funds the backbone and internet connectivity.
One of the state’s major challenges lies in connecting students’ homes to the internet. Many students live in such rural areas that service providers don’t offer connectivity, and paying for costly satellite internet access is not feasible for most families.
“We still have 20-30 percent [of students] who don’t have internet of any type at home,” Beane said. “We’re trying to figure out ways to provide that access to students, to bridge the gap between the haves and the have-nots.”
One approach is known as the Whitespaces Home/School Connectivity Project pilot, which provides wireless internet via unused television frequencies. The approach is still fairly experimental and remains a bit costly, at around $2,000 for an in-home receiver, but Beane noted that costs could decline after the Federal Communications Commission makes a decision about spectrum auctions. Connection speeds are slow, but could increase if the model proves viable and receives more attention.
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- Show Floor News–Tried and true edtech solutions - January 16, 2025 |
www_bhtuition_com_vision_ | education | SIMILARITY: 0.4547
Our Vision
Our vision for our academy is to be a world-class institution of learning where every student is able to reach their full potential. We envision a future where our academy is known for its excellence in education and for its commitment to creating a more equitable and inclusive society.
We believe that every student has the right to a high-quality education, and we are dedicated to providing the resources and support necessary for every student to succeed. We envision a future where our students are confident, critical thinkers who are able to solve complex problems and make a positive impact on the world.
Finally, we envision a future where our academy is a cornerstone of our community, collaborating with local businesses, organizations, and institutions to make a positive impact on the world. We believe that education should be a collaborative effort, and we are dedicated to building strong partnerships with our community to create a brighter future for all.
WHAT SERVICES YOU CAN BENEFIT FROM?
Beyond Horizon Tuition provides live and interactive lessons online or in center, tailored to your child’s needs.
English is a universal language which is required as part of the main GCSE’s that lead a young person into employment. The English language and more so language in general, enables a person to be able to express themselves and communicate with others. Without language, we could not survive.
Mathematics is one of the main subjects that challenges young people. At Beyond Horizons Tuition, we are keen on dispelling the misunderstandings of mathematics and creating a more positive and successful understanding of the subject.
Science intrigues minds and opens internal doors to greater inventions, understanding and development. It enables young people to understand and appreciate the world around them and widen their perspective. |
pnfoundationschool_com_chairman-message_ | education | SIMILARITY: 0.4406
To ensure that excellence and success is achieved at PNFS, we have employed the best
faculty possible.
At PNFS, we aim at making children capable of becoming responsible and productive members of a society. Here knowledge, skills and attitudes are inculcated in children though learning experiences and opportunities created for them in the school. It is in the class room that learners can analyze and evaluate their experiences, learn to doubt, to question, and to investigate and are driven to think independently.
We firmly believe that knowledge should be imparted not only to make the learners literate but to educate them life skills, attitudes, emotions and values are equally crucial for the holistic development of the children. We are determined to maximize opportunity for everyone in our community by utilizing best practice strategies in a collaborative, co-operative and supportive environment. It is with great pleasure that we welcome you at the PNFS.
PN AGARWAL |
ijaedu_ocerintjournals_org_en_pub_archive_y_2015 | education | SIMILARITY: 0.5121
Published and Sponsored by OCERINT International © 2015 - 2023
Contact: [email protected]
International E-Journal of Advances in Education by IJAEDU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at http://ijaedu.ocerintjournals.org |
indexgroup_co_in_ayurvedic_vicechairman_asp | education | SIMILARITY: 0.4130
The twin oracles of providing a healing touch to the ill and stipulate highly attributed medical education keeps us constantly motivated. We seek to provide an environment for learning that produces medical graduates with the knowledge, attitudes, awareness and skills to ensure their competence in practice, and an enthusiasm for future vocational education in any field of medicine or health science.
We nurture our students to become the world class professionals who can accomplish the affirmed purpose of our great President, Honorable Abdul Kalam, to build our Nation a “SUPER POWER”
Our professionally designed curriculum, experienced and learned galaxy of faculty members provide an ideal value based learning environment through interactive learning, lab practical, industrial visits, sessions from industrial experts, seminars, to name a few.
We prepare and empower students to be successful by helping them develop knowledge , skills and abilities needed to enter or progress in work force and to adapt and thrive in our increasingly diverse world.
Best wishes,
Mayankraj S. Bhadoria
Vice-Chairman |
www_eastbergholt-pri_suffolk_sch_uk_news_detail_update-on-education-from-gavin-williamson_ | education | SIMILARITY: 0.4003
Calendar Dates
Update on education from Gavin Williamson
This is a link to the update Gavin Williamson the Education Secretary gave on Sunday. He talks about schools and under what conditions they will reopen amongst other things.
East Bergholt CEVC Primary School
'I have come that they might have life, and have it to the full' John 10:10
This is a link to the update Gavin Williamson the Education Secretary gave on Sunday. He talks about schools and under what conditions they will reopen amongst other things. |
sites_events_concordia_ca_sites_saltise_es_saltise2023_person_1300 | education | SIMILARITY: 0.4117
Marcy Slapcoff
Sessions in which Marcy Slapcoff attends
lunes 12 junio, 2023
3 PresentationsFrom conception of engineers to conception in teaching: what conditions for the training of future teachers?Abir Ouerhani, Fatima Bousadra, Nicolas-Félix Lacombe and Elijah Van HoutenAssessing the understanding of uncertainty using the CDPA in undergraduate physics laboratory courses at McGill UniversityMatheus Azevedo Silva Pessôa, Rebecca Brosseau, Kenneth Ragan, Lilian Childress and Arm...
3 PresentationsDesigning Inquiry-Based Pedagogies for STEM Education: Connecting Theory and Practice Shanmugavalli Narayanan and Anila AsgharThe role of the teacher in a project-based course in higher educationHélène Nadeau and Sylvia CoxDesigning and implementing a case-based instructional approach to a microeconomics course based on the Scholarship of Teaching and Learni...
Link to join the live stream: https://concordia-ca.zoom.us/j/86300688484 “Educators collaborating to innovate: The roles digital technologies can play”As blended learning is now ...
2 PresentationsDesigning for Collaborative Design-Based Research within a University Teacher Education Context Marta Kobiela, Enista Sharonne Chiniah, Midhat KiyaniCollaborative Curriculum Visioning and Analysis using CourseFlowEva Mary Bures For the full abstract of the presentations, please refer to the
martes 13 junio, 2023
Promoting agency for pedagogical change through a science undergraduate education research course Maxime Denis, Iris Guo, Anita Parmar, Pepin Megane, Samuel Richer and Tamara WesternExecuting pedagogical change in a scholarly manner with all partners at the table is challenging. The McGill University course FSCI 396 – Research in Science Teaching and Learning pairs undergraduate students with faculty to delve into the pedagogical literature to design and...
