Cover letters can be written in different manners reminding employers to choose for qualified applicants that are applying for a certain position in the company. Writing cover letters can be difficult yet these letter or business letters are required in the employment process. Likewise, there are different cover letter format that can be written especially with the education cover letter used in applying a position in the educational departments.
Different cover letters focuses on various information that are applicable to the applicants itself but an education cover letter however usually is more on the educational background of job seekers based on the experiences that applicants' consider will benefit in the choice of school or preferred companies they are applying for. Cover letters are essential part of the employment industries especially for people searching for an occupation through education. Besides, educational cover letters are perfect for applicant that hopes to become a part of the education career field. Education cover letters are usually for applicants who believe are qualified in the position of taking part in the educational department because education cover letters are more focused on the educational background and experiences achieved in the applicants' life.
Applicants interested in a career in education are required to submit a cover letter for the employers to gain knowledge of the applicants' abilities and skills that are believe to contribute in the company. Abilities and skills of the applicant should be in brief but formal manner giving impact on the employers reading while expanding their interest in getting to know more of the applicant. However, cover letters may not often attract the employer due to unexceptional flaws and incorrect grammar. Educational cover letters should be well-written, impressive and interesting while reading in order to have interest in the applicants' achievements and briefly state how one can contribute or gain by being a part of the company.
Writing an education cover letter is the same as writing a standard cover letter. It has the same format as with the standard cover letter but take note in education cover letters always include the applicants' informational background along with highlights of particular achievements based on the educational background that can contribute to the company applied for. Also, keep in mind that the letter should be brief and direct while on the process of writing an education cover letter. As mentioned, cover letters are given attention only if the applicant has an impressive letter that employers consider hiring the applicant.
Education cover letters are a form of business letter with a formal and overpowering vocabulary that are used by applicants complimenting their resumes by introducing their abilities and skills most important to the employers to learn about in a written business letter format. Applicants writing an education letter should consider highlighting certain areas of experiences that can benefit in the employers company while at the same time use the selling method in being hired or taken into the next level of employment procedures.
Making a perfect cover letter can really get you the position you desire. In fact, learning cover letter tips can help you write an impressive, formal business letter that will give impact to the reader. Cover letters all have one goal and that is to get the attention of the employer in making faster decision in hiring an applicant. In turn, an applicant will surely have positive results in their employment process.
Jimmy Sweeney is the President of CareerJimmy and author of "Amazing Cover Letter Creator." Visit him at: http://www.amazing-cover-letters.com for your "instant" cover letters today.
Online education with NYU-ePoly is very easy efficient. We have lot of tools which makes you easy to learn and understand your courses. Taking graduate class is as easy as preparing your dinner at home.
You can access online courses anywhere you like - at work, at home, while traveling. If you think your daily activity is not allowing you to go school then think again you can turn to NYU-ePoly and earn your masters degree in your interesting field like Electrical Engineering, Online Bioinformatics, Organizational Behavior, Computer engineering, Cyber Security, Telecommunication Networks, Manufacturing Engineering, Industrial Engineering, Wireless Innovation. Also you can gain Certificate programs in Bioinformatics, Cyber Security, Online Computer Engineering, Power Electronics and Systems, Telecommunication Networking, Wireless communication. So no one can stop you from gaining online learning degree if you are committed.
NYU-ePoly is online education department of the Polytechnic Institute of NYU. We help online students from various part of the world to make their experience and elearning better and smoother. Our help desk is live 24/7. We have best faculty staffing to help you make your distance education better and smooth. Online education is a simple procedure. We have weekly virtual class where professor puts up material, quiz, discussions, and various other materials for you to study. When ever a student get chance to study he access all material of week and studies weekly material. Confusions and doubts are cleared in discussions as well as personal email to professors.
Taking online education exam is also simple procedure. Professors have two categories to take exam. First is if professor wants he can create online exam on our learning platform and take exam. Second is if professor want student to give exam in blue books then student has to find a proctoring facility and fill proctoring request form to ePoly. ePoly will contact your facilities and you can give exam at that proctoring facility. So if you think to go for elearning then NYU-ePoly would be best university to study.
The world as we know it is changing in leaps and bounds on a daily basis. Our children are growing up knowing and using iPods and computers with gigabytes of data storage for all their music and video files. High-speed Internet has become a way of life where more young people subscribe to www.myspace.com, read, chat, and communicate with friends online than ever before. As the Internet marketplace continues to expand rapidly, and technologies afford education access from the ease and convenience of home, it is imperative that parents and educators recognize the benefits involved in education online.
The public education system in the United States grew out of an economy based upon single income workers, zero competition from outside markets for internal education consumers, and more manufacturing jobs than service jobs. The baby boomers born during the post World War II era, enjoyed the benefits of President Franklin D. Roosevelt's Servicemen's Readjustment Act or the GI Bill of Rights, which granted affordable access to college education. The baby boomers of the United States catapulted into growth as a result of this, enjoying an unprecedented level of abundance and prosperity.
One of these baby boomers is President George W. Bush, who enacted the No Child Left Behind Act (NCBA), offering the societal challenge of making every child proficient in reading and math by 2012. A schoolteacher for more than thirty years, who now runs a management company for teacher training, described the resultant effect of this act upon the public school system as one which far exceeded the capabilities of what American public schools can currently offer.
Despite the grandiose claims of the NCBA, actual school performance began to decrease after the passage of the act and the United States, as a whole, fell behind in education.
Supplemental Educational Services
In 2004-2005, there were more than 22 million children eligible for "supplemental educational services", which includes tutoring. About 19% of those students got those services, or roughly two out of every ten students who were not proficient in core subjects, received aid. A good analogy would be a physician telling the parents of ten children that that they need medicine to cure an illness and only two out of the ten children can receive the medicine that they need.
The need for tutoring is obviously there. Why then is the current method of tutoring inadequate? There are principally four reasons why tutoring has been ineffective:
1) Schools can recruit tutors for students in rural areas and even fewer for those students in those areas with disabilities.
2) School districts do not tell parents that tutoring is available. When letters are sent home they often arrive late and are hard to understand.
3) Tutors are not allowed into schools and do not coordinate with teachers or the curriculum in the classroom, leaving the student confused.
4) State education departments do not evaluate the quality of tutors, as the law requires.
On one hand we have American schools and students failing and in need of remediation, operating under an outdated system of education, and money going to waste, and on the other hand we have an emerging technology platform based on high speed broadband technology that is leveling the playing field for people, and companies worldwide. This technology is one that not only attracts our children, but also captivates them, so that they return to computers and multimedia repeatedly for entertainment.
Armed with this knowledge, how can we as parents and educators remain blind to the changes within our own culture for learning and acquiring knowledge and the ways in which our children are learning? Tutoring programs such as www.TutorHaven.com take these tools and put them to use to educate our children in a fun and engaging manner.
www.Tutorhaven.com
January 17 2004--Just understanding the major legal issues involved with the divorce process can be mind boggling to the most secure individual, let alone one who is enduring the stresses of a crumbling marriage. When one considers the emotional states of most parties contemplating, or in the early stages of divorce, it is easy to understand why so many endure a difficult and painful divorce process. No one understands this problem better than Keila Gilbert, founder and principal attorney at the Alpha Center for Divorce Mediation.
