Do you recognize the names Giant Slalom, Luge, and Curling? Yes? Then you must be ready for the Winter Olympics! Here are a few suggestions to make them more meaningful to your children: 1. Let each child or small group of children choose an event to research. The events may be their favorites or ones they would like to know more about. (NOTE: A list of Winter Olympic events is at the end of this article.) 2. Tell the children what you want them to find out...the history of the sport, the rules of it, the equipment needed, people who have performed that event in past Winter Olympics...whatever you decide. This will keep them focused and help them write their reports using main ideas. 3. Classify the Olympic events into categories. Which take place on the snow? On the track? On the rink? 4. Make a video collage with snippets of each event. 5. Hold your own Winter Olympics! If you live where it does not snow, use props that can substitute for skis (shoeboxes, foil), ski poles (broomsticks), and whatever else you can find. Amend the rules for your age group. For the Medal Ceremony, use gold, silver, and copper pens to make the ribbons. Have your children sequence the activities in which they participated. 6. Alphabetize the names of the Olympic events. 7. Use a TV Guide to practice reading schedules and find the days, times, and channels for specific sports. Here is a list of Winter Olympic events: Giant Slalom, Luge, Curling, Speed Skating, Ski Jumping, Freestyle Aerials, Biathlon, Super-G, Ice Dancing, Cross Country, Combined Downhill, Slalom, Short Track, Bobsleigh, Nordic Combined, Figure Skating, Freestyle Moguls, Snowboarding, Ice Hockey, Downhill, Skeleton Enjoy the Winter Olympics! I hope these ideas are useful and inspire your own creative thinking. And remember...Reading is FUNdamental!
With declining enrollment and building space for tens of thousands more students than they have enrolled, the Baltimore schools announced last December their restructuring plans to close several elementary, middle and high schools with others becoming combined K-8 schools. The Baltimore schools held a series of community meetings, where they released a list of possible options they were considering. The options included schools to close, some to renovate, and where to build new ones. The options also were listed at their web site, where parents and community voted on which options they thought were best. All options would close several Baltimore schools middle schools with consistently low test scores and high rates of violence. Some of these targeted schools are on the state’s “persistently dangerous” schools list, while others are being watched closely for inclusion to the list. The troubled Thurgood Marshall High School, site of a shooting in the 2004-2005 school year, also is included in all options.
A new building will replace the current middle school, located at the same site, and be a K-8 school. The Baltimore schools are dealing with deteriorating buildings, declining enrollment, and state demands that they operate the school system more efficiently. The Baltimore schools’ chief executive officer Bonnie S. Copeland stated that community committees, which used public input gathered earlier last fall, developed the options. Copeland believed that much of the community shared her vision to expand the K-8 schools, which have been outperforming the traditional middle schools. Many parents, as well as community activist groups, were outraged and vehemently opposed several proposed options and school closings. Many do not wish to see K-8 schools, unhappy with older children who set bad examples being mixed in with younger children. They believe the low test scores of several middle schools is more complex than just integrating the students with the elementary schools. Additionally, some high-performing schools could be closed, due to building conditions and capacity. Many parents and activists believe it would be cheaper to renovate existing schools, rather than build new ones.
David Lever, executive director of Maryland’s Public School Construction Program, backs this belief. In March 2006, the Baltimore schools reacted to public pressure and released a substantially revised plan, stating that they took to heart the public’s concerns. The changes did little to appease the opponents of the plan, leaving the Baltimore schools caught between the state demanding a school closings plan and the parents and community activists. After 85 public meetings on the topic and more than 10,000 participants, the Baltimore schools board voted at the end of March to close 16 Baltimore schools over the next two years. They also approved a 10-year, $2.7 billion plan to build 27 new Baltimore schools, moving thousands of children from middle schools to pre kindergarten through eighth grade.
Dallas Schools are dedicated to providing the best education possible, while keeping the children safe. Unfortunately, our world has changed in the past few years. It is no longer as safe as it once was to visit other countries, to fly from one city to another (especially the truly large and/or important cities, such as Washington D. C.), or to even go to school, especially in a large metropolitan city like Dallas. Terrorists living within the borders of the United States have become a real threat. In Iraq, terrorists think nothing of bombing schools, so why would they restrain themselves here in America. This disregard of human life creates a heightened sense of fear, especially for our children. Dallas schools are doing something about it. Ever since September 11, 2001, and the increase in student shootings within some U. S. schools, Dallas schools, under the Dallas Independent School District (DISD), have been instituting measures and programs to ensure they remain security focused and safety aware. While allowing children and school personnel to go about their daily lives in as normal fashion as possible, Dallas Schools are maintaining a heightened awareness of any suspicious activities in order to lessen the fears of the children while adding greater safety and protection for both the children and school personnel. They have enlisted the help of every school employee — security officers, teachers, principals, administrators, custodial staff, and maintenance crews, as well as parents and students. Each has been asked to be vigilant of anyone who enters school property, including buildings and sporting events. They are asked to report any suspicious activity or concerns to the proper authorities or school personnel. After 9/11, the Department of Homeland Security in Washington D. C. implemented our current system of security awareness. A yellow alert means the security threat is elevated, an orange alert means it is high, and a red alert (the highest) means it is severe. In the event of a red alert, Dallas schools will monitor recommendations from the federal, state and local law enforcement agencies. From these recommendations, they will take the appropriate actions to ensure the safety of the children. They will provide updated information concerning their intended and taken actions to parents and the community through the local television stations, radio stations, and at their web site. Dallas schools currently provide counselors to assist children, who have any related fears or anxieties. Additionally, all of the Dallas schools have been asked by the DISD to carefully review their campus level emergency plans, as well as the school board’s emergency operations manual. Dallas schools are putting the safety of your children at the top of their priority issues list. You can be assured that your child is able to focus on each school day of learning within a safe and secure educational environment.