Link to join the live stream: https://concordia-ca.zoom.us/j/86349273320 “Overcoming Challenges in Active Learning Environments”Despite active learning being recognized as a superior method of instruction in the classroom, most c...
3 PresentationsLa contribution d’une communauté de pratique sur la classe inversée pour les infirmières enseignantes d’un établissement en enseignement supérieurOndina GalianoCan survey data support instructors in creating learning environments that are conducive to student well-being? Janette Barrington, Kira Smith, Pallavi Sirjoosingh, Laura Pavelka, Stephen George, Elizabeth Webb and Marcy Slapco... |
topworkplaces_com_company_vitalsmarts_saltlake_ | education | SIMILARITY: 0.4110
- Top Workplaces
- Crucial Learning
Crucial Learning
Crucial Learning improves the world by helping people improve themselves. By combining social science research with innovative instructional design, we create flexible learning experiences that teach proven skills for solving life’s most stubborn personal, interpersonal, and organizational problems. We offer courses in communication, performance, and leadership, focusing on behaviors that have a disproportionate impact on outcomes, called crucial skills. Our award-winning courses and accompanying bestselling books include Crucial Conversations, Crucial Accountability, Crucial Influence, The Power of Habit, and Getting Things Done. Together they have helped millions achieve better relationships and results, and nearly half of the Forbes Global 2000 have drawn on these crucial skills to improve organizational health and performance. For more information, visit cruciallearning.com.
Purpose
Make crucial skills accessible through flexible, inclusive, and engaging learning experiences.
Vision
A world where all human beings are great at being human.
Mission
To improve the world by teaching people skills to improve themselves.
Values
- Speak Up Candidly and Respectfully
- We believe all voices should be heard, and we encourage both ourselves and others to hold crucial conversations. We aim to be specific and clear in our communication. We address issues directly with the people who can help us solve our problems rather than gossip or vent. |
www_australiancurriculum_edu_au_Search_q_questioning_p_13663_t_contentDescription_c_2028_g_1992_sort | education | SIMILARITY: 0.4032
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dey_org_category_how-children-learn_page_3_ | education | SIMILARITY: 0.4613
I recently read an article in the Washington City Paper entitled, “A DC Teacher’s Bold Vision to Improve Scandalously Poor…
How Children Learn
by Brandi Byers My son is a pre-kindergarten student at an inner-city public school in Phoenix, Arizona. He is…
“What can the larger world of American education take away from one school’s experiences?” A Year at Mission Hill was… |
edu-news_net_skill-development_unlocking-global-potential-the-role-of-international-education-in-dev | education | SIMILARITY: 0.4192
-Deva Narayan
As the world becomes increasingly interconnected, international education is becoming more important for the development of necessary soft skills that are needed to be successful in both your personal and professional life. Unlike hard skills – which are specific to a certain type of job– soft skills are broadly applicable types of interpersonal skills. Examples include communication, teamwork, adaptability, problem-solving, and cultural awareness. I think that you would agree with me when I say that international education provides an environment where these types of skills can flourish and develop.
One of the most obvious ways in which studying abroad can help develop these soft skills is within the area of communication. After all, when students study overseas they will most likely be exposed to a new language or at least a different way for people to speak (for example using slang). In some cases, students might even learn additional languages! For sure, though, developing multilingual language proficiency and intercultural communication experience is something that is very much sought after by employers in today’s globalized workplace.
Teamwork is another soft skill that is inevitably developed by students from academic environments abroad. Group projects with students coming from different cultures and language backgrounds reflect what people are doing in work variances nowadays. Whatever job you hold, in the reality of globalization, people are required to work with associates based on the other side of the earth. All work experiences prove that bicultural working skills are crucial and those who become used to them will take less time to accustom belief toward perspectives, adjust task distribution as well and handle problems during operation.
Adaptive and problem-solving abilities are also markedly enriched under international study. Everything happening in a strange atmosphere requires immigrant students to solve their issues and prepare better strategies for future uncertainties ahead since surviving various educational systems or social inception is no piece of the cake.
On a more personal note, international education encourages personal growth and independence. Living abroad, far from family and friends, often means being outside one’s comfort zone in unfamiliar surroundings. This has the effect of teaching you to rely on yourself; to feel confident about making things happen; and not just to take ownership of managing your time, but also your life – something that is essential for success both professionally and personally.
In conclusion, international education is instrumental in developing soft skills that are essential in the modern world. Through enhanced communication, teamwork, adaptability, problem-solving, cultural awareness, and personal growth, students emerge as well-rounded individuals ready to thrive in diverse and dynamic environments. As globalization continues to shape our societies and economies, the importance of these skills cannot be overstated. International education not only broadens academic and professional horizons but also equips students with the interpersonal tools necessary for success in an interconnected world. |
www_twiceblog_com_post_importance-of-education | education | SIMILARITY: 0.5415
Importance of EducationjjtinianApr 29, 20231 min readWhy and how can education help overcome poverty?
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vistage_co_uk_research-centre_business-leadership_20180806-six-bits-career-wisdom-wish-tell-23-year- | education | SIMILARITY: 0.4219
Six bits of career wisdom I wish I could tell my 23-year-old self
Millions of new graduates are entering the workforce, eager to make their marks on the business world. They’re entering a promising labor market with jobless claims levels at their lowest since 1973. They’re armed with passion, polished resumes and the best educations academia can provide, yet few know what they really are getting into.
Some lessons simply cannot be taught in a classroom – only through experience. If I could go back in time, this is the career wisdom I’d share with my 23-year-old self:
1) What business leaders really want are people who can get ahead of the curve and anticipate. It’s a big differentiator and accelerator in a career — anticipating opportunities, anticipating challenges and anticipating changing dynamics.
2) You become what you think about. Often, new graduates think they must have everything figured out. Not so. You don’t have to have everything figured out, and you don’t have to have a perfect plan. It’s going to be a long, winding road. Just have a clear idea about what success means to you personally and then use that vision as a compass to remain focused on your ultimate goal. The key is to make decisions that align with your concepts of personal success and to just keep making progress.
3) There can be more than one right answer to a problem. Always thinking there’s a “bad” and a “good” answer creates pressure and can cause indecision. I used to believe that every decision I made was either right or wrong, but I have changed my thinking about this over time. I remember times when I had made what I considered to be “lucky” decisions that turned out to be “right.” But it wasn’t that I made the right or the wrong choices. It was because I invested time and effort in what I really believed was best, and that ultimately made it the right decision.
4) Get perspectives from others. But really listen, rather than search for confirmation bias. Looking for confirmation can lead to a myopic mentality. Be open to different ways of thinking and other feedback. But don’t lock yourself into committing to a suggestion either. Take good feedback, think about it and then make your decision.