Having undergone her own difficult divorce years ago, she recognized that there had to be a better way. A different way of navigating the legal, financial and emotional processes were in order. Her answer was a divorce mediation service that offers couples a neutral team of attorney, psychologist and accountant to guide them through the divorce process and, perhaps suffer the least amount of โ€œSurviving the Divorce Processโ€ through the continuing education departments at many of the school districts throughout our area.
Now in it's fourth year, the two-hour educational seminar provides attendees with information on how the actual process of divorce works in Pennsylvania and explains many of the legal, financial and practical matters that need to be considered by both individuals beginning to think about, or who have already begun, the divorce process. Current legal and court approaches are discussed as well as alternative approaches, such as the one offered by Gilbert's Alpha Center for Divorce Mediation.
Although participants come from all walks of life and income levels, they share on common characteristic, according to Gilbert. โ€œThese are people taking an intelligent approach, they are making a conscious effort to get educated so that they can make informed decisions wherever possible.โ€
About 60% of the class participants in โ€œSurviving the Divorce Processโ€ are still in their marriage and are contemplating pursuing a divorce. In fact, some of the attendees are couples. Many of the attendees thank the Alpha Center attorney after the class. A common reaction is โ€œthey make it so easy to get married, why is it so difficult to get divorced?โ€
It is the realization that sends some of the class attendees back home to work on their marriage a little harder. Others continue forward, a little less anxious and a lot more informed about what they are about to undergo.
For more information, contact Alpha Center for Divorce Mediation 1-800-310-9085.
ALPHA CENTER FOR DIVORCE MEDIATION
SPRING 2004 EDUCATION PROGRAMS
โ€œSURVIVING THE DIVORCE PROCESSโ€
Please note: Most schools will accept registrations up to and including the date of the class
Tuesday, February 17, 2004
7-9 pm
Offered by Methacton Community Education
Location: Methacton High School 1001 Kriebel Mill Rd, Norristown, PA 19408
For further information or to register, call 610-489-5035
Tuesday, February 24, 2004
7-9 pm
Offered by Upper Dublin Adult Evening School
Location: Upper Dublin High School
1580 Fort Washington Ave, Maple Glen PA
Registration form, go to: www.udsd.org or call 215-643-8900 ext. 175
Tuesday, March 2, 2004 7-9 pm
Offered by Bensalem Community Education
Location: Bensalem High School 4319 Hulmeville Rd, Bensalem PA
For further information or to register call: 215-750-2800 ext. 2304
Tuesday, March 2, 2004 7-9 pm
Offered by Central Bucks Community School at Central Bucks East High School
2804 Holicong Rd, Doylestown, PA
To register call: 215-996-9081
Wednesday, March 10, 2004 7-9 pm
Offered by Centennial Adult Education at William Tennent High School
333 Centennial Road, Warminster. To register, call 215-441-6157 ext. 1404
Wednesday, March 24, 2004 7-9 pm
Offered by Central Bucks Community School at Central Bucks West High School
375 Court Street, Doylestown, PA
To register call: 215-996-9081
Wednesday, April 14, 2004 7-9 pm
Offered by Souderton Area Community Education
At Souderton High School, 41 N. School Lane, Souderton, PA
To register or for more information, call: 215-721-1551
Tuesday, April 20, 2004 7-9 pm
Offered by Methacton Community Education
Location: Methacton High School 1001 Kriebel Mill Rd, Norristown, PA 19408
For further information or to register, call 610-489-5035
BERKELEY, CA, February 3, 2004 โ€" In spite of legally binding agreements made during repeated meetings of the Individualized Education Program team over the past year, Berkeley Unified School District continues to deny a 10-year old boy his educational rights under California State law.
According to Mrs. Donna Lehman, mother of 4th grader Gabriel Warner-Gonzales, her son is in a highly challenging environment with little support and is not receiving services agreed to by the district. Specifically: speech and language hours are in arrears; there has been no special training for his primary teacher or aide to assist them with understanding autism; his curriculum has not been appropriately modified to offer greatest chances of success; district inclusion resources do not exist; and Gabriel has an excessive commute by bus to an overcrowded school several miles from home.
โ€œThat's just the short list of what's not working here, โ€œ states Mrs. Lehman, โ€œBerkeley โ€" and Rosa Parks Elementary in particular โ€" has been struggling to โ€˜fix' their system for a long time. In a letter sent home to parents at the beginning of the school year, the School District Superintendent asked for everyone's patience and additional contributions, saying that they were still sorting through internal administration problems. Well I don't have patience, I have a special needs child who needs help right now, not after they fix their bureaucracy.โ€
The Lehman family moved to Berkeley in mid-March of 2003 due to a work relocation from Pittsburgh, PA. It was the 2nd move in six months. But whereas the transition from their first move leaving Huntington Beach USD going to Colfax Elementary went smoothly and Gabriel was established in a new room with aide, speech, OT and personal support from the principal in only 4 days, it was an entirely different โ€" and disappointing โ€" experience coming to Berkeley.
Instead, it took 4 weeks for BUSD to place Gabriel and his sister Avalon. Dr. Michael Lehman, Ph.D., the children's stepfather, was shocked, โ€œI would have expected with the University here and the reputation for education and community activism that Berkeley has to have found a wonderful school district.โ€ The opposite is true. โ€œBUSD is worse than any place we've been, including LA Unified, which was a nightmare.โ€ Added Donna Lehman.
Not only did the district take a month to put the children back in school, they said they had to commute five miles, or 25 minutes by car each way, and that Gabriel would be put in a Special Day Class with nine other boys โ€" and one teacher. For anyone unfamiliar with California special education law this might not sound awful, but according to Gabriel's IEP for the year, which was transferred with him from the other districts, he was supposed to be placed in a general education classroom with inclusion support. Also, the SDC student/teacher ratio was way off. So right from the beginning, Berkeley was out of compliance.
Donna Lehman took this issue up with Ken Jacopetti, the Director of Special Services. โ€œBut they asked for my understanding since it was so late in the year, and everything was โ€˜impacted', โ€œ remembers Donna, โ€œand I was desperate to get the kids back into a classroom setting. I'm a marketing executive and have my own business to manage. Making multiple trips to the district offices and ferrying the kids back and forth was taking it's toll, so I agreed โ€" temporarily. At the IEP meeting in June, I was assured that things would be rectified in the coming school year.โ€
Which didn't happen. Other severe gaps and general mis-management by the special education department have made Gabriel's life much harder. Donna is angry with the bait-and switch tactics employed by special education advisor Alan Joy, who promised to place Gabriel and his sister in a school closer to their neighborhood where there was already a full-inclusion teacher in place who had experience with autism. Instead, Alan waited until three days before school started to inform Mrs. Lehman that sadly there was no room at Thousand Oaks elementary โ€" a mere 2 miles away - and the children would again be bussed to Rosa Parks โ€" which takes 45 mins. in the morning and over an hour coming home each day. On the way, they pass another six elementary schools all closer to where they live.
Even under these circumstances, Gabriel has made some progress this year, mostly re-gaining lost ground from last year when he experienced a regression during May and June. The most assistance has come from special day instructor Jessica Schussett, a young, enthusiastic teacher who now functions as pseudo-inclusion assistant and additional support services rolled into one. Jessica has some training in autism and does her best to work with Gabriel, his parents, his teacher and aide.