Michigan Schools presented its new high school graduation requirements — the Michigan Merit Curriculum — in December 2005. The Michigan schools are determined to better prepare students for work and college success, by assuring that all students have the knowledge and skills needed to succeed. Previous requirements for graduation in the Michigan schools reflected an economy and society that no longer exist, nor did they represent the real world demands of work and college. Michigan schools skills and course subjects that were once optional for students after graduation now are essential to enter college or the workforce. In a 2005 survey, only 24 percent of the graduates said they were significantly challenged during high school, while a recent survey showed one-in-five graduates thought expectations were low and it was easy to “slide by”. National data indicate that academic achievement in high school reading, mathematics and science has been mostly stagnate for decades. Michigan’s Governor Jennifer M. Granholm backs the new Michigan schools program, stating that the state’s economy will suffer if Michigan does not have a highly educated workforce. Her goal is to double the number of college graduates in Michigan, and the new Michigan schools high school graduation requirements will ensure the goal is met. The new Michigan Merit Curriculum requires Michigan schools graduates to successfully complete both the Michigan Merit Core and the 21st Century Learning Core. The new Michigan Merit Core consists of the following coursework: • English Language Arts, integrated Humanities sequence, or CTE sequence — 4 credits • Mathematics — 4 credits with one credit each in Algebra I, Geometry, Algebra II, AND an additional mathematics or mathematics-related credit in the senior year, integrated mathematics sequence, or CTE sequence • Science — 3 credits with one credit each in Biology, Physics or Chemistry, and one additional credit of science, integrated math sequence, or CTE sequence • Social Sciences — 3 credits • Civics and Economics — 5 credits • U. S. History and World History — 1 credit each, integrated with Geography, integrated Humanities sequence, or CTE sequence • World Languages — 2 credits • Health and Physical Education — 2 credits • Visual and Performing Arts — 1 credit Additionally, students in their junior year must take the Michigan schools’ Michigan Merit Exam or the alternate MI-ACCESS assessment exam. Those who do not pass in their junior year have another opportunity to take the exam in the spring of their senior year. Additionally, the Michigan schools are developing high school content expectations to serve as a guide to curriculum development for the school districts. The Michigan schools new graduation requirements instill rigor into the high school coursework, but provides some flexibility for school district phase-in of the new requirements and student modification provisions in some limited situations. The new Michigan schools requirements begin with the freshman class in the fall of 2006.
Do you seriously want to build muscle without weights? This is something which some people will say is impossible, but it can definitely be done if you take the time to learn the right methods. Here are the basics you need to be able to build muscle without weights, from right now. 1-Basics It is even possible to build muscle without weights with the traditional simple forms of exercise – exercises which need no special equipment, and which can be done anywhere. These include such exercises as sit ups, press ups etc. These are no going to turn you from a weakling into a champion bodybuilder, but if you are not used to exercising your body, they can be a great way to start. As with any form of exercise, you need regular workouts to see results. 2-Arms Although these general exercises are beneficial, to see real results you will need to concentrate on specific muscle groups. This is the best way to build muscle without weights. Building up the biceps, which is a common starting point amongst aspiring bodybuilders, is not easily done without weights. Probably the best way of going about this is just to use something in place of the weights, such as cans of food. Put the cans into a bag, and you have a makeshift weight to lift. 3-Chest Every bodybuilder wants to work their chest, as this is what gives the appearance of a well built body. To effectively build muscle without weights for your chest, the muscles called the pectoral muscles, one of the simple possibilities is to make regular press ups harder to do. One easy way of accomplishing this is to put your feet up on a chair, making all the weight go in to your arms. You will find these a lot harder to do than the standard press up, so be prepared. 4-Shoulders The shoulders will definitely benefit from basic exercises such as press ups, and even more so from inclined press ups. One way to go beyond this is to add pull ups. So many people find these exercises hard to perform, so they definitely have the potential to build muscle without weights. To get the very best results from your pull ups, you will need to widen your grips, so that the weight is concentrated in the shoulder area. This will make sure that the effort you are putting in gets the best possible result, by being directed to the right area. It is hard work, though. It is certainly not difficult to start to build muscle without weights, and you can start this way without needing to invest in gym memberships or home equipment. Click the links below for some great extra resources.
Below are eight tips to help you read and understand your text book so you can guarantee yourself better grades. 1. Skim through all titles and headings before reading the first paragraph. This will give you an idea regarding the material covered in the chapter or section and help you create a mental picture of the material as you read. 2. Quickly read through the material in the section the first time to pick out the basic concepts. Do not try to remember or write down specific details yet. Just get an idea of what is discussed in the reading. 3. Re-read the section carefully and take notes as you read. Read a paragraph or even a few sentences if the paragraphs are complicated, stop, and think about what you read. This is the RST method. Read, Stop and take a few minutes to digest the material and Think about what you read. Paraphrase the material. Put it in your own language; what does it mean to you? You may even want to recite what you read out loud. A lot of students find the Thinking part easier when they actually get their thoughts down on paper. Do not try to write everything, just little phrases to remind yourself of what you just thought about. 4. Be sure to look at figures, diagrams, and inserts. One picture or graph may contain the same amount of information found in a lengthy paragraph and be much easier to decipher. Be sure to read all captions. 5. Record all boldfaced words and their meanings in your own words in your notes. They must be important if the textbook authors and publishers went out of their way to boldface them! 6. Once you are finished reading, summarize what you just read out loud. Your ability to discuss this will serve as a true test to determine whether or not you understood what you just read. 7. Skim through the text a few more times, especially prior to and after lectures that compliment the material in the text. 8. Try to organize all of your notes to create the big picture. Add information from your class notes to your text notes and/or add information from your text notes to your class notes. This combination is easily accomplished if you type over your notes, leaving yourself with a neat, organized and thorough copy of everything you need to know for that chapter/unit. Go to live-etutor. com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!