5) When things sound too good to be true, they probably are. Believe in the value of hard work and that hard work always pays off. I’ve seen many people my age whose careers didn’t go where they wanted because they were always looking for the quick hit and they flamed out. Those shortcuts end up sending these false expectations that things can just happen overnight. And when they don’t, people get discouraged.
6) Don’t make assumptions. So many disconnects and miscommunications happen because people assume rather than ask for clarification. When I was in sales, I wanted to know what people were really thinking. So, I just asked for confirmation and clarity. It was amazing how many things surfaced from asking instead of assuming. Everyone has experienced the feeling in a discussion when they don’t know something and they should ask for explanation, but they don’t. That’s when they assume. Just ask!
This article was previously published by ACBJ.
Good Points, it is difficult to admit that I need to review these over and over. The idea if telling my 23 years old self is good but these 6 points should be reviewed on a regular basis by all leaders. |
communityfoundation_org_au_sub_fund_tony-adams-fund_ | education | SIMILARITY: 0.4217
Continuing the work of Professor Tony Adams in international education by supporting research, professional development and student mobility.
WELCOME TO OUR REFRESHED WEBSITE
Our refreshed website has a cleaner look and feel with an improved structure that will make finding the resources you need faster and easier. Share your feedback here | View our Privacy Policy |
www_hka_com_project_ultimo-primary-school_ | education | SIMILARITY: 0.4108
Responsible for teaching and learning from early childhood to third level, the New South Wales Department of Education is Australia’s biggest organisation, and one of the largest education authorities in the world, with an annual budget of more than US$12.6 billion.
Facing dramatic growth in the school–age population, the state is investing US$4.5 billion in 170 new and upgraded schools over the four years from 2018-19.
The US$38.5 million project for a new primary school for Ultimo, one of the Sydney metropolitan area’s densest suburbs, is in the vanguard of a new approach to school development. It will provide a high-quality, innovative learning environment for 800 students from kindergarten through sixth grade. The project also involved creating a temporary school for 300 children, and intensive community engagement.
Brief
HKA was retained to manage the US$31 million school construction project, including stakeholder engagement, as part of the department’s ‘design excellence’ program. Following the discovery of severe ground contamination at the proposed development site, our role widened to cover alternative solutions.
What we did
As analysis of geotechnical sampling confirmed the high cost of remediation, we advised against purchase of the brownfield site and were commissioned to investigate other locations.
Aware that positive stakeholder engagement was critical, our team evaluated and costed alternative sites, while closely consulting local community representatives, many of whom strongly favoured the original site.
The best option – a ‘pop-up’ school in a public park across the road from the old building – required special approval and creative design. Planning legislation was amended for a one-off exemption for the structure – which was entirely demountable, and built on a piled platform over the infilled swampland of the park.
The project involved the delivery of a temporary primary school, accommodating up to 300 students, for use during the construction of the new Ultimo Public School.
HKA’s engagement extended to full project management and stakeholder engagement services, including:
- The selection and securing of a temporary school site
- Procurement and authorities approvals
- Through all design phases managing the Head Design Consultant and consulting with the DoE Technical Stakeholder Group for timely reviews
- Construction management and contract administration
- Relocation into and relocation out of the temporary school
- Removal and make good of the temporary school once the new school is completed.
Project achievements included:
- Delivered the temporary school on time, with students beginning school in the new facility at the start of the 2018 school year.
- Secured amended planning legislation to make permissible developing the Temporary facility in a portion of the park across the road from the existing school
- Secured the Deed of Agreement and Crown Lands Lease to use the park site
- Prepared a highly detailed Review of Environmental Factors, securing approval of the temporary school construction on the park site
- Engaged the builder for the temporary site, for a price significantly lower than budget due to the level of detail in the documents
- Successful stakeholder and community consultation with regard to all of the above
- Our processes have informed DoE School Infrastructure NSW’s current standard with regard to community consultation practices.
Outcomes
The temporary school was delivered with zero defects on handover, and on budget, for the start of the academic year in January 2018. Given the quality of the pop-up building, parents and other locals have lobbied for it to be retained for future community use.
Despite vigorous opposition to the change of plan, the community praised the depth and quality of consultation through the entire planning process. Our methodology has been recognised as best practice.
Planning approval for the new school was granted with no formal objections. Following demolition of the existing building in April and May of 2018, the new building was completed and commenced operations in March 2020. You can view the project details here.
"The temporary school was delivered with zero defects on handover, and on budget, for the start of the academic year in January 2018. Given the quality of the pop-up building, parents and other locals have lobbied for it to be retained for future community use.
Despite vigorous opposition to the change of plan, the community praised the depth and quality of consultation through the entire planning process. Our methodology has been recognised as best practice."
Mary Casey, Director, HKA
-
ClientNSW Department of Education
-
Year2014-2020
-
ValueUS$38.5 million
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www_threadalaska_org_learn-and-grow_partnerships_partner-with-learn-grow | education | SIMILARITY: 0.4417
Partner with Learn & Grow
As an employer, you can help ensure the workforce pipeline is filled with skilled, capable workers now and well into the future. And it all starts with early childhood.
Early childhood is a critical period of brain development. During the first few years of life, the brain is building the foundation for lifelong learning. Research shows that high-quality early childhood education programs for disadvantaged children can deliver a 13% per year return on investment through better outcomes in education, health, social behaviors, and employment. But what exactly does a high-quality early education program look like?
Learn & Grow helps answer that question by setting the standard for early childhood education quality in Alaska. Learn & Grow has five levels of program quality, each consisting of four quality domains with a unique set of standards and required activities. This framework guides and supports early childhood education programs as they pursue continuous quality improvement.
When you invest in Learn & Grow, you help ensure more of Alaska’s children have access to high-quality early childhood education—the kind that creates a strong workforce today while building a productive and stable workforce for the future.
Contact thread, the nonprofit organization that houses and manages Learn & Grow, to learn more. |
www_vermilioncloud_com_au_why-vermilion | education | SIMILARITY: 0.4371
In the Web3 era, the processes of learning and teaching have evolved to be truly on-demand, facilitated by the application of NFTs and smart contracts.
Learn MoreThe level of effort you put in determines your achievements, which, in the context of micro-credentials, translates to the extent of your certification and ultimately influences the rewards you earn.
Learn MoreThe mind-blowing Adaptive Micro Learning has given us rise to fame in the area of Advanced Learning Technolgoies.
Learn MoreOrganize effective and efficient collaboration across geographical spaces.
Learn MoreArtificial Intelligence and Machine learning fully transform the way how teaching and learning are carried out over an all-in-one personalized learrning environment. Ranging from learning resource organization and delivery, error identication and correction, review and revision, personal tutoring, teaching evaluation, learning path optimization, assessment.