But Gabriel is in a split 3rd/4th grade class โ€" the same room his sister is in โ€" and was moved twice even on the first day of school. No expectations were set. His schedule was not completed for six weeks. His aide was changed in the first month. The primary instructor stated loudly on the first day, โ€œHe can't be in my class, I already have too many students.โ€ All of this โ€" and dealing with his own disability every day.
Autism is a little understood spectrum disorder affecting the way an individual processes stimuli. There has been an explosion of occurrence and/or diagnosis of this disorder in the last 5-10 years, especially in California. More and more children are entering public schools and needing to be integrated into the regular education classrooms, just like any other child with a disability. Not every district is equipped to deal with this, and Berkeley USD would be one of them.
โ€œGabriel has now attended school in four different school districts, including the mammoth Los Angeles USD, which is where he started in pre-school through 1st grade.โ€ Donna Lehman relates, โ€œWe were lucky we lived so close to so many people who were pioneers in dealing with the disease. Gabriel got immediate and intense early-intervention.โ€
Experts at UCLA's Neuropsychiatric Institute (NPI) diagnosed Gabriel with autism in 1997. After two months in the Early Childhood Partial Hospitalization Program, run by Dr. BJ Freeman, Ph.D. (http://tarjancenter.ucla.edu/whatwedo/services/clinprog.htm), he was placed in what is called a Full Inclusion (FI) pre-school setting with a one-on-one aide to assist with language communication, behavior issues and general prompting for focus.
Donna talks about the reality of working with autism, โ€œThe early days were really rough. Gabriel was not very verbal and he tantrumed a lot. He attended half-day pre-school, then went to individual speech therapy three days a week with Dr. Alicia Elliott of the Elliott Insitute; he also went to a social/speech group on Saturdays; received occupational therapy twice a week at another hospital outpatient facility and he had a behavior therapist/tutor work with him in our home another two days each week.โ€
The integrated program of services paid off. With the exception of the two months when Berkeley mis-placed him, Gabriel has been successfully integrated in a regular school setting. His reliance on special services has decreased every year. For instance, he no longer needs O.T. He also requires less and less support from a one-on-one aide. His response to classmates continues to mature, and he now has a small circle of friends who he joins in playing with during recess.
While this is encouraging and good news, it does not mean that BUSD or any other district has less responsibility to educate children like Gabriel in the most appropriate manner and environment. Berkeley has a long way to go before they can claim to be doing any such thing.
For more information about Autism, visit:
http://www.cureautismnow.org
For information about services for special needs in the East Bay Area, contact the Regional Center of the East Bay in Oakland at 510-393-1200
http://www.rceb.org
To reach Berkeley USD:
Director of Special Education: Ken Jacopetti โ€" 510-644-8986
Special Education Resource: Alan Joy 510-644-8928
Winter Park, FL September 1, 2004 -- InfoSource Inc., the leading provider of technology training solutions for the K-12 market, and Florida Technology Systems, known for providing high-tech solutions for the classroom, announced today an agreement with the Miami Dade School System to supply online training and assessments for faculty and students utilizing the InfoSource Learning Management System and How To Master IC3 Content. IC3ยฎ, the Internet and Computing Core Certification, is fully aligned with the National Educational Technology Standards (NETS) for both teachers and students, and is designed to help schools achieve the digital literacy standards required under the No Child Left Behind mandates.
The evaluation and decision process began with a very successful IC3 pilot program of eighth graders in the Miami Dade school system. Students took courses in Computing Fundamentals, Living Online, and Key Applications covering basic elements in computer software and hardware, Internet and email, and applications like word processing and spreadsheets. Because this IC3 curriculum provides the necessary elements for content and accountability, funding can be secured through NCLB or numerous federal and state programs.
Dee Oakley, District Instructional Supervisor for Miami Dade's Division of Applied Technology Business Technology Education Department, said, โ€œThe technical skills our students are learning today will in time be transferred for use in higher education or gainful employment, giving our students the competitive edge needed. Over 90% of the students in the program went on to pass Certiport IC3 certification exams recommended for college credit and as a start to a technical career.โ€
According to Thomas Warner, President of InfoSource, โ€œWe are proud to be the first approved online vendor for IC3 training. With our focus on and commitment to the K-12 Education market, the ability to provide the training for the first globally recognized, validated, and standards based certification for basic computing and Internet skills really sets InfoSource apart. We are extremely excited to work with school districts across the country to provide the same level of technology mastery to their students, while assisting educators in addressing the digital literacy standards required under the provisions of No Child Left Behind.โ€
For more information about InfoSource's How to Master IC3 Training Solution online courses and how they can benefit teachers and others, please visit www.howtomaster.com/ic3 or call 407-677-0300 (direct), 800-393-4636 (U.S.A.), or 800-253-2995 (Canada).
About InfoSource
InfoSource develops and distributes the How To Master line of technology education, training, assessment, content authoring, and learning management products, all designed to help organizations manage and deliver high-quality education and training programs and help students, teachers, and employees develop PC software skills, enhance business soft skills, and prepare for industry certifications, including ICยณ, Microsoft Office Specialist, A+, MCSE, and CCNA. InfoSource training products include award-winning online, CD-based, and instructor-led courseware. Since 1983, InfoSource has been providing complete training solutions for clients in the corporate, government, and education markets.
About Florida Technology Systems
Florida Technology Systems distributes software and hardware solutions to both the Florida K-12 and the post-secondary markets for: Industrial Education, Career &Technical Education, Technology Education, Information Technology, Reading, Math, FCAT readiness, GED Prep, and Integrated Learning software. In business since 1989, Florida Technology Systems has provided solutions to Career and Technical Education as well as the academic arena. Turnkey solutions from Florida Technology Systems include product, installation, training, and service after the sale.
About Certiport
Certiport (www.certiport.com) provides industry-leading training, assessment, and certification solutions that enable individuals to develop the skills necessary to achieve more, distinguish themselves, and advance in today's academic and business environments. These solutions include the Microsoft Office Specialist and ICยณ, delivered through a channel of more than 9,000 Certiport Centers worldwide. Certiport is a pioneer in using pervasive testing technology and data management systems based on extensive research and professional validation processes.
Financing a college education is usually an expensive investment for many people, but there are always ways around paying for it that can lessen the financial impact.
You may hear from time to time about getting free government grants for college, but may have dismissed the advertisement as a pure scam. However, there are legitimate ways to obtain grants from the government that could possibly entirely fund your educational path.
The Federal Government-
The first place to look for grants is the federal government.
Each year, the United States' federal government gives away millions of dollars in educational grants to people who need to find a way to finance their education. For example, the Federal Supplemental Educational Opportunity Grant (FSEOG) is one such grant that gives need-based educational awards to students and anyone who needs money to pay for a college education.
In addition, the Pell Grant also awards money to college-bound individuals and the Pell Grant is one that typically awards more money than the FSEOG award.
State Governments-
The second place to look for educational grants is through the state government.
Typically, colleges award students numerous grants each year through a joint effort with the state educational departments. The amount of the grant depends on how much money is allotted to helping college students, but an individual attending a public, state university could potentially receive up to $5,000 or more in some states to help pay for education.
The amount of aid that can come directly from state government departments and the federal government is phenomenal. All that one usually needs to do in order to get these grants for education, is to fill out the Free Application for Federal Student Aid.
Filling out that form is simple and easy to do once you realize the value in getting free grants from the government to essentially fund most, if not all, of your entire college education.