To accelerate the process of achieving a bachelor's degree, the program accepts up to 90 transfer credits from accredited colleges and institutions. Students without an approved associate 2019s degree from a regionally accredited college may transfer up to 64 credits and be granted junior status. Students awarded an approved associate%u2019s degree from a regionally accredited college may transfer up to 64 credits. Credits from Other Institutions Credits earned at other regionally accredited colleges and universities should apply toward a general studies degree. Private school teachers with 2-5 years of full-time experience and a bachelor's degree from a regionally accredited college or university are eligible to apply. While most courses taken at a regionally accredited college or university are transferable, many issues impact how courses apply to a given degree program. Admission requirements include an undergraduate degree from an accredited college or university, and course work in biology, chemistry, and mathematics. Eligibility for Admission To be eligible for admission, you must hold a baccalaureate degree from an accredited college or university.
for most programs admitted to a full-time degree program in an accredited college/university maintaining a grade point average of 2.5 or above. Prospective students with baccalaureate degrees from colleges not regionally accredited, including Bible colleges, may be admitted upon evidence of ability to pursue graduate studies. - Hold an undergraduate degree from a regionally accredited college or university, or one that is a candidate for accreditation. Typically, the last 30 semester credits (senior year) of any regionally accredited bachelor's degree must be taken directly from your degree-granting college. Previous Degree Problems An applicant must have a previous bachelor's degree, master's degree or doctoral degree from an accredited college or university. If the degree was granted by another accredited college or university, the applicant follows the policies and procedures of this section.
Each accredited college and university listed provide a variety of online master's degree and online MBA programs in many specialized areas. Not all unaccredited colleges are degree mills in the traditional sense of the word as some provide legitimate academic work. Applicants must have earned a baccalaureate degree (or higher) from an accredited college or university prior to enrolling in this status. A two-year college degree in child development or early childhood education from an accredited college or university including the minimum course requirements below. All students interested in pursuing graduate education must fulfill the following initial requirements: Possess an earned bachelor's degree from an accredited college or university. (summer term only): Candidates must have a bachelor's degree from a regionally accredited college or university.
(summer term only) Candidates must have a bachelor's degree from a regionally accredited college or university. About half of all regionally accredited colleges accept ACE/PONSI recommendations for degree credit. All admissions to the Graduate College require that the student hold a baccalaureate degree or equivalent from an accredited college or university. Applicants must hold an OD degree from an accredited college of optometry and/or an advanced degree in an appropriate discipline. Rather than investigating "accreditted online college degrees," look into the opportunities available through the nation's largest accredited university. We feature hundreds of IT and Computer courses and degrees from accredited colleges and state licensed colleges and universities. Materials submitted in support of this application cannot be returned Possession of a bachelor's degree, or its equivalent, from an accredited college or university.
Applicants with a master's degree or earned doctorate from a regionally accredited college/university are not required to submit GRE scores. Its credits and degrees are recognized and accepted by other accredited colleges, universities, and professional schools throughout the United States. In order to qualify as a non-degree-seeking graduate you must: hold at least a baccalaureate degree from a regionally accredited college or university. (two-year program begins each fall) Candidates must have a bachelor's degree from a regionally accredited college or university. Additional Keywords: Earn your accredited college degree online, and from the convenience of your home. As long as the online college degrees are from an accredited organization there is no depreciation in their value.
Acceptance of online college degrees from all accredited institutions is definitely on the rise. http:// accredited-university-online. com/
Two new achievement systems have been developed and implemented for the Houston Schools — a school board monitoring system and a new appraisal system for the superintendent. The district is committed to improving student achievement, as well as earning the confidence and support of the community. The two systems set new standards for the administrative structure and systematic improvement process for higher scholastic achievement in the Houston schools. In 2001, Houston schools instituted a Declaration of Beliefs and Visions, which defined for school employees and the community what the district stands for and where it is going. The five goals put forth in the declaration are to: • Increase student achievement, • Increase management efficiency, • Bring all school facilities up to standard, • Improve public support and confidence in the Houston schools, and • Create a positive district culture. The declaration determined to accomplish these goals through: • An educational structure built upon the relationship between teacher and student, • Decentralization and shared decision making, • A common core of academic subjects for all students, and • Focus upon performance, not compliance. The two new systems for the Houston schools provide a roadmap to achieve and measure the progress of these goals. Both are detailed and objective, providing a systematic means for meaningful and quantifiable organizational improvement. Board Monitoring System The monitoring system is comprehensive and demanding with data-driven accountability. It requires the superintendent to submit regular reports to the trustees on key education issues. These issues are student academic progress and readiness for college, quality of teachers, and how effectively funds are used in support of student instruction. The reports must be in a specific, standardized format for future comparison. This includes what exactly is to be reported, how it is to be reported (using easy-to-understand data and bar charts), and how often the reports are to be submitted. The board wants nothing to be left to