Learn MoreIn addition to intelligent education, we also hold reputation on AI/CI applications for better life.
Learn More |
fordschool_umich_edu_events_2017_teaching-assistant-characteristics-and-student-stem-outcomes_theme_ | education | SIMILARITY: 0.4358
Teaching Assistant Characteristics and Student STEM Outcomes
Speaker
Daniela Morar, PhD Candidate in EconomicsDate & time
Location
Open to PhD students and faculty engaged in causal inference in education research.
About CIERS:
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies. This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress. Discourse between these schools and departments creates a more complete community of education scholars, and provides a networking opportunity for students enrolled in a variety of academic programs who share common research interests. Open to PhD students and faculty engaged in causal inference in education research. |
liftuplift_in_author__rishi__ | education | SIMILARITY: 0.4758
Education
Attract Sales And Profits
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside….
A job ravenously while Far much that one rank beheld after outside…. |
cullmanhigh_cullmancats_net_extracurricularopportunities_athletics_mens-soccer_chs-soccer-alumni | education | SIMILARITY: 0.4368
Cullman High SchoolInspiring Students for Lifelong Learning Through Character, Citizenship, Scholarship |
stpetersandstpauls_islington_sch_uk_learning_subject-areas_pshe_ | education | SIMILARITY: 0.4017
RHE (Ten Ten) and the Science topics have been linked to the PSHE (Islington You, Me PHSE 2020) overview these are the resources that will support learning across the school. This brings together emotional literacy, scientific understanding, social skills and spiritual development in a comprehensive overview of learning.
PSHE
Personal, Social, Emotional and Economic Education.
We are one family who look after and help each other.
We have 5 core values: love, truth, forgiveness, giving and understanding.
Love
Jesus wants us to love one another as he has loved us.
Truth
We can move forward more easily when we are truthful with each other.
Forgiveness
When we forgive one another, we can renew our friendships.
Giving
We think of others without expecting something in return.
Understanding
We make an effort to learn about and appreciate other people. |
www_azquotes_com_quote_1473331_ref_greater-purpose | education | SIMILARITY: 0.5355
-
Education provides you a profession. But not vocation. You do it only because you need to work to earn money to buy your food, buy your clothes, pay the bills. Our life has a greater meaning, and a greater purpose.
Cite this Page: Citation
Education provides you a profession. But not vocation. You do it only because you need to work to earn money to buy your food, buy your clothes, pay the bills. Our life has a greater meaning, and a greater purpose. |
aithor_com_essay-examples_the-role-of-technology-in-enhancing-education | education | SIMILARITY: 0.4051
1. Introduction
It is widely recognized that educators have a significant role in motivating and facilitating advancement in technology. It is also observed that technology has had a significant impact in higher education, changing the way instruction is conducted and providing radical opportunities for educators to reform their instructional strategies. The most significant change in education is its flexibility with regards to time and medium for any educational activity. It is observed that, due to technology, the thinking of students and faculty members has changed and students now demand the possibility of choosing when and where to study. Technology is now serving as an engine for providing superior service, improving the scope and effectiveness of learning transactions by generating an efficient, cost-effective, and high-caliber service tailored to individual needs. In the early years, technology was advanced in the area of secretarial services, with innovative course management techniques providing enhanced customer service to the students. In view of technological advances in other areas, beginning in the mid-1980s, higher education started adapting these to support instruction. As a result, the increasing availability of inexpensive microcomputers and software, as well as the proliferation of the Internet, more powerful and flexible educational tools emerged. Even though the details may change, the overall direction and market reaction has been clear - higher education is now undergoing a transformational change under the tremendous impact of technological advancements. There has been the motivation and the means to conduct an education-focused research effort. Programs in institutions of higher learning tend to a body of information, thus providing a convenient subject matter for research. The graduated appropriately informed users of technology to conduct formal evaluations. The industry of education faces many issues and challenges that technology can address. With increased access to information, the industry of education becomes not only a provider but also a customer. In the role of consumer, the education industry is sometimes the least developed user with respect to technology applications. Incompetent as a user, education institutionalize cannot adequately perform as a provider of educational technology. The first challenge is to address the user proficiency. The second challenge is to provide education in a manner highly desirable to the users: on demand and customer-friendly. This double challenge provides the framework that defines how institutions of higher education are moving forward in the widespread application of advanced technology.
2. Historical Perspective on Technology in Education
Education has seen a number of technological changes over the years, starting with the advent of the printing press. The most current period in the use of technology emerged in the period of rapid economic growth following World War II. In the 1950s and 1960s, many schools were outfitted with projectors associated with a myriad of filmstrips as educational tools. As technology has evolved through television, videotape, and interactive videodisc, and the supporting hardware has advanced from slide projectors to multimedia workstations capable of connecting to the internet and the World Wide Web, general educational philosophy has evolved from cognitive theories of information processing and tapping into a constructivist paradigm that views learners as generators of knowledge. Efforts to computerize schools and classrooms have been mounted and retracted over the past two decades. More than $4 billion from the 1996 Telecommunications Act has been invested to bring the World Wide Web into schools, and billions more have been spent on creating computer networks and purchasing equipment. Consumer interest in educational software for computers has grown consistently. The most recent National Assessment of Educational Progress shows that 99 percent of public schools had computers that were used for information retrieval, statistical tools, mapping, and the completion of worksheets. Three-quarters of the schools used computers for word processing.
3. Current Technologies in Education
Today's digital educational supports, including interactive multimedia, adaptive hypermedia, and telecommunications, are increasingly becoming integrated with the traditional instructional media and methods. Digital multimedia is also used in conjunction with live performances. However, the access to these high-quality educational tools is still limited to only those who can afford the high cost. As the cost of digital technologies keeps coming down because of the fast expiring product cycles and the rapidly increasing performance levels, increased access to all individuals at any location will soon become the norm. Enhanced and better quality educational materials as well as instructional methods are fast being created at both K-12 and higher educational levels across the globe. Results of recent studies to date seem to indicate that video-based teaching creates a conducive environment for learning. Universities are leading the content creation race, but increased interaction among educational experts across the globe will lead to effective teaching solutions. We must specifically develop reliable methods to evaluate the teaching effectiveness of technology-based multimedia systems. Business institutions and industries are doing. Findings from the current research in multimedia instruction, such as assertion that media facilitate learning by serving as channels for cognitive operations, are based on small individual treatments, and more large-scale field-based research is needed. Despite the evidence that supports the increasingly important role which technology plays as a delivery aid in today's education, certain barriers persist in translating them to everyday use. It, of course, takes a great amount of planning, training, effort, and investment to integrate them with traditional learning activities.