If you are looking for College and University Grants and don't know where to start CLICK HERE
Educational Grants can also be found by searching the web. This resource will help - http://freeeducationguide2009.info
Federal loan consolidation departments provide consolidation services to students who seek loans for educational purposes. Consolidation is a refinancing program providing an opportunity for the individual to convert outstanding education loans held by various lenders into a single new loan with a single monthly payment. This method of clearing up credit is a wonderful way to pay off the debt in full right now, while providing you with the crucial opportunity to pay off your loan to a new department with whom you have a fresh slate.
There are many federal loan consolidation departments in the United States. The US Department of Education offers a federal consolidation loan program called the William D. Ford Direct Consolidation loan program. In this program, the borrowers are allowed to apply for a loan consolidation provided an agreement is made to follow to the Income Contingency Repayment Plan (ICR).
The department of education offers loan consolidation services both online and on the telephone. The federal departments offer many loans such as the one under the Federal Family Education Loan (FFEL) program. For loan consolidation, you have to approach either the consolidation department of the lender or a federal education department.
If the borrower defaults on payments, then the consolidation department (Department of Education) reports this to the national credit bureaus. That causes damages to the borrower's credit rating, eventually inviting difficulties for the borrower to purchase a car or house. So the borrowers must keep in touch with the loan-servicing center so that billing statements do not go astray.
Federal Loan Consolidation provides detailed information on Federal Loan Consolidation, Federal Student Loan Consolidation, Federal Direct Loan Consolidation, Federal Loan Consolidation Departments and more. Federal Loan Consolidation is affiliated with Cheap Debt Consolidation Loans.
Article Source: http://EzineArticles.com/?expert=Jimmy_Sturo
London, UK December 16, 2003--IntraLearn Europe Ltd. of Guernsey, England, the European subsidiary of IntraLearn Software Corporation, the leading supplier of configurable e-Learning software applications to the mid-market, announced today the completion of a major public e-learning site. The Belgium Flemish Minister of Education, Marleen Vanderpoorten officially launched BIS Online (www.bisonline.be) on the 21st of October 2003. BIS Online is the e-learning project for adult learners sponsored by the Education Department of the Ministry of the Flemish Community. (โ€œBISโ€ = Begeleid Individueel Studeren.)
After extensive testing the department of the Ministry of the Flemish Community has chosen the IntraLearn LSP application (Learning Service Provider) as the Learning Management System (LMS) for this initiative. Local distributor Xaurum, a company with offices in Belgium and the Netherlands, has implemented and customized the LMS to the specific demands of the Flemish Community in 7 months.
โ€œIntraLearn has been designed for large-scale operations like BIS and is able to launch content created with third-party tools.โ€ commented Adrian Bott of IntraLearn Europe.
BIS Online combines distance learning presented in a virtual classroom with communication as in a traditional classroom. The constructivist courses are "web based", interactive and use several media styles such as text, sound and video. Content is created in Flemmish within local universities using specialist tools. BIS Online has many practical subjects for adult learners and has launched with foreign language courses. Students subscribe and pay monthly for access. They are assigned a mentor and can create their own lesson plan to suit their needs.
About BIS
BIS is part of the Flemish Adult Education Department. BIS is a successful provider of distance learning with student numbers of over 25,000 per annum. More about BIS Online:
http://www.ond.vlaanderen.be/berichten/2003pers/BIS_Online_21okt.htm
About IntraLearn Software Corporation
IntraLearn Europe Ltd of Guernsey, UK is the European subsidiary of IntraLearn Software Corporation of Northboro, MA, the leading provider of shrink-wrapped e-Learning applications for mid-market corporations, academic institutions and associations. Along with operations in Brazil, Singapore and India, IntraLearn software is distributed worldwide through authorized IntraLearn resellers and LSPs to more than 1,000 major organizations in 40 countries in 17 languages. IntraLearn is a member of the Microsoft Gold Certified Partner Program.
Wellington, FL June 8, 2004 -- The Lands Resources Division of the National Park Service, has recently integrated targeted news and information headlines provided by All Headline News into the department intranet portal. "Having the up-to-date RSS news feeds available from All Headline News benefits the U.S. Department of the Interior, National Park Service in its mission to manage the national park system.โ€ states Allette Karavitis of the Lands Resources Division. โ€œAll Headline News is reliable and timely, and this service provides us an additional tool to respond quickly to news and events."
"We are pleased to be supporting the National Park Service, Land Resources Division and employees in their important ongoing mission.โ€ said W. Jeffrey Brown, CEO of All Headline News. The National Park Service makes the most of our services flexibility by targeting only the specific news and information that is vital to them."
About All Headline News Corp.
All Headline News Corp. is a privately held, leading news portal and aggregator of news and headlines. The company's systems search and index thousands of websites for news and information that is categorized and distributed as live headline links to the original sources. The company's services are used worldwide in portals, websites, charities, governmental entities, educational institutions and other organizations.
To get real-time, automatically updating premium news headlines for your web site, intranet or portal: http://www.allheadlinenews.com/addnews/
Press Contacts:
W. Jeffrey Brown, CEO
All Headline News Corp.
www.allheadlinenews.com
Email: jbrown@allheadlinenews.com
Phone: (561) 827-4065
Allette Karavitis , Supervisory Computer Specialist
United States Dept. of the Interior
National Park Service, Land Resources Division
www.nps.gov
2900 Horseshoe Dr S, Suite100
Naples FL. 33498
Phone: (239) 213-2248
Fax: (239) 261-6879
Email: Allette_Karavitis@nps.gov
CALIFORNIA: THE BIRTHPLACE OF NAPSTER, THE IPOD AND THE SOUNDS OF SANTANA AND THE GRATEFUL DEAD LEADS THE NATION IN CUTS TO MUSIC EDUCATION IN THE PUBLIC SCHOOLS
Belmont, CA August 27, 2003 -- Against a backdrop of the worst economic times since the Great Depression and in a state teetering on the verge of bankruptcy with a recall that roars, there is a little school district in a little community determined to guarantee that their children will have access to music education. Up and down the state, thousands of California children are returning to classrooms where budget cuts have taken a deep toll on teachers and curriculum. This little school district is determined to make sure that kids don't come out the losers in the California debate.
Located in the middle of San Francisco and Silicon Valley are the communities of Belmont and Redwood Shores, California. This year, with lay-offs, company closures, and an unemployment rate hovering at 9%, the community raised $250,000. The money helped keep the school libraries open three hours per day and saved several teacher positions. They also started a letter writing campaign to the Governor of California that effectively began one of the largest grass roots efforts seen here in 20 years.
Their tenacity did not go unnoticedโ€" two broken fax machines later, the Governor's secretary called the Superintendent to request that the town quit writing, e-mailing, and faxing so many letters! Faced with a $1.5 million dollar deficit and a Superintendent that jumped ship for a richer school district, plans were made to launch a community wide fundraiser that would save music and the arts in the public schools.
Save The Music With The Little School District That Could was hatched and put into play that day. Yet, what they uncovered is something every American should know. โ€œWe are perilously close to realizing the death of music in the majority of our public schools. Quite simply and silently, across the country, music and the arts are dying,โ€ said Deborah Stephens, a parent in the school district.
โ€œWhen I began to look at the research, I realized that much more was at stake than just music. The connection between music and a child's competency in science and math are so intertwined that โ€˜do-re-mi leads to PC.โ€ The heavy emphasis on improving reading and math scores in California, coupled with the dramatic funding cuts, is coming dangerously close to making the song, The Day The Music Died a reality.โ€ said Stephens.