interpretation or guesswork, believing this too often is the cause of misperceptions formed of large, urban school districts. The information is to be used by the board for monitoring purposes, as well as provided to students, parents, teachers, the community, and the news media. Superintendent’s Performance Appraisal System The complement to the Board Monitoring System is the new performance appraisal system for the superintendent, which is expected to drive the focus for the Houston schools from the superintendent down to the classroom teacher. The system is objective and quantifiable, allowing the board to focus their attention on the performance levels the Houston schools need to reach. It requires more in-depth reporting and analysis of educational issues than the state of Texas currently requires. Specific goals of the appraisal system are to improve academic performance, management efficiency, and public and employee confidence and satisfaction. The specific Houston schools educational issues that directly impact students and addressed by both new systems are: • Dropout and graduation rates — the aim is an 85 percent graduation rate by the 2006-07 school year; • Achievement gaps by student groups, broken down by ethnicity, economic status, and gender; • Number and percentage of students: Who are promoted to the next grade, as well as those held back, Served by special education programs, as well as those who have moved out and no longer need these programs, Receiving the highest scores on the state-mandated achievement test, and Who take exams for advanced placement courses and those who pass these courses; and • Student college readiness, including: The college-ready scores from the state-mandated achievement test, Number and percentage of students taking dual-credit courses, earning college credit while in high school, Number and percentage of students who graduate under the state’s Recommended High School Program, and Number and percentage of students who score above the national average on the S. A.T. Other issues addressed that indirectly affect student achievement are: • Teachers’ attendance rates; • Number of teachers teaching outside of their areas of certification; • The effectiveness of tax dollars spent on teaching and the learning process; • The effectiveness of educational programs costing $1 million or more, and whether they should be modified or discontinued; • School employee attitudes toward the Houston schools board and their work environment; • Progress in bringing Houston schools facilities up to standard; • Public perceptions about the Houston schools board and its direction; and • Progress in achieving a “recognized” status as an accountable school district. Both systems outline expectations, set clear direction for action and improvement of quality education, facilitate regular and ongoing discussion for program effectiveness, use straightforward data, and hold the entire organization of the Houston schools accountable. Both systems were developed to evolve and change in response to the Houston schools board and community’s demand for better education for the students and ever-increasing accountability.
The Bill and Melinda Gates Foundation made an investment of $21 million in Chicago Schools to strengthen the students’ preparation for college. The gift funds the Chicago High School Redesign Initiative, which will provide for major improvements in high school curriculum and instruction to ensure the students are prepared to succeed in college and career. Under this initiative, the coursework structure and teaching methods of 50 high schools will be transformed. The goal is to give all students access to a high quality education, while keeping them motivated throughout their high school years. Courses will be offered to capture student interest, while providing them with the knowledge needed to graduate and go on to college or another form of post-high school education. The initiative also will provide teachers who are well prepared and able to inspire these young people with a love of learning and desire to excel. Like many other large urban districts, traditional high schools in the Chicago schools struggle to provide challenging and relevant coursework with the personalized instruction necessary for all students. Currently in the Chicago schools, only 47 percent of graduates go on to college, while 46 percent of 9th graders dropout before graduation. Many of those who continue on to college find they need remedial classes to cover content they should have mastered in high school. The Gates Foundation chose Chicago schools to be one of the first big cities to meet this challenge for today’s youth.
The Chicago schools were eager to partner in this endeavor. Initially, Chicago schools will implement the transformation plan with 14 high schools, starting with the 9th grade. The redesign initiative then expands to other grades and to 36 additional high schools over the next three years. The initial 14 schools are: • Bowen Environmental Studies Team (BEST) • Carver Military Academy • Chicago Military Academy at Bronzeville • Clark Academic Prep High School • Crane High School • Dunbar Vocational High School • Dyett High School • Fenger Academy High School • John Hope College Preparatory High School • Kenwood Academy • Wendell Phillips High School • School of the Arts, South Shore Campus • Mose Vines Preparatory Academy at Orr Campus • George Washington High School The goals of the broad redesign initiative are to improve classroom instruction, provide more options and opportunities for students and their parents, and to make Chicago schools performance more accountable to parents and the community. The five most significant challenges to be addressed by the Chicago schools are strengthening the curriculum, increasing rigor and relevance of coursework, adding depth to course content, improving professional development, and providing better school-based support. The curriculum areas of focus are English, mathematics and science with teachers providing more instructional support in these subjects. A new school accountability tool for parents is the scorecard. The card tracks a school’s performance in areas, such as graduation rate, school climate, teacher information, and student achievement. One area of improvement of benefit to teachers, students and parents, alike, is the recruitment of and professional support for high quality principals for the Chicago schools. The initiative is one of the most thoughtful and comprehensive approaches to high school reform in the nation with its aim of raising expectations and preparing every student for success after high school. The initiative gives Chicago schools the potential to significantly impact the quality of education students receive in high school and put them on the right track to succeed after graduation.