Globally, online learning platforms are enabling educators to use up-to-date educational technologies and host enhanced learning experiences for students. Dozens of online learning platforms allow students and teachers to participate in classroom and professional development activities, earn educational certifications and degrees, and access other critical resources, including high-quality video. Access to high-quality video matters because poor-quality video means that students struggle to understand their teachers clearly, if at all. The quality of an online class's video experience can make or break that class's educational or vocational goals. Increasingly, schools and educational organizations regard virtual schools and student-facing educational platforms as valuable educational resources. Students and parents report that students find digital learning tools and self-guided educational resources like virtual courses, specialized search engines, and standalone apps to be consistently helpful. In particular, students report that their parents' ability to help them with their learning experiences increases if they are able to access digital school classes and curricula.
3.2. Educational Apps and Games
Learning need not be a dull drudgery to be endured. Interactive, thought-provoking educational apps and games make studies interesting, exciting, and enjoyable, along with enhancing the learning process. Educational apps are software or mobile applications specifically designed to help in the educational process. Educational apps may or may not support any specific institutional curriculum and may be general or tailored to a specific age group, such as preschool, primary, elementary, secondary, high school, post-secondary, or tertiary educational teaching. They are increasingly bridging the learning gap at every level. They bring life to topics students would have found boring otherwise. Both educators and students have given educational apps a thumbs-up. These apps personalise the educational processes, saving both time and efforts for the teachers, allowing students to learn from anywhere at any time, raise motivation levels, and make the learning stages more effective. Use of educational apps also shifts the educational focus from only collecting information to applying and evaluating the insights. Apps help learners visualise the concepts, complement the diminutive attention span, and improve the recall and retention abilities. Technology drives the world as we know it today. Why should education remain untouched? The educational process has been evolving since the very inception of this word, and the trend today is to integrate technology into the learning process. The main aim is to gauge the overall impact of technology in migrating from the traditional teaching methods towards a technology-enhanced learning environment that allows students to learn and grow at their own pace. This is beneficial for everyone involved, students, teachers, and institutions due to the element of transformation.
4. Benefits of Technology in Education
Our world is changing at an unprecedented pace, and to prepare our children, we need to change our schools as well. The world is in constant transformation, and so are the education needs of the new generations. The internet and the technology of the last decades have revolutionized the way students learn – the piece of information is more available than ever, and the communication between students themselves and students and teachers has improved considerably. Learning has become lighter, faster, and more enjoyable. Today, children are quick and computer-savvy citizens. We can't run away from their connection to the digital world as this is now a vital part of their future and will help in shaping the world they will live in. Some people might say that technology could cause more distraction in the learning process than it would help. Nowadays, gadgets that connect to the internet have games, social media, and streaming for music and videos, which adds more responsibility to the teachers to take the most advantage possible of the devices. But this is not a just reason to completely ignore technology in education, even more since they are a passion for children. If you go with the same pace as them, adding these tools to the educational process, learning becomes much more fun, attractive, and effective. The answer lies within the teachers' hands, who by adjusting the use can make the use of this technology in the classroom a reason for recognition of the improvements achieved by their pupils.
4.1. Increased Access to Education
One of the most significant transformations which we can expect is in new forms of educational provision, such as distance learning through the use of TV or interactive multimedia formats, in primary and secondary education. More traditional ways to reach underserved populations, such as distance learning teacher-supported courses, would be greatly enhanced through the use of technology, combining the teacher involvement with the efficiency of interactive formats. Universities could not only extend the reach and effectiveness of higher education in underserved areas but also tackle the time flexibility problems of access to degree education through tele-educational devices. Some experience is growing exponentially in the developed countries, especially in the USA where the federal government cannot finance private solutions but has provided generous schemes for deductibility of expenditures on training for small businesses and individuals. Vast experience is also available in the development of educational software. A second group of beneficiaries – or actors – is formed by educational institutions from developed countries, underlying either in the number requirements for their classes or, often, in the dematerialization process they are going through. Schools will continue to exist, though, devoted to team and network building, to the needs and advantages of social life needed by youngsters in the several stages of their psychological development and to the general social atmosphere such institutions bring. The system then easily maintains its ability for accreditation and proper grading, taking advantage of lessons learned from universities' role in distance learning, where experiences prove the dangers of lack of control of the standard of accreditation – degree mill activities are a serious threat. For these institutions, the world scarcity of these assets – team building, teacher-student, student-teacher relationship, and certification – actually opens a window of commercial opportunities in countries with deep structural problems societies are unable to cope with. Activities could range from simple K-12 grade teacher-supported courses to advanced educational solutions at the bachelor or master level. Furthermore, schools generally possess infrastructure and existing technology which can be better utilized and less costly than the one-to-one device paradigm – even if the TCO (total cost of ownership) may provide contrasting evidence in this respect.
4.2. Personalized Learning Experiences
Technology can offer personalized learning experiences that are tailored precisely to each student's capabilities and needs. In contrast to traditional, teacher-centered lecture, presentation, and discussion or chat-based classroom learning methods, technology offers highly interactive, personalized experiences. Technology can engage students interactively and dynamically, responding to their circumstances, interests, and skill levels. It represents essentially a surrogate for a one-on-one personal tutor. A well-designed educational software program can reach students at differing levels of preparedness and create a customized sequence of study for each one, automatically monitoring each student's needs. Adaptive and personalized systems are designed to take into account the specificity of a particular student's learning profile. This way, certain problems in the learning curve of each individual student can be targeted to create personalized learning experiences. By looking at patterns across increasingly large amounts of student data, educators and researchers can identify relationships that can provide insights into which learning experiences are best suited for each learner. There are, for instance, adaptive educational hypermedia systems used to teach about science and engineering. These help students find relevant materials, in keeping with their individual knowledge, learning styles, and preferences. Students may receive varying levels of support, feedback, and scaffolding, and educators can review and target output.
5. Challenges and Considerations
Many of the points discussed in this paper may have to be adapted to achieve practical and positive solutions to many existing and future challenges posed by technology in education. For example, concerning access to and the availability of content and means of teaching, the overall objective is universal and equitable access for all students at all age levels to balanced education systems. The implications of the principle require a new definition of educational equity for the realities digital technologies make possible: learning no longer needs to be bound by time and place, at a heavily subsidized and inefficiently underutilized own fixed capital-staffed public schools. Nor does paying for the provision of these schools have to be borne out of an uncertain and administrative bureaucratic budget process at the volatile values of revenue from property taxes. Technically, we cannot wait for infrastructural and intellectual conditions to catch up with one another. Budgetary, motivational, and economic considerations require modifications in the technologies and means we develop. In the specific case of multimedia, these considerations bring forth two principal design and development objectives. These include minimizing the total amount of program content to minimize time and cost, yet permitting maximal flexibility in the way it is reused to enhance the educational value of various teaching strategies.