Van Ton, Co-President of School Force, the parent foundation, makes a poignant point: โ€œResearch teams, exploring the link between music and intelligence have reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills. These are the very skills necessary for learning math and science. โ€ โ€"Yet, here we sit, in the middle of the fifth largest economic power in the world and the birthplace of technology and music, closing down the very programs that have inspired our best scientists and technologists.
Ironically, California, (the birthplace of Napster, the iPod and the sounds of Carlos Santana, Jefferson Starship and The Grateful Dead) leads the nation in cuts to music and the arts in the public schools. Owen Bruce exemplifies the irony. Owen has taught for 30 years in the little school district. Owen is still on staff, but next year, for the first time in his teaching career, he will not be teaching music to the majority of the kids who attend the public schools. His life's work became a number that was cut from the operating budget of the school district. Owen is a living, breathing โ€œstatisticโ€ of what is going on all over America:
Music and the arts are on the chopping block in 48 states.
Despite Americans' clear support for music education and participation, budget cuts and shifting priorities have placed those programs in more danger than ever. Currently, up to 28 million American students do not receive an adequate music education, and cuts in education funding are either pending or have been enacted in more than half the states nationwide. According to the Music Education Coalition, the current round of budget cuts could lead to curtailment of programs depriving as many as 30 million studentsโ€"more than 60 percent of those enrolled in grades K-12โ€"of an education that includes music.
These cuts come at a time when the importance of music education is better understood than ever before. The College Entrance Examination Board found, for example, that students in music appreciation scored 63 points higher on verbal and 44 points higher on the math than students with no arts participation. U.S. Department of Education data on more than 25,000 secondary school students found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show โ€œsignificantly higher levels of mathematics proficiency.
Save The Music With The Little School District That Could and the communities of Belmont and Redwood Shores, California are determined to make sure that the music plays on in their 6 public schools.
Information: Deborah Stephens 650-622-9115
September 3, 2004 -- EbzB Productions, a professional touring theatre company, announces its 2004 -2005 theatrical season. To book performances contact EbzB Productions at ebzb@earthlink.net or call 919-387-4616. Please visit www.EbzB.org for details, updates, and performance schedules.
EbzB Productions:Your World Is Our Stage!
"Brown v. Board of Education"
The landmark U.S. Supreme Court ruling on May 17, 1954 declared separate but equal public schools unconstitutional and the desegregation of America's public schools began. Mike Wiley performs this play depicting the saga of the Brown vs. Board decision and its consequences. Wiley transforms himself seamlessly into many characters including the Reverend Oliver L. Brown, Justice Earl Warren, Charles Scott, and Thurgood Marshall. Perfect for civil rights and black history forums this entertaining tour de force capsulizes the high impact ruling for desegregating schools. "Brown vs. Board of Education" is written, directed and designed by Serena Ebhardt.
A ten-minute version of this play was originally commissioned by the North Carolina Association of Educators with assistance from its parent organization - NEA (National Education Association. The expanded version is already enjoying an active touring schedule. 2004 is the 50th anniversary of the Brown v. Board of Education Ruling.
"Songs and Letters of World War II"
A musical journey through a war that redefined the world, this cabaretis interspersed with personal letters from the front and headline news of the period. A warm reminiscence and a harrowing reminder of a time that is not unlike the present. โ€œSerena Ebhardt's throaty vocals have stark beauty and authenticity. She spins little dramas when she sings.โ€ โ€"The News and Observer
"The Wrights of Passage"
The story of the passion and focus of Orville and Wilbur Wright in their pursuit of flight. With an aviation timeline interspersed between the Wright Brothers' personal journey, this celebration of man's greatest achievement is a testament to unconquerable faith. See an abstract replica of the Wright Flyer built in front of your eyes.
"The Night Before Christmas Carol"
EbzB's signature piece. Spend an evening in Charles Dickens' study learning about his life and watching him create his famous tale, "A Christmas Carol". Historically accurate and highly humorous.
Written by renowned Dickens scholar, Dr. Elliot Engel. Starring David zum Brunnen.
"David absolutely becomes my great-grandfather
on stage!โ€ โ€"Cedric Charles Dickens
"Madame Defarge's TALE OF A-TRO-CITIES"
Madame Defarge shares her side of the story as she knits together her tale of atrocities during the French Revolution. Based on Charles Dickens' A Tale of Two Cities, this one-woman show features Serena Ebhardt as the French femme fatale whose lust for revenge will not stop for wind or fire.
"The Tender Nights of F. Scott Fitzgerald"
The decadence of the "jazz age" personified through the personal history of one of America's greatest writers. A triangular struggle of love and hate between Scott, Zelda and Hemingway over a background of American history and two World Wars.
"Nicholas Nickleby-- in One Hour, With Two People"
Charles Dickens' famous novel with over 600 characters -- played by only two actors? Fast and Furious. Take part in the fun. Victorian costumes, non-traditional casting, and a little perspiration. Better than the Cliff Notes!
"Via Dolorosa" by David Hare
This probing and powerful work by the acclaimed British playwright recounts his travels and conversations across the Middle East, vividly
evoking ideologies and passionate emotions of the region. EbzB presents David zum Brunnen in the widely praised Deep Dish Theatre Company production of this play.
COMING IN 2005
Lewis and Clark: Celebrating 200 Years
Staged Readings Include:
* Dickens Food and Froth
* Sketches of Young Couples by Boz
* Marriage Vows and Modern Verbiage
* Who Wants To Be David Copperfield?
* Cratchits, Carols and Christmas Chronicles
โ€œYou are true professionals and a delight to work with.โ€
โ€"Billie Boyd, Roanoke Island Festival Park, Manteo, NC
EbzB Arts-In-Education
Educators, please ask about C.E.U. credits for EbzB workshops. EbzB also offers study guides, audience etiquette tip sheets and student matinee versions of our productions. EbzB founders Serena Ebhardt and David zum Brunnen are trained by The John F. Kennedy Center for the Performing Arts as "Artists as Educators". EbzB designs student, teacher and professional development workshops.
โ€œI'd like to offer EbzB my sincerest gratitude to you for not only making this event a success for our NIE program, but also for bringing history to life for our students! Thank you for your caliber of performance and flexibility.โ€ --Beth Greenwaldt, Newpapers-In-Education Director, Wilson Daily Times
EbzB Productions is recognized by the NC Arts Council's Touring Artist Directory and is a member of the NC Presenters Consortium. EbzB will work with your organization to apply for grant assistance from your local arts council. Recent EbzB partnerships include the NC Museum of Art Outreach Program and Newspapers-in-Education.
www.ebzb.org
Your World Is Our Stage!
EbzB Productions celebrates the profound impact of telling stories, in a theatrical way. We believe that theatre influences and encourages a life to be positively transformed through discoveries unveiled โ€" immediately or over time. To that end, EbzB is developing a growing repertoire of plays and staged readings for touring that encourage transformation, self-knowledge and discovery. Founded in 1998 by Serena Ebhardt and David zum Brunnen, EbzB Productions now tours nationally with simple and compelling productions. Its roster offers a variety of choices for presenters and audiences.