More than likely, when you learned how to add, you started on the right and moved to the left. If you were adding whole numbers, you added the ones, "carried" if necessary, and repeated for the tens, hundreds and so on. This works well on paper, and it is the most efficient paper and pencil method; however, adding in the other direction has several desirable advantages: the left to right method promotes a better understanding of place value, it can be done mentally with much greater ease, and it does not require that numbers be lined up in a column. Students can learn left to right addition, so they have another method to choose from when presented with addition problems. Left to right addition involves adding the largest place values first. As you move from left to right, you keep a cumulative total, so it is simply a number of smaller addition problems. To give you an idea of how it works and what it sounds like, consider the example, 677 + 938. Begin by adding the left most place values. In the example this is 600 plus 900 equals 1500. Add the values in the next place, one at a time, to the previous sum, and keep track of the new sum each time. In the example, 1500 + 70 is 1570, 1570 + 30 is 1600. For students who are more proficient at this algorithm, they don't necessarily think "plus 70" or "add 30." Their thought process, if said out loud might sound like, "600, 1500, 1570, 1600, . . ." Continue adding the values in each subsequent place until finished. The final steps in the example are 1600 + 7 is 1607, 1607 plus 8 is 1615. The sum is 1615. As you can imagine, students need to be proficient at single digit addition and have an understanding of place value before attempting left to right addition. When they are first learning it, they might try repeating sums as they go along (e. g. 1500, 1570, 1570, 1570, 1600, . . .) to help them retain the newest sums. They might also cross out digits as they are adding. There is no rule about having to add in this way mentally. Students could write down the sums as they proceed. Left to right addition promotes a better understanding of place value than right to left addition. In right to left addition, single digits are carried or regrouped with little emphasis placed on what the value of those carried digits are. In the example, 1246 + 586, students add 6 + 6 to get 12; they write down the 2 and carry the 1 when they should be carrying the ten. In the next step, they add 8 + 4 + 1 to get 13; they write down the 3 and carry the 1 when they should be adding 80 + 40 + 10, writing the 3 in the tens place (i. e. 30) and carrying the hundred. Essentially, right to left addition excludes vocabulary related to place value. Left to right addition, on the other hand, promotes an understanding of place value as each digit is given its correct value. In the example, the one in the thousands place is one thousand, the two in the hundreds place is two hundred, and so on. Left to right addition is well-suited to mental addition since the sum is cumulative with no steps in between; in other words, there is nothing for the student to keep in mind except for the cumulative sum. In right to left addition, several numbers must be remembered as the student proceeds. To illustrate this, consider the simple example, 64 + 88. In left to right addition, the sum is simple to find: 60, 140, 144, 152. Only one number had to be remembered at any point. In right to left addition, 4 + 8 is 12, so there are already two numbers to remember: the two in the ones place and the regrouped ten. The next step is to add 60 + 80 + 10 to get 150. At this point, the two must be recalled and added to the 150 to get 152. Although this sounds simple, it becomes more complicated with more digits. Right to left addition does not require numbers to be lined up in a column, but it is often taught that way because the method tends to ignore place value and relies on a student's ability to line up the place values to compensate. Many errors that students make in right to left addition occur because they don't have a strong knowledge of place value, and they forget or don't realize that like place values need to be lined up. They might, for instance, add a digit in the tens place to a digit in the hundreds place. Another scenario is a sloppy recording of numbers where a digit is mistakenly added to the wrong column. In left to right addition, the emphasis is on finding a certain place value in each number rather than relying on the place values being aligned. Students, of course, need to be able to recognize place value before they can be successful at this method. For instance, they should be able to recognize that the ones in the numbers: 514, 1499, and 321 are in the tens, thousands, and ones places respectively. If they can't, further teaching on place value is required before addition can be taught effectively. Although left to right addition has several advantages, it isn't suggested that you scrap everything else. Learning a wide variety of addition methods allows you latitude in problem solving situations. By teaching students this method, you give them another option when they are tackling addition questions.
: Learning math can be tough, and when you pay for help from tutoring, you expect results. You can maximize your chance of getting positive results by understanding how the tutoring works. Familiarize yourself with the software try to test it out ahead of time. Understand how to log on (remember to keep your logon and password in a safe place), learn how to maneuver around the software, and be sure your computer meets or exceeds the hardware requirements in order to ensure yours sessions run as smoothly as possible.Another thing to do prior to entering a tutoring session is to study up on the material. The more you know going in, the more you can get out of tutoring. Ask the tutoring service if there are any math online tutoring video tutorials. These short videos can help you understand the concepts. Besides your paid tutoring service, you can search on the web for math online tutoring video tutorials that do the same thing. Usually, they're not free, though, so the best thing is to hit the books before getting help from your tutor.
You should also ask the tutoring service if they can record the session for you, then you'll have your own recorded tutoring session that you can go back to if you need to refresh your memory of what you did.There are also many example problems online that you can look to if you want to get ahead. These examples are good, not only to learn the material, but to study for your math tests later on. Use these example problems to quiz yourself, and if you can't figure out the answer, you can ask your tutor during your sessions. That is a great way to utilize free resources and commercial resources.So, remember to study up, find free example problems online, and watch free math online tutoring video tutorials before sitting down for a 1-on-1 tutoring session. I know you want to see your math grades go up, and this will help you do just that!