6. Future Trends in Educational Technology
Educators, technologists, and researchers more and more see "the future of educational technology as a mosaic of distinct trends and forces." Many dedicated individuals and groups are employing an array of tools to create a new kind of educational institution that echoes an earlier informality and respect for each student's learning style. These individuals and organizations "appear to be in every sense living the future of technology as related to, and crucially entwined with, our educational systems." Institutions and individuals are now taking a hard look at some of the underlying restructuring in formal educational institutions associated with educational technology and questioning its rationale and effects. The continuing robust progress of technology offers other transformative models of teachers and classrooms, and a broad spectrum of less invasive, more student-friendly models of educational institutions, curricular materials, and learning environments. In the United States, support for educational software in some way or form originates from the Federal government, through a patent "set-aside" and matching grant program known as the Technology for Education Act of 1994, as well as from individual states and local educational agencies. In developing countries, the concept of providing schools, libraries, and family resource centers with access to information and communication technology in rural and underserved urban areas has been given priority for assistance in many plans and activities. |
www_psu_edu_news_education_story_faculty-profile-craig-campbell | education | SIMILARITY: 0.4023
Faculty profile: Craig A. Campbell
Name: Craig A. Campbell
Title: Assistant Teaching Professor of Education (Lifelong Learning and Adult Education)
Department: Learning and Performance Systems
Phone: 814-863-0614
Email: [email protected]
Office address: 307 Keller Building
Directory entry: https://ed.psu.edu/directory/dr-craig-campbell
Campbell joined the faculty in Lifelong Learning and Adult Education in fall 2016. His academic training includes a doctorate in adult and higher education from Northern Illinois University and graduate work in cross-cultural studies with Indigenous knowledge systems emphasis from the University of Alaska Fairbanks.
Campbell’s work experiences include the following positions: rural mail carrier; grade six to 12 teacher in Illinois and Wisconsin; mathematics instructor at Lac Courte Oreilles Ojibwa Community College (Tribal College in Northern Wisconsin); Tribal College Coordinator for American Distance Education Consortium at the University of Nebraska-Lincoln; assistant professor of adult education at SUNY Buffalo State; assistant professor of lifelong learning (with Indigenous focus) at the University of Saskatchewan, Canada; and coordinator of adult and higher education master's and doctoral programs at Oregon State University.
Campbell’s research interests include nonformal and informal learning, international adult education, folk schools, popular education, university and cooperative extension, distance education, qualitative research methodologies, the Tribal College Movement and Indigenous knowledge systems. The commonalities among these seemingly disparate areas are rural place-based knowledges and access to education. Campbell enjoys expanding connections and collaborations here at Penn State and beyond.
Contact
Stephanie Koons |
marciassilverspoon_net_education-is-a-cornerstone-for-success_html | education | SIMILARITY: 0.4304
Education Is A Cornerstone For Success
Selecting the best computer systems for education can help lecturers and students reach their goals. We offer expertise tools, lesson guides, and greatest practices to drive scholar engagement and ability constructing in an effective, secure, and manageable way. Edgenuity is a leading supplier of online and blended learning options for middle school and highschool.
students, parents, schools and universities all support SAGs but then why does the education minister think they know better by condicting exams.
all major stakeholders agree and support the decision of sags. so why not @Shafqat_Mahmood @ImranKhanPTI ??#OurFuturesDependOnSAGs— Hamza Kashif (@HamzaKa79180722) May 10, 2021
Check out our scholarship program for American Indian and Alaska Native graduate college students in the Northwest finding out education coverage, leadership, technical help & research. Other helpful education assets Get links to non-VA resources and web sites that could be useful to pupil Veterans and people who support them. How to choose GI Bill permitted faculties Get hyperlinks to VA and non-VA resources for guidance in choosing a college or coaching program.
Indiana Department Of Education
I am not advocating a school education for everyone; I am advocating that Lewis County residents want a marketable talent to improve their earnings potential. I am not bragging or saying take a look at me, but simply passing along data. Lewis County is an awesome place to stay, elevate a family and explore the good outdoor.
IIE’s commitment to range and inclusion, now and throughout our history, is a critical part of our effort to have interaction thoughtfully with all of our inside and exterior constituents around the globe, and reaffirms our deep commitment to these rules. We believe that racism and inequality are and have been inherently contradictory to our mission. And while IIE has labored for over a century to construct a more peaceable, equitable world, we acknowledge that there’s Science a lot work but to do. We help programs with a common commitment to range, fairness and inclusion, multiculturalism and worldwide understanding and cooperation. Recruit, place and retain the best college students, measure learning outcomes and demonstrate program effectiveness. EducationUSA is committed to promoting the range of U.S. higher education to assist worldwide students find their finest match.
Aligning Careers And Education Webinar Sequence
“Everybody was sporting masks. Outdoors. Absolutely following guidelines that we set out for our facility and staff who do not stay on campus.” University officers have stated the deal included precedence testing for RAs via the university’s surveillance program, further PPE and the creation of a council where concerns could be raised, mLive reported. The university says that it has 119 cases of COVID-19, ninety four of them from students in off-campus housing. Speaking in a video message, John Petillo said that almost all students were following the foundations. The college is receiving stories of gatherings, both on and off campus, in which rules are violated and face masks are not being worn.
- We are posting explainer videos so that Rhode Islanders may hear directly from the consultants.
- We learned concerning the deadly capturing of 20-12 months-old Daunte Wright during a visitors cease.
In addition, over 2.2 million customers accessed the content on education, science, tradition and economics, which was provided by the bank through the digital platforms for its initiatives and programs. Jamaica’s poor education outcomes, even earlier than the pandemic, is well known. Perhaps a third of students who enter highschool are sick-ready for secondary education. At the end of the 5 years, fewer than 20 per cent do properly enough in exams to matriculate to tertiary education. So, when Jasford Gabriel, the president of the Jamaica Teachers’ Association says it’ll take two to a few years to reverse most of the studying loss that’s the consequence of COVID-19, we interpret that to imply an enchancment that takes us back to the low pre-2020 base.
Careers Clinic: How Do I Scope Out A Possible Employer?
To help states retain their teachers and recruit the subsequent generation into the occupation, SREB offers an examination of instructor compensation policies in our states and the way changes might help reverse instructor scarcity trends. SREB’s new interactive dashboard provides users Education the flexibility to discover the common compensation packages — salaries, well being and retirement advantages, and take residence pay — for lecturers in each SREB state. As we prepare to move forward following the pandemic, greater education leaders face new challenges and longstanding ones exacerbated by COVID-19.