Serena Ebhardt and David zum Brunnen delight audiences on their frequent tours throughout the United States. This award-winning husband-wife, actor-manager team bring over forty years of experience to the stage. Their careers have taken them from off-Broadway and the U.S. to Canada and Europe. Among the many productions in which the couple have appeared together are Travesties, She Stoops To Conquer, Reckless, Cloud Nine, Nicholas Nickleby, The Rocky Horror Picture Show, The Cat and The Canary, Raney, Dearly Departed, and the off-Broadway American Premiere of Winding The Ball.
In addition to performing, Serena and David are available to instruct and direct. Both have been trained by The John F. Kennedy Center for the Performing Arts to teach workshops for students and for the career development of teachers and business professionals.
The human resources department is among the most important departments in major businesses and corporations because it handles the policy requirements and all the employment needs. Thus, large organizations and companies including government agencies and hospitals have human resources departments. The essential roles of the department include hiring and termination of personnel, benefits coordination, policy development and implementation, performance evaluation, staff training, and take care of personnel problems and concerns.
The human resources department lets the workers feel that there is a place for them to ease their worries. It also helps the executives free up some of their responsibilities by having a trusted department do the delegation of tasks. The human resources department will often have an assortment of employment opportunities on various levels. The human resources jobs available will, of course, depend on the kind of business or organization one has.
The human resources department is continuously developing in the labour force. The positions available in the department vary from entry-level positions to management positions. Often, jobs have different requirements. Therefore, it is actually a good thing that there are many different levels of positions available, thus having more opportunities to offer. For example, for the entry-level human resources positions, an applicant is not required to have any higher education. However, one should be at least a high school graduate and has computer skills and knowledge of programs. The management spot, on the other hand, would usually require a prospective candidate to have a background in administration, business, or human resources plus at least two years of experience in the human resources field. Ascending to management positions also became possible because of the distinctions among the different levels of positions.
Due to the increasing number of companies having their own human resources departments not only encourages employees to venture into this field of work, but also schools and universities to have subjects or courses specific to human resources. A number of human resources programs are available. These programs include areas of communication skills, business, administration, and computer skills, thus making it attractive to organizations and businesses. The human resources department will frequently search for an attractive "human resources" degree in the candidate's background. A bachelor's degree is usually the requisite to work in the human resources department. It differs with the place of work whether they will specify the type of bachelor's degree they are looking for or whether they will look for a well-rounded education. The work opportunities in the human resources arena should continue to prosper and put forward positions that are valuable to people in the labour force.
"ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed."
Hon. Jesli Lapus, Secretary of Department of Educatin
The government's vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:
- Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;
- Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;
- Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and
- Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.
This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles' way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.
While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.
This case study includes the initiatives and actions of the ALS coordinator and her instructional managers' common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.
Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.
ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA
The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.
From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator's initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.
Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.
Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through "Magbasa Kita Project" a basic literacy program of the department. I was assigned to handle the class or community of Aeta as "para-teacher" at the same time "ate" not ma'am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.
Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.
Construction of two-room building sponsored by the ABS-CBN "Tree of Hope Program" built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles' adjustment to alternative schooling.
Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. "However, maintaining 100% attendance is the biggest problem," the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.
The coordinator and instructional managers would recount that the usual or typical day would go like this…
The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.
Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.
We find teaching and learning with them demanding yet very stimulating because of some reasons:
· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.
· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific "Amos", and for very apparent reason, if there are times that we don't have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.
· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.
· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don't permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.
Battling these all sort of things every day, we as their teachers or "Ate" as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their "Amos" for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager's intervention, and the influences of the latest technology-stricken world.
With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.
OTHER CONCERNS
"Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle."
BALS framework
To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.
Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.
Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:
-
- The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.
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- Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.
-
- The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an "enabling" (for recognition and empowerment), an "ensuring" (for protection) and an "enhancing" (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.
Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.
In her talk entitled, "Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives," Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. "However, receiving an education that is culturally-appropriate and effective is major issue."
"Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children," Dr. Brown revealed.
Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. "Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt 'double whammy'."
The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles' culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.
IMPLEMENTATION REQUIREMENTS
The following questions have become starting points to ponder. Is the ALS in Villa Espina "enabling" its Aeta clienteles (for recognition and empowerment)? "Ensuring" (for protection)? And "enhancing" (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?
Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say "no clear response at the moment".
With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:
· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;
· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;
· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;
· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and
· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.
To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.
References and Further Readings:
Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html
Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm
The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006
Lopez East District Alternative Learning System Initial School Reports SY 2008-2009
Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.
MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator
MRS. MARIVEL A. OBLINA, Instructional Manager
MRS. WILMA S. CAPISTRANO, Instructional Manager
THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.
SERVICES PROVIDED BY PUNJAB EMPLOYMENT DEPARTMENT
- SET UP OF PUNJAB EMPLOYMENT SERVICE
At present 49 Employment Exchanges are functioning in the State, 18 as District Employment Exchanges, 25 Town Employment Exchanges, one for Physically Handicapped Persons, 4 Divisional level Employment Offices, one Overseas Employment Cell. The main functions of the Employment Department are detailed as below:
i. Registration and placement of job-seekers in gainful employment.
ii. Providing Vocational and Career Guidance to job-seekers who visit Employment Exchanges as well as to students of Schools Colleges and Universities
iii. Publication and dissemination of occupational and career guidance literature.
iv. Enforcement of the Employment Exchanges (Compulsory Notification of Vacancies) Act 1959.
v. Disbursement of Un-employment Allowance to the educated un-employed registrants.
vi. Occupational Information Unit in Directorate studies and analyses various occupants, collects and compiles occupational information regarding training facilities available in the State.
vii. Collection and compilation of statistics regarding Employment Market Information.
viii. Providing employment assistance and guidance to those persons who are desirous of going abroad for employment, higher education or professional training.
- VOCATIONAL GUIDANCE PROGRAMME
The main objective of this programme is to provide guidance and employment counselling to students of schools/colleges and un-employed youth registered with the Employment Exchanges keeping in view their educational and mental capacities, interests, aptitudes and present employment trends. The Vocational Guidance is free and voluntary and is available to all the registrants and the students of schools colleges and universities. 15 Vocational Guidance Units and four Deputy Directors (Vocational Guidance) are functioning in the State. - EMPLOYMENT MARKET INFORMATION
This programme envisages quarterly study of employment situation in the state. The information thus collected is analysed, compiled and submitted to the Director General of Employment & Training, Government of India, Ministry of Labour, New Delhi and State Planning Board for formulating manpower scheme. This programme helps in identifying the changes in the pattern of employment and occupations in the State and extent of shortages and surplus of various types of workers. the programme covers all establishments in Public Sector including Quasi Government establishments and those in Private Sector (Non-Agricultural) which normally employ 10 persons or more. - ENFORCEMENT OF COMPULSORY NOTIFICATION OF VACANCIES ACT-1959
With a view to ensuring proper compliance of the provisions of Employment Exchanges (Compulsory Notification of Vacancies) Act, 1959 and Enforcement Cell was setup in the Directorate of Employment Punjab in July 1974. Its main purpose is to acquaint and guide the employers both in Public and Private Sectors about the provisions and requirements of the said Act to notify all the vacancies to the nearest employment exchange. - UNEMPLOYMENT ALLOWANCE TO EDUCATED UNEMPLOYED PERSONS
The Government is giving top priority to the promotion of self-employment in the State particularly among the educated un-employed youth. In order to have information about the different viable projects in each District, Department of Employment got the Self-employment surveys conducted through an agency NITCON. - SPECIAL EMPLOYMENT EXCHANGE FOR PHYSICALLY HANDICAPPED APPLICANTS
A Special Employment Exchange for Physically Handicapped is functioning at Ludhiana providing employment assistance to these categories of Physically Handicapped job-seekers i.e. the Blind, the Deaf and the Dumb and the Orthopaedically Handicapped persons of the State, according to their residual capacity, mobility and the degree of disability. Recently, the exchange is given the responsibility of verification of records of employers and placement under PWD Act, 1995. - CAREER LITERATURE/PUBLICATION
A Career Study Centre was established in 1971 in the Directorate of Employment Punjab on the guidelines supplied by the Directorate General of Employment & Training, New Delhi. The main purpose of centre is to prepare Career literature and publications. - OVERSEAS EMPLOYMENT SERVICE
The youth, of Punjab Immigrate to other foreign countries with a plenty of goodwill and technical expertise in their field. Basically they are very dedicated and hard working lot. As a matter of fact, it is on record, that they are contributing a great deal in the promotion of the economy of the country, wherever they are settled. In order to help young men and women in finding a right type of job abroad and at the same to provide best of talented applicants to the Foreign Employers. Govt. of Punjab have strengthened the Overseas Employment Cell by creating a very strong computerised data base, therein all types of applicants are available. Foreign Employers can be provided with candidates according to their requirements at the shortest possible notice.