Chemistry and biology students at Atlanta Schools North Atlanta High School put their lab skills into action for a Court TV film crew on April 11. As part of the “Forensics in the Classroom,” program, students learned how to collect and analyze evidence of a crime scene. They weren’t flying blind. Instead, they had help from a range of criminal investigation experts, beginning with the head of their own science department, Dr. Cadence Spearman. In addition to Dr. Spearman, students interacted with Court TV host Rachelle Savoia, Police Lt. H. Cotton – Tukes, forensic investigators from the Fulton County Police Department, and a criminal science instructor from Bauder College. The staged crime took place in the school’s cafeteria and involved acts of vandalism and a cut gas line. Students worked through the crime scene, learning the proper procedures for collecting evidence. The evidence that they collected, including hair fibers, stomach contents, and blood makeup, was then analyzed in the school lab. The exercise demonstrated a new standards - based forensics curriculum developed by Court TV, the American Academy of Forensic Sciences, and the National Science Teachers Association. The program combines standard high school lab techniques with a mystery solving element. Students at North Atlanta High School participated in Unit Four of the “Forensics in the Classroom” Curriculum. Called “The Cafeteria Caper,” the crime they investigated involved a trashed high school cafeteria that might be linked to an underground club. The lab techniques required for the investigation included an enzyme test and the analysis of hair, blood, and DNA – all within their own school laboratory. To begin the exercise, students were given handouts that explained the background information of the crime that they would be investigating. They are also given several handouts explaining the nature of forensic investigation and how forensic techniques are used to solve crimes. Students examine a range of evidence. Some of it comes from the crime scene itself, but students also have access to a mock website that details the practices of the underground club they are investigating. The website provides them with additional information for the physical evidence that they collected, helping them to match the evidence with suspects from the website. The “Forensics in the Classroom” Curriculum provided detailed lab guides for conducting the necessary experiments. After they had reached their conclusions, they were instructed how to fill out Crime Lab Reports documenting their evidence. The “Cafeteria Caper” addressed five of the national forensics curriculum standards. These included: • Developing an understanding of the Cell (including enzyme function, organic molecules and indicators) • Developing an understanding of the Molecular Basis of Heredity (including chromosomes, DNA and genetic inheritance • Understanding and performing scientific inquiry • Analyzing and synthesizing several pieces of data to draw a conclusion • Developing an understanding of science and technology The “Forensics in the Classroom” Curriculum consists of five units designed along the same lines as the “Cafeteria Caper.” With names such as “It’s Magic”, “The Celebration”, “The Car That Swims”, and “Renter’s Beware”, each unit promises a unique story line and a different set of laboratory techniques to be used. All five units are available for free from Court TV at courttv. com.
A no gym workout is ideal for those people who aren't members of a gym, and don't have any equipment of their own. There have been fascinating methods devised whereby people can use their own body weight as a tool to build muscles. Here we show you the secrets of the no gym workout. Step 1 We are going right back to basics here, so if you already know this, bear with us. The first part of a workout should involve cardio as a warm up, to get the blood pumping. A no gym workout needs to abide by this as well. There are many different ways of achieving a solid warm up, so pick the one which suits you. Jogging, running, cycling, any of these will do to get you into the prepared state. One possible routine which will definitely warm you up is to alternate a couple of minutes of jogging with a minute of sit ups. This will certainly warm you up! Step 2 The arms are so often the main feature of a bodybuilding workout, whether in the gym, or at home. There is plenty you can do for the arms as part of a no gym workout. You will need some kind of weight, and obviously professional measured weights are the best. If you don't have these, you can always improvise. Bags can contain just about anything, and you can do bicep curls with them. If you use something like tins of food or books, you can always alter the weight ass necessary. Press ups are good for the rest of the arms. Step 3 The chest is much more difficult to work at home, because the most effective exercises normally involve professional training equipment. A weight bench is ideal if you have one, but if you don't there are still exercises you can perform. In a no gym workout, you will need to do some tough press ups (one handers or declined). You can also dip yourself if you can find the right facility, maybe in the garage or the kitchen. Work surfaces have been successfully used by some people. Step 4 Legs are another area where it is often difficult to find the right circumstances to exercise with your no gym workout, but there are ways of getting round most of the problems. Squats are your first port of call, as these put a lot of pressure on the legs. You can do these without any weights, and still get good results, or else you can improvise some weights as we did for the arms. Calves can be built up by performing heel raises on a step, or similar structure. They can also be a side beneficiary of your cardio, especially if that involves skipping. Now you know how to perform a full no gym workout. Keep at it, apply consistency, and you should see results.
In November 2005, Governor Rick Perry initiated the $10 million grant program for paying bonuses to school employees who have performed above expectations in raising student performance levels. One hundred Texas schools have been invited to participate in the Governor’s Educator Excellence Award Program. To date, 98 have accepted the invitation. The chosen Texas Schools have a high percentage of economically disadvantaged students. Each school has demonstrated high levels of student achievement or marked student improvement.
Each has been rated exemplary or recognized, which are the two top academic ratings that can be awarded to a school under the Texas schools’ accountability system; or they have shown strong performance gains in the areas of mathematics and reading. Each school may apply for a three-year grant as follows: • Schools with 449 students or less — $60,000 a year grant, • With 450 to 699 students — $90,000 a year grant, • 700 to 1,199 student — $135,000 a year grant, or • 1,200 students or more — $180,000 a year grant. To maintain eligibility for the grant program, the participating Texas schools must receive ratings of academically acceptable or better. Recommended bonus amounts range from $3,000 to $10,000 per individual. Each school may develop a customized incentive pay program that fits their individual school, as long as the teachers are involved in its development and under the following guidelines: • 75 percent of the grant money must be used for classroom teacher incentive pay; • A classroom teacher must be employed by the Texas schools district and spend an average of four hours each day teaching in an academic setting or career/technology instructional setting; • Award recipients must improve student performance and exceed academic growth expectations, • Performance must be determined using objective and quantifiable measures, such as local benchmarking systems, end-of-course tests, and other assessments, and • Recipients must have collaborated with other faculty and staff members to improve overall student performance at the school. Athletic coaches are not eligible for the program, unless they also teach and qualify under the classroom teacher guidelines. The customized incentive pay plans may take into account a teacher’s assignment in hard-to-staff areas that are specific to individual school districts. A teacher’s initiative and commitment to other activities that directly result in improved student performance also may be considered, such as tutoring students after school. Some of the possible uses for the remaining 25 percent of the grant money are: • To provide incentive pay for other school personnel who contribute to increased student achievement, • Provide training to teachers, • Support activities for mentoring, • Teacher induction programs, • Signing bonuses for teachers in high-need subject areas, • Activities that support common planning time and curriculum development, • Proven programs to recruit and retain teachers, and • Stipends for teachers who participate in after school or Saturday programs, which are designed to improve teaching and learning. Though 12 percent of the Texas schools’ districts have some type of teacher incentive pay program, this is the first state program in almost 20 years. When Texas schools achieve exceptional results, the principals always give credit to their teachers and staffs. The Intent of the Governor’s excellence award program is to say a very sincere “thank you” to the teachers and staff who go the extra mile to help students succeed
Landscaping around your pool can be a lot of fun. Picking out just the right plants that you love and that will complement your pool really can be very exciting. But when choosing your pool landscaping, it's important not to just be thinking about how the landscaping will look but also to think about what will ensure the safety of the swimmers and not be too hard for pool maintenance. Below are some simple steps to help you decide on some great pool landscaping. A pool with plants and flowers planted all along its side can be very attractive. But remember that container plants or potted plants are easier to maintain, replace and rearrange. Another advantage is for plants that are sensitive to frost. These plants can be brought in for the winter and be moved outdoors again the next spring. And container plants really are beautiful as well. To help with pool maintenance and safety, don't plant flowers, plants, or shrubs that will hang over the pool.