Educators can grab on-line lessons, online professional development opportunities, or simply fun content material to push out. DEC has environmental education programs and sources that can help everyone become Education & Science a greater steward of the environment. Assess your district’s useful resource use, create strategic school design plans, find out about finest practices from different districts and states, and discover our publications, videos, and interactive on-line instruments. |
www_sociologylens_net_tag_student | education | SIMILARITY: 0.4200
Teaching Month: Forever a Student
When we here at Sociology Lens decided to dedicate July to posts about teaching, I had so much excitement. After all, graduate student advice month had gone over so well, why wouldn’t another themed month that is also relevant. I mean, is teaching not a significant part of what we do as sociologists? But there was one problem… I’ve never taught before. What could I offer in my posts? Really. I had a very difficult time thinking of something, of anything, to offer.... |
ketvc_ac_ke_blog_author_admin_ | education | SIMILARITY: 0.4441
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jobspeopledo_com_tag_long-term-finacial-planning-for-students_ | education | SIMILARITY: 0.4037
As a university or college student, you’ve likely got a lot on your mind. However, when you’re looking at your education as a bigger picture, don’t forget to factor in […]
Click to see videos for nearly 900 jobs!
The purpose of our lives is to be happy |
jyx_jyu_fi_handle_123456789_99955_locale-attribute_fi | education | SIMILARITY: 0.4254
The education-to-work transition : a systematic analysis of pedagogical interventions in the context of higher education
van der Baan, N., Gast, I., Gijselaers, W., Kyndt, E., Tynjälä, P., & Beausaert, S. (2025). The education-to-work transition : a systematic analysis of pedagogical interventions in the context of higher education. Scandinavian Journal of Educational Research, Early online. https://doi.org/10.1080/00313831.2025.2459916
Julkaistu sarjassa
Scandinavian Journal of Educational ResearchTekijät
Päivämäärä
2025Tekijänoikeudet
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students’ education-to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education-to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective.
Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0031-3831Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/245515430
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Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
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The six C’s of successful higher education-industry collaboration in engineering education : a systematic literature review
Vuoriainen, Antti; Rikala, Pauliina; Heilala, Ville; Lehesvuori, Sami; Oz, Sahsenem; Kettunen, Lauri; Hämäläinen, Raija (Taylor & Francis, 2024)This systematic literature review provides an overview of how higher education in engineering, in collaboration with industry, supports student transitions to work life. A qualitative content analysis of 36 articles published ... -
“Sitting at the Stern and Holding the Rudder” : Teachers’ Reflections on Action in Higher Education Based on Student Agency Analytics
Heilala, Ville; Jääskelä, Päivikki; Saarela, Mirka; Kuula, Anna-Stina; Eskola, Anne; Kärkkäinen, Tommi (Palgrave Macmillan, 2022)Digital technologies in teaching and learning in higher education have the potential to enhance student agency. Student agency is an essential resource to nurture, especially at times when students face challenges emerging ... -
Driving and Embracing Change: Learning and Teaching Languages and Communication in Higher Education
Károly, Adrienn; Kokkonen, Lotta; Gerlander, Maija; Taalas, Peppi (Jyväskylän Yliopisto, 2024)When considering the title of this book, we, as its editors, had to reflect on the notion of change. Change is constant and inevitable, but fundamental changes do not happen overnight. Such changes result from actions and ... -
Sustainability education at higher education institutions : pedagogies and students’ competences
Wang, Yijing; Sommier, Mélodine; Vasques, Ana (Emerald, 2022)Purpose This study aims to examine whether the development of students’ sustainability competences is dependent on how courses are delivered at higher education institutions (HEIs). It further investigates to what extent ... -
Co-sensing and co-shaping as shared and relational practices in bringing about relational leaders in higher education
Ramamoorthi, Bhavani; Jäppinen, Aini-Kristiina; Taajamo, Matti (Springer Science and Business Media LLC, 2021)The aim of this article is to investigate how and what kinds of relational and shared practices were co-created within a multicultural team in a higher education collaborative learning environment. The students interacted ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä. |
www_chester_ac_uk_clearing_ | education | SIMILARITY: 0.4403
We'll Get You 'World Ready'
Want to face the future with the confidence, skills and knowledge to get ahead? At the University of Chester we’ll get you ‘World Ready’ with courses closely linked to the real world. Enjoy practical learning, take part in work placements and make valuable industry connections. We’ll provide you with everything you need to contribute to society on a local, national and global level.
Outside the classroom, you can be a part of a vibrant and diverse student community, in a location perfect for students. At Chester, you can also benefit from a range of career support including ‘earn while you learn’ job opportunities.
Join a community that shares your ambition and get ‘World Ready’.
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Read more about how our university's commitment to excellence has been recognised with our latest awards.
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Frequently Asked Questions
Clearing is an opportunity to apply fresh for a 2024 university course, any time after 5th July 2024.
There are lots of different reasons people apply to university through Clearing. You can apply through Clearing if:
- You’re applying after 30th June – if you’ve already researched universities but ended up applying later than the original UCAS deadline, you will have automatically been entered into Clearing.
- You haven’t applied at all yet – no problem, you can still apply through Clearing.
- You applied before 30th June but didn’t receive any offers, or have decided that you no longer want to accept any of your offers. Perhaps your circumstances have changed, or you’ve had a change of heart.
- Come results day, you didn’t meet the conditions of your offers. If this is the case for you, don’t worry - you won’t be alone. At this point, you can now enter Clearing to find another university.
Applying through Clearing is an easy and straightforward process.
Feel free to call us on 01244 567470. One of our friendly Clearing advisers will be happy to answer any questions you may have.
During the Clearing period (5th July - 21st October), our lines are open Monday to Thursday from 9am to 5.30pm, and on a Friday from 9am to 4.30pm. However, we have extended hours on the following days:
Thursday 15th August: 8am – 7pm
Friday 16th August: 8am – 6pm
Saturday 17th August: 9am – 5pm
Sunday 18th August: 10am – 4pm
Saturday 24th August: 9am – 5pm
We have a number of courses with places available in a wide range of different subject areas. Check our course list for up-to-date information on courses with places available.
Clearing applicants can apply for University accommodation.
Starting university is an exciting time, but it can also bring challenges, especially if you have a disability/specific need. Our Disability & Inclusion Team are here to help you overcome these challenges and succeed in your studies. Reaching out to Disability & Inclusion early is crucial for getting the support you need. |
www_imperial_edu_courses-and-programs_divisions_math-and-sciences_science-department_index_html | education | SIMILARITY: 0.5141
Where we foster excellence in education that challenges students of every background
to develop their intellect, character, and abilities; to assist students in achieving
their educational and career goals; and to be responsive to the greater community. |
shs_spsd_us_apps_pages_index_jsp_uREC_ID_1056453_type_d_pREC_ID_1348812 | diversity | SIMILARITY: 0.4708
Lead for Diversity
Works to increase awareness and improve the inter-group relations in the school and the community. Students discuss ethnic, cultural and socioeconomic issues and identify strategies to improve these relationships. Delegates attend a peer leadership program where students aquire peer leadership, conflict resolution and human relations skills necessary for success in a diverse world. |
acroamatic_ayinadams_com_about_news | diversity | SIMILARITY: 0.4142
Six schools and 115 student guests visited Ellis in January to participate in the 21st Culture Jam, Ellis’ annual student-led and produced conference focused on diversity.