For more information one can contact the department directly. THIS IS ONLY FOR INFORMATION. NO CLAIM IN ANY CHANGE.
You find a university at oversea is offering a degree program that meet your interest. But, going to study abroad is not possible for you at the moment. What are you go to do if you really interested with the degree program? Any alternative that allows you to pursue the degree without traveling to oversea? Your best option would be online education. Online education will enables you to earn your degree through internet technology. You will be able to study abroad from your comfort home as long as the university provides online degree programs.
As online education become more and more popular and widely accepted in the job market worldwide. Many prestigious universities in the world have made their degree program available online which open more choices for international students to pursue their degree from their home country. Hence, you will be able to pursue your favorite degree through an online degree program offered by your selected university.
Although registering an online degree program is easy through online admission form, but before you decide a degree program to enroll in. There are some considerations you need to take into account in order to ensure the value of the degree is worth what you are paying for and meeting your purpose of pursuing the degree. Here are important considerations:
1. Is The Degree Recognized By Your Home Country?
Unless your purpose of pursuing a degree is just for your knowledge enhancement and you have no plan to use it to help you in your career, then, you do not need to worry whether the degree is recognized in your home country or not. Else, before you sign up the program, you need to check with your department of education whether your selected degree from that university is recognized in your country. Most of time, degrees or universities that are recognized by Department of Education should have no problem in the job market at your country because employers can easily access the list from the Department of Education for the degree programs from oversea approved by the department.
2. Which Accreditation Agency Is Conducting The Accrediting Process?
Accreditation is important in ensuring your selected degree program is legitimate in the country. There are fake accredited online degree programs, don't just believe if the university told you that their university is accredited. You must check with the local authority through your country embassy or any other channel to make sure the university and their degree programs are going through proper accreditation process which is conducted by an accrediting agency recognized by the department of education of that country.
3. Are There Any Lab Work or Practical Work?
If you selected online degree program need any lab work or practical work, you need to know where these works can be conducted. Generally, online degree programs that open for international students will have some working relationships for a few of local universities at your country. Most of time your can do your lab work at one of these universities that close to your home.
Summary
Online education provides you with more choices in selecting a degree program offered by universities or colleges at oversea. Whether you want to travel to study abroad or attend the oversea degree program online is your call of choice.
A high school diploma plays an important role in getting a good job. There are many who have excellent skills for a well-paid job but this has been denied to them just because they don't have a high school diploma. If you have had to discontinue your school education for some reason you need not worry any more. The good news is that you can pursue your diploma through distance learning system. Today there are thousands of people in the U.S. pursuing their senior high school education from home while they continue to work and earn a living.
Distance education is specially designed for people who are eager to receive higher education and climb up the social ladder but are unable to attend school or college due to family commitments or other responsibilities. In today's competitive world you have to prove your worth for your survival in the professional world and therefore you should not lag behind due to not possessing a high school diploma. Now you must be curious to know how to go about joining a distance education program for earning your high school diploma.
To enroll for a distance education program you should be at least 16 years of age. You shouldn't be a regular student in a high school. Before enrolling for a high school diploma distance education it is better to do some research and find out the best institution in your area-offering enrollment. In whichever part of the country you may be living, there are several reputed online and distance learning centers. Make thorough inquiries via phone or visit them personally to know the relevant terms and the expenses involved. Be careful that you don't land up in one of those fake centers notorious for swindling hundreds of dollars out of prospective diploma seekers like you. Carefully check if the distance-learning center is recognized by the state education department. Preferably choose a center that enjoys a certain amount of reputation in the job market.
Distance learning lets you study at your own pace in the comfort of your own home. The best thing about a distance-learning program is that you don't have to face the rowdy crowd of senior high school students and instead can pursue your studies in the privacy of your sweet home. In case you are a working person and feel shy about being a student at a late age be sure that nobody will come to know about it as you wouldn't be attending a regular school. Even while working to earn money you can spare some time daily for your diploma studies. In fact, you will have the advantage of making your own timetable and study accordingly. It's absolutely up to you how much time you want to devote to your studies.
Every distance-learning center will have its own way of conducting the course and exam pattern. Most of the centers will mail you the study material regularly and give you a list of books to refer to for an in-depth study. You may also have to submit some assignments on a regular basis for which you will be given grades. At the end of the course period you will either have to take an online exam or a written exam at one of the authorized centers. In this way, you can complete your diploma even while continuing to work for a living.
After receiving your high school diploma you would be in a better position to get a decent job as you might also have simultaneously gained some work experience. You never know you might just earn a promotion in your current job of which you probably always dreamed but couldn't succeed without a diploma.
A high school diploma can do wonders for your career. You will be amazed to see new job offers coming your way. It is never too late to realize the value of a diploma and enroll yourself at a recognized distance-learning center. Possessing the document called High School Diploma will help you move up the career ladder. So if you have been toying with the idea of getting a school diploma don't wait any more and plunge into action.
If you have videoconference capabilities, your class can participate in virtual field trips to the Buffalo Museum of Science without even leaving your building. Let the education department bring some of the wonders of the natural world to your classroom via a videoconference. When the videoconference is over, take formal steps to evaluate what could be done to improve the next one. Using the barn owl as a videoconference focus during a class dissection of owl pellets makes science come alive! Students "tou'can" journey through the wilds of the zoo via a videoconference educational program.
We will discuss how inexpensive tools (a high quality video camera and computer) and a massive amount of new distribution platforms (e.g. The new parameter-based keyframe support for frame-by-frame color correction gives users the tools to quickly enhance the quality of their video productions. It requires a very good connection to get these videos to run properly, however you get a larger video and a better quality picture. WB provides high end film & interactive media solutions including broadcast quality programs, tv commercials, training videos, music videos, 2D and 3D animation. Sony does a great job of making high end camcorders with excellent video quality, as the HC1 showed us.