These are bound to drop something into the water whether it be pollen, stems, or petals. Also move the plants that tend to have a lot of droppings at least eight feet from the pool. Along these same lines, it's wise to choose plants and shrubs that drop their leaves in a short period so you only have to do one cleanup. Plants that have shorter leaves tend to be less likely to have their droppings blown away by the wind and blown right into the pool. Also avoid evergreens such as live oaks and pines. They may seem like a good choice but they drop needles, pine cones, flowers, and acorns for months. Also make sure to take your privacy into consideration and set up a fence or a large trellis to block the view of passer-bys or your neighbor's window. And lastly, while you are deciding on your pool landscaping, talk to your local nursery about plants that tend to do well in your climate and soil.
Be sure to tell that you are landscaping around a pool and ask how far away the plants should be. They are the professionals and should be able to offer some very good advice. Landscaping your pool doesn't have to be a chore. In actuality, it should add to the beauty of your pool and make it that much more enjoyable!
Residents of the Dominican Republic, especially the impoverished ones, have long viewed the United States and especially New York City as a land of limitless wealth. All you have to do is live there for a few years, and you too will be wealthy. This erroneous vision was fostered in the 1980s with the crack epidemic centered in Washington Heights, an area located north of New York City and predominantly populated by Dominican immigrants. Thousands of dollars in cash were sent back to the families, who still lived in the Dominican Republic. Though the days of easy money have passed, the Dominican poor still believe that, if only family member can reach the U. S. and remain for a few years, he or she could bring the entire family remaining in the Dominican Republic out of poverty. Thus, the Dominican Republic is the largest exporter of immigrants to the New York City schools. Dominican immigrants now comprise ten percent of the 1.1 million students in the New York City schools. These young New York City schools immigrants face particularly difficult problems as they attempt to acclimate into American society.
They face the pressures to integrate at school, while facing the pressures to remain the same at home. Parents too face challenges with the New York City schools. The first problem is culture shock. In the Dominican Republic, children always must defer to their elders and hold their tongues, having no way to express their own feelings or opinions. In contrast, children quickly learn in the New York City schools that American children are vital members of society, like any adult. They realize that adults care what they think. They become more outspoken both at school and at home, finding the social freedoms compelling and liberating. Parents feel themselves losing control of their children, who are shedding their cultural restrictions. They view New York City schools children as arrogant and flamboyant, with no respect for their elders.
Such contrasting expectations between children and parents cause stress at home. Of course, many parents blame the New York City schools for their children adopting these attributes, where they did not wish to send their children anyway. The Dominican immigrant home environment is not always conducive to learning. For impoverished families in the Dominican Republic, education is not a priority, as it is with the wealthy families there. Though early schooling is free for children, it is seen as a costly endeavor for families just trying to make ends meet. Clothing for school, meals, school supplies, books, and transportation are luxuries for such families. According to the World Bank, 13 percent of children ages 7-14 work outside the home, rather than attend school. According to Unicef, 16 percent of children ages 10-17 are illiterate. Usually, one or both parents have little or no education, due to less long-term educational exposure for children of poorer families.
Is it any wonder they may resent the mandatory law for their children to attend the New York City schools? Though cultural differences present a major obstacle, language is the biggest difficulty for these immigrant children in the New York City schools. According to Robert Mercedes, Principal of Middle School 390 in the Bronx and President of the Association of Dominican-American Supervisors and Administrators, Dominican children arrive at the New York City schools lacking the basic native-language skills of the Dominican Republic. This makes transitioning them into the English language even more difficult. They feel like outsiders in the New York City schools. They are in a language and cultural isolation. They are generally dumped into bilingual classes at low-income schools, and feel more of a burden to the New York City schools than an equal to the other students.
The victim mentality takes over for many of these youth, who separate themselves into close-knit ethnic groups. They are especially vulnerable to street gang recruitment, which pervades the areas around the ghetto-like atmosphere of some of the New York City schools they attend. On one side, the New York City schools are a haven of new opportunities for the Dominican children and their parents. Yet, these same opportunities can be the downfall of the immigrant family values and the children, as well. It is a dual-edged sword, afflicted with stressful difficulties and insurmountable obstacles for many.
When most parents hear the word online tutoring, they can't quite envision it, but when students hear the word online tutoring, they are intrigued. Online tutoring allows a tutor and student to communicate from computer to computer. Most online tutoring sessions take place inside an online classroom. Many online tutoring services offer a whiteboard so words can be written or drawn with the mouse and keyboard. Only the best online tutoring classrooms offer voice over ip. This means both the student and tutor can speak through the computer as long as both have a microphone and speakers. Once the parent understands the concept of online tutoring, they are often times amazed. Their child can ask any question and the tutor is able to walk the student through the entire problem solving process and help the student to solve each problem. This one on one communication is what most students need to overcome learning obstacles. In the classroom, most students are left behind if they don't ask specific questions to help them understand what they are learning.