After spending much of her career in management consulting and human-centered design strategy in large IT enterprises, Cally MYHRUM ’06 didn’t have working in the insurance industry on her radar. |
sh_diva-portal_org_smash_record_jsf_pid_diva2_1234455 | diversity | SIMILARITY: 0.4360
This article presents some of the theoretical and methodological considerations in studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools. The perspective arises from our experiences of carrying out an international comparative research project looking at pupils´perspectives to diversity in the educational settings and their wider everyday environments. The data were gathered in diverse comprehensive school contexts across Sweden, Estonia and Finland. The article illustrates several important issues that are often lacking in the studies in this area and need to be accounted for when examining cultural and religious diversity in the schools and the everyday lives of children and youth. |
amplifydei_com_tag_diversity-wins_ | diversity | SIMILARITY: 0.4806
How To Embrace Intersectionality in the Workplace
We can’t get very far in conversations about diversity, equity, and inclusion without talking about intersectionality. It’s...
Read MoreWe can’t get very far in conversations about diversity, equity, and inclusion without talking about intersectionality. It’s...
Read MoreLeadership is never easy. The responsibility on leaders is great, as the authority and influence of their...
Read MorePlease take a moment to imagine a world where every person feels safe and comfortable in their...
Read MoreThe topic about racial discrimination still poses a challenge in organizational workplaces to date. Studies have shown...
Read MoreSmall inclusion efforts go a long way. Use LinkedIn’s pronunciation and pronoun features as a basis for...
Read MoreArtificial intelligence is related to intelligence demonstrated by machines. It is opposite from the natural intelligence displayed...
Read MoreWe are living amidst unusual circumstances. The ongoing global pandemic has left us in a novel situation....
Read More |
www_economrem_ru_diverecos-294-3_html | diversity | SIMILARITY: 0.5147
ECON diversity
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yiorgoshotel_com_565_embracing-generalism-the-rise-of-versatile-professionals-in-a-specialized-world | diversity | SIMILARITY: 0.4264
“Embracing Generalism: The Rise of Versatile Professionals in a Specialized World”
In today’s fast-paced and ever-changing job market, the value of generalist skills is becoming increasingly apparent. As industries evolve and traditional roles shift, professionals with a broad range of knowledge and versatility are in high demand. This trend reflects a growing recognition that innovation often springs from the intersection of diverse fields rather than from specialized expertise alone.
Recent studies show that companies favor generalists for their adaptability and problem-solving abilities. These professionals can navigate complexities, collaborate effectively across departments, and bring a holistic perspective to projects. The rise of remote work has further emphasized the need for employees who can wear multiple hats, transition between various tasks, and tackle unforeseen challenges.
A lire également : Embracing the Generalist Mindset: How Versatility is Shaping the Future of Work in 2023
To stay ahead in this landscape, individuals are encouraged to cultivate a mix of hard and soft skills, exploring different domains and fostering a mindset of lifelong learning. Organizations benefit by fostering a workplace culture that values flexibility and interdisciplinary collaboration. As we move forward, embracing generalism could be the key to thriving in a rapidly changing economy. For more about the benefits and strategies of becoming a generalist, visit https://e-resaneh.com.
A découvrir également : Exploring the Rise of the Generalist: How Versatile Skills Are Shaping the Future of Outdoor Hunting Gear |
worknhuman_com_en_e-learning_intergenerational-diversity_ | diversity | SIMILARITY: 0.4180
Intergenerational Diversity Management at Work Training
What is Intergenerational Diversity Management At Work Training ? Today, various generations actively participating in business life have different values. Intergenerational diversity management training; explains the advantages of coexistence of …
Overview
What is Intergenerational Diversity Management At Work Training ?
Today, various generations actively participating in business life have different values. Intergenerational diversity management training; explains the advantages of coexistence of employees of these generations with different values, how to create a positive work culture and how to manage intergenerational diversity with cases and solution suggestions.
What will you learn?
- Generational differences and similarities.
- Achievements in the management of intergenerational diversity in the workplace.
- Models for age management in human resources.
- Recommendations for a workplace that is inclusive of age diversity.
Who Can Benefit?
Human resources professionals, managers and all employees who want to personal gain and diversity management on psychological health and safety.
Certificate
When you complete the modules and tests, you will be entitled to receive your approved Intergenerational Diversity Management at Work certificate online. |
www_asahiinternational_com_stories_people_shine-as-you-are | diversity | SIMILARITY: 0.4854
We believe in a world where all people can shine.
At Asahi Europe & International we celebrate and respect difference, and support everyone’s freedom to be their true selves - at work, at home, at play.
We’re in the business of creating meaningful connections and bringing fun to life for people through our products and services. We do this throughout the world every day.
And we pledge to do our part to support a world where everyone has the same opportunity for success, happiness, and fun, whatever that means to them.
We’re proud to introduce our new vision and action plan for Diversity, Equity & Inclusion – shine AS YOU ARE - and created a new video, which you can access on our new DE&I page here.
#WeAreAsahi #shineASYOUARE |
www_nysais_org_careers_job-fair_candidates_ | diversity | SIMILARITY: 0.4603
NYSAIS Job Fair to Promote Diversity
Saturday, February 22, 2025
10:00 a.m. – 1:00 p.m.
Columbia Grammar and Preparatory School
4 West 93rd Street
New York, NY, 10025
Between Columbus & Central Park West
Please read all Candidate Information Below
Schedule for Candidates ONLY (Subject to Change)
| 10:00 – 1:00 pm |
|
Networking & Interviewing |
Registration
Registration is required to allow schools to search for your résumé prior to the job fair.
- Complete the registration form. Please be sure to save your résumé in the format of LastName,FirstName.pdf or .doc.
- There is NO FEE for candidates.
- A BA or BS by September 2025 is required to attend.
- Certification is NOT required. Career changers and college seniors are encouraged to attend.
On the day of the Job Fair
- Be prepared to chat with many schools on the day of the fair. Each chat will last between 5 and 10 minutes.
- Come prepared with physical copies of your résumé to distribute to the schools that you meet with.
Accessing Job Postings
- Candidates can access job postings at any time at the NYSAIS website under NYSAIS Member School Job Board. This information is posted directly by the schools and is updated regularly.
- Registered candidates will also be able to search the Electronic Job Fair Job Board during the Job Fair, where the most current anticipated vacancies are announced.
- *Please note: It will take 1-2 weeks before the Job Fair Job Board starts to populate with open positions |
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