No, the video quality is not great, and no, there are few compelling features. The quality is great for porting out a dvd / itunes video to the TV. Otherwise it's well built, can't comment on quality, i assume its good, not hard to do DVI-S-video. Total Training produces high quality, award-winning video tutorials to get you up to speed fast. The video quality is excellent and I love the interface. Before this Disney stuff, its one of the best quality video on the web that I've seen. The subjective video quality of a video processing system may be evaluated as follows: Choose the video sequences (the SRC) to use for testing.
The price is inexpensive for someone who really wants to be good at making videos and movies. It maps out, step by step, a sure-fire approach to successful movie making
including home videos, tutorials, and even short features. With flexible timeline and storyboard modes, an adjustable user interface and many auto processes, you'll be making videos and discs in no time! Making sound and video work in shared buildings. http://www.conference-teleconferencing.info/video/
Every brilliant student has a dream to go abroad for study in eminent universities like oxford and Cambridge, but due to financial want they have to change their decision. But it will not so more now, now the student even, from poor families can attain higher education in eminent universities and colleges. Unemployed student loans are given to the students in four types. Out of them one is known as, government student loan these loans, are given by government education department.
The second is known as parent student loan that is provided to the parent of the loan aspirant. Private loans are provided by the banks, lenders etc. out of many loans one is known with the name of student unemployed loans. These loans are provided by the private loan lenders on easy terms and conditions. The terms and conditions are as follow – an applicant should be adult of 18 years. Applicant should have checking account for transaction. Applicant should have resident proof. These all are the basic requirements for availing loan. If applicant has the ability to meet this entire requirement, he can be given the loan to continue his study.
Unemployed student loans give the amount to the student in the form of secured loans and unsecured loans. If the student has some assets, he can get the loan in secured form on suitable interest rates. While in unsecured the student has to pay additional rate of interest. The loan amount and repayment period is also differed in both kinds. In secured form student can receive the amount in the ranges of $ 1000 to $ 15000 and more for a period of 3 to 5 years and can repay this amount after finding a job in this mentioned period easily. In this way, these loans prove for students quite comfortable.
The lenders of unemployed student loans have their own different-different interest rate so; it is a duty of customer to make an inquiry about the interest rate. For making inquiry they can take the help of internet technique, which will help them a lot to find a good loan lender. Being a short term loan the interest rate is slightly higher.
In the United States of America, a very common feature is the charter schools. It is to be noted that while charter schools are a variant of public schools, there are certain essential differences. The charter schools are those which do not have to resort to the necessary rules and regulations that are essential for the public schools to follow in exchange of some form of liability by producing certain results which are codified in the school's charter. Charter schools are usually funded as well as founded by those who feel that the medium of education and imparting of knowledge within the stipulated boundaries of traditional public schools are not enough to determine the development of the child. In most cases, it is the activists, teachers, even parents and non profit organizations who usually join hands to lead the foundation of these charter schools. It is interesting to note that since these charter schools are excluded from any form of allegiance to the norms that guide the public schools, these usually function as autonomous organizations that set down their own codes of rule. Therefore, they can exercise a certain amount of flexibility in terms of their running of the charter schools. In terms of the syllabi and the teaching techniques incorporated by the charter schools, there is no form of restriction and they are free to experiment using newer and innovative techniques. However, all this relaxations have a single purpose which is laid down in the school's charter. The charter schools are required to prove their mettle and perform better than the traditional public schools.
The most important component with reference to the functioning of charter schools is the charter itself. The charter of the school consists of the programs, aims and rues and regulations that are considered to be of prime necessity by the school authorities. The charter schools are primarily answerable to a single authority which may be the state education authority, local school boards etc. The charter is issued by a chartering authority and this authority usually varies from state to state in the United States of America. While in some states it is the state education department which issues the charter, in some it may be local school district while non profit organizations may also be the chartering authorities. There are also certain for-profit organizations which act as the chartering authority. But evidences have proved that such fro-profit schools have in most cases failed to outshine the performance of the traditional public schools, despite receiving greater funds.
I doubt that anyone will disagree with me when I state that our society today in America is biblically illiterate. Specifically, I would define "biblically illiterate" as the following:
* Unfamiliar with the structure of the Bible. Most people could not explain why the Bible is split between Old and New Testaments. They cannot name the books of the Bible. That the books are grouped into certain categories is unknown to them. And, sadly, many people cannot even locate a verse of Scripture.
* Unfamiliar with the content of the Bible. Noah and Moses and Jesus are favorite stories, but are known only in the terms and generalities of childhood tales. The Psalms are at best pleasant poetry. The sermons of Jesus draw a blank. The Pauline and General Epistles are much too difficult to read and really aren't practical. The books of the Prophets are totally useless.
* Unfamiliar with the purpose of the Bible. The Bible is certainly not science, and even its history is suspect. At most it's a moral code, but even then, the vast majority of people haven't read it to know what moral code it contains - they quote the Golden Rule and think that's all Jesus ever said.
* Unfamiliar with the theology of the Bible. Words such as sin, salvation, sanctification, grace, justification, and redemption are archaisms completely out-of-touch with modern-day America. The concept that there are doctrines of God, man, Christ, and the Trinity is unheard of.
* Unfamiliar with the truth of the Bible. In a world of moral relativism and moral decay, the statement that there is absolute truth, revealed by the one True God, would be considered ridiculous, narrow-minded, and old-fashioned.
It is one thing, however, to state that our society is biblically illiterate. That is almost to be expected; after all, that is the "world" that we are in, but not of.
What would you say, though, if I were to assert that the Church in America is also biblically illiterate? And by "the Church" I mean the true Church: the children of God, saved and redeemed by the blood; not everyone who happens to inhabit a pew on a given Sunday morning.
Look back on our definition of "biblically illiterate." Unfamiliar with the structure of the Bible. Can most Christians talk knowledgeably about the reason for the Old and New Testaments? Find their way quickly around to locate a given text? Talk about the various types of books found in the Testaments?
Unfamiliar with the content of the Bible. More is known about content, undoubtedly, than in society at large, but ask yourself: How many Christians can quote or locate verses that they need without hesitation? Or paraphrase passages or verses of Scripture - even well known ones such as the Beatitudes or I Corinthians 13? If asked what would define the Christian walk, could they provide a clear answer? Are people comfortable defending their faith? Proving a point from Scripture? Leading someone to Christ with nothing more than a Bible in hand?
Unfamiliar with the purpose of the Bible. The Church does fairly well here, recognizing and affirming that the purpose of the Bible is to tell the story of man's sin and God's plan of salvation and how to live a holy life, but still - do we really live it? Do our lives show the world the importance of the Sacred Writ?
Unfamiliar with the theology of the Bible. We do all right with short words like sin and grace, but longer terms such as sanctification and justification still get glazed looks from many Christians. Certainly, the words seem to be detached from everyday life. We are content to admit that doctrine is important, but we relegate it to pastors and seminary students.
Unfamiliar with the truth of the Bible. As Christians, we affirm that the Bible is the true and absolute standard of living, the only plan of salvation, and the answer to every question voiced by humankind. But if we don't know what it says, if we don't understand the doctrines, and if we can't tell people about it - then can we really say that that is what we believe?
In any battle, it is important to understand what we are fighting against. Christian education in all its forms - Sunday school, Bible studies, discipleship relationships, sermons, books, radio, etc. - is struggling against biblical illiteracy: in the church as well as in the world. Let's take the time to study our opponent so we can advance God's kingdom and win this war!
© 2008 Paula Marolewski
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