Once a student starts falling behind, tutoring must be provided to prevent failing grades. Often times a personal face to face tutor intimidates students and still might not help. Online tutoring allows any student to get the one on one attention they need without the intimidation factor. Students feel comfortable learning online and the fact that each lesson can be printed is a wonderful study tool. If you never tried online tutoring, I suggest you give it a try and allow your child to learn online. The cost is usually less than a private tutor and you won't have to drive and worry about scheduling issues. Your child can learn from any computer as long as there is an internet connection.
Go to live-etutor. com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!
What’s valuable to our society nowadays? I’m afraid that if we answered that question I would become very depressed. So, let’s not get to in depth with that one, except would it be fair to say that many of the things on that list would qualify as superficial? Ugh, I’m getting depressed. But, that’s a blanket generalization and certainly doesn’t apply to all. What do you think about education?
Or educating others? Ooh, just the thought alone gives a little lift to my heart. I have thought for a long time that teaching is one of the noblest professions around. I have the utmost respect for those who have dedicated their lives to enhancing the lives of others through expanding their understating of the world, mental capacity, analytical reasoning, and even the self-empowerment that comes from gaining these things. Unfortunately, with our skewed value system, the educational system seems to always be in need of competent, trained teachers, at all levels of education. This is where online PhD degrees comes in. If you are already working within the education field this could be a great option for you. You’re already certified as a teacher and have gained a good understanding of the type of schooling you’d like to pursue. Your schedule is tight, as the work day of teachers doesn’t end when the bell rings. Virtually all major Universities are now offering education online PhD degrees and more are starting all the time. So, its not about some disreputable institution that provides you with a faux degree, but the same quality of classes that require the same demanding work, except you can work around your schedule. Getting your education PhD degree will provide you with the understanding in various educational methodologies and practices, the theoretical base, research and administration knowledge that you can use to advance in your career and offer the students the best possible opportunity to learn as possible. This is achievable through an online PhD degree.
In this article we aim to provide you with an easy to follow guide on the basics of the Spanish language, concentrating on the differences between Spanish and English sentence structure. Sentence Structure If you want to understand basic Spanish you need to know that the main difference between English and Spanish is in the way that sentences are constructed. Firstly let us look at a typical Spanish sentence. “Me gusta el vino espańol”. This sentence means; “I like Spanish wine”. Did you notice that in the English version “wine” comes after “Spanish”, but in the Spanish sentence “vino” comes before “espańol”? This is because in the Spanish language the adjective (an adjective is word than is used to describe something, in this case we have used “espańol, which means Spanish), always comes after the noun (a noun is basically another name for a thing, in this case “vino” meaning wine). So if I wanted to say, I like white wine, in Spanish I would say “Me gusta vino blanco”. Blanco means white in Spanish. The rule applies whether we are referring to a drink or a person. The English sentence “A Spanish man”. Would translate in Spanish to “Un seńor espańol” Have you noticed another difference between the English and Spanish sentences? In the example we have used we can see that “espańol” starts with a lower case, or small “e”, but in English when saying “Spanish” we use a capital “S”, this is because any reference to a country in English should have a capital letter at the start of the word, but in Spanish you would only use a capital letter when using the countries name directly. If we say “Soy de Espańa” This translates as, “ I am of Spain” Because we used “Espańa” which is the name on the country it gets a capital letter. Therefore if I say; “Soy amйricano”(I am an American man). In Spanish we have a small “a”, as opposed to; “Soy de Amйrica”(I am of America). Because we use the word for America (which is called a proper noun) we use an “A”. How To Recognize Questions In English we can change a statement to a question by adding the word DO and a question mark (?). As an example the statement “you have a pencil” could be something I say as I hand over a pencil or merely a statement of fact. But if I say “do you have a pencil?”, then there is no doubt that I am asking a question. There is no word for DO in Spanish so we have to have another of way of knowing that the sentence we have just started is a question. To do this the Spanish language uses two question marks “ї?”, the inverted one at the start of the sentence and the standard one at the end. Therefore: “Tiene un lapiz”, (“tiene” can mean “you have” and “lapiz” is “pencil”) This statement becomes a question when we add ї and ?. “їTiene un lapiz?” so if you see the question mark at the start of a sentence you know that you have to alter the tone of your voice to make it questioning. We hope that these few tips might make understanding basic Spanish that little bit easier for you, and hopefully got you excited about learning more!
Now there’s few words that I like more than consortium and portal; and that is just one of the exciting reasons why I’m getting all sorts of worked up for my university online degree. Are you thinking that I could engage in other activities that had some semblance of a connection with the words consortium and portal? I agree. But, I also want to get started on my career and don’t have the time to go to classes full time, because of my job. The problem was that I have always been a little apprehensive of the programs that offered university online degrees. This is where my two favorite words come in. I can actually get my degree, online, by taking classes from major universities. Not simple institutions. For example, If I used the Canadian Virtual University, or CVU, I have the option of taking classes from 13 established universities across Canada. There are several of these types of organizations, such as the Global University Alliance. This is a consortium of nine different major universities from the U. S., Britain, New Zealand, Australia, and the Netherlands. As you have probably gathered by now the Global University Alliance or CVU themselves have no classes to offer, but simply act as a portal for the major universities. This way your getting the benefits of a university online degree (classes at your own pace and convenience, yet still offering personalized attention), but also having the satisfaction that you’re not sacrificing a quality education.