The Resurrection Flower - Montana's Bitterroot Wildflower

The bitterroot has been a Montana icon for centuries. Also know as the "resurrection flower," the plant is legendary for its ability to live for more than a year without water. The bitterroot is low-growing perennial with a fleshy taproot and a branched base. The stem of the bitterroot is so short that the flower seems almost to sit on the ground. Each plant has a single flower ranging in color from white to a deep pink or rose. The leaves die off when the flower blooms, leaving the appearance of a flower emerging directly from the soil. For that cause, the plant is also called the rockrose.

Meridampher Lewis collected the bitterroot on the famous Lewis and Clark expedition. The bitterroot blooms in May and June. The bitterroot was an important part of the diet of Montana Indians. Many Montana tribes--including the flathead, Spokane, Nez Perce, Kalispell and Pend d'Oreille--timed their spring migration with the blooming of the bitterroot. The roots were gathered near what is now Missoula. After being cleaned and dried, the roots were a nutritious, lightweight snack.

The roots were cooked before eating and usually mixed with meat or berries. Cakes of the cooked root could be vehicleried and eaten while traveling. The roots of the bitterroot plant were considered a luxury and could be traded with other Indian tribes as well as with pioneers and trappers. A sack of the valuable prepared roots could be traded for a horse!

The bitterroot became Montana's state flower by popular vote in 1895. The bitterroot has lent its name to a mountain range, a river and the famous Bitterroot Vlane. Each year in Montana a two-day annual bitterroot festival brings place in the Bitterroot Vlane to celebrate the versatile bitterroot plant.

Article Source: http://Education.50806.com/

Author By Kathleen Karlsen

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Orignal From: The Resurrection Flower - Montana's Bitterroot Wildflower

Evaluation Of A family Literacy Program And Its Facilitator Training

Facilitators have been trained across Canada to lead LAPS programs within diverse communities of parents who face low literacy challenges as well as other socio-economic barriers.

that research, funded by the national Office of Literacy and learning, Human Resources and Social Development Canada (HRSDC), documents the spread and reach of facilitator training since 1995 by measuring the subsequent use of training in family literacy initiatives by those who have attended the jobshops. It also investigates challenges faced in front-line administration of LAPS programs and the diversity of families in which it has been adapted to serve.

Methodology

The research team, lead by the Society for the Advancement of Excellence in Education (SAEE) undertook document review, and interviews with appropriate funding agencies and LAPS program coordinators to gather information on the program history. A comprehensive survey was developed in partnership with FESA co-executive directors and was administered online and by telephone to LAPS facilitators during the spring of 2007. Following that, researchers conducted focus group sessions and in-depth interviews with LAPS facilitators across western Canada to probe more deeply into responses gathered from the survey. Financial information was obtained to produce a return on investment analysis which measured the cost of conducting facilitator training against the subsequent use of training by particitrousers and the amount of families ultimately affected by the training.

Overview of the Report

Chapter One provides an introduction to the Literacy and Parenting Skills Program in the context of family literacy training and provides details on the purpose and methodology of that program evaluation. In Chapter Two, offers a profile of the LAPS program including development, funding history, organizational structure, and training initiatives underbringn.

Chapter Three contains the findings of the survey research providing details on how and where facilitators are making use of the training. It includes sources of funding, promotion of family literacy programs, adaptations, and challenges of program delijust. The overall margin of error for the survey was at a 95% confidence rate.

that chapter is followed by more detailed findings gathered from focus group and in-depth interviews involving LAPS facilitators across western Canada. Qualitative data on additional training, learner-specific needs, delijust challenges, support, and netjob building can be found in Chapter Four. The return on investment (ROI) analysis is featured in Chapter Five and the final chapter provides conclusions and recommendations based on the findings of the overall report.

Key Findings

The majority of respondents have made use of the LAPS facilitator training program in Alberta (51.4%). Another 22.2% used the program in British Columbia, 18.9% in Manitoba and 6.5% in Saskatchewan. The training has also been used in Ontario, Quebec, Nunavut, the Northwest Territories and the Maritimes.

Facilitator training costs have remained low yet have resulted in a 90% or greater use of training in the delijust of new or enhanced family literacy programs. Nearly three quarters of respondents have used the LAPS training as a resource (72.4%), 54.5% have integrated it into another program and 25.1% use it as a stand alone program. More than one in ten respondents use the LAPS facilitator training on a daily basis (13.2%), 25.9% on a weekly basis, 23.3% on a monthly basis and 37.5% once a quarter or less.

The most common places where LAPS training is used are in schools, (34.9%) family resource centers (33.9%) and community centers (27%). Also preschools and outreach and intervention programs featured highly. Other places respondents have used their training include drop-in centers, clients' homes, and churches. most facilitators are delivering the LAPS program in a paid job (79.9%), while 20.1% are volunteers.

Overall, 60% of respondents received funding or jobed in partnership to deliver the most recent LAPS-based program. The most common partners include education organizations, social services or kid and family services, and schools or school divisions. Other sources of funding include literacy foundation programs, Aboriginal Bands and health regions.

Facilitators consider the detailed manual, parenting activities, low-literacy level handouts, the integration of parenting and literacy, and the detailed information guide to be valuable components of the training program.

Some of the challenges of program delijust include meeting specific learning needs, attracting particitrousers, the diverse rearground of parents, and inconsistent attendance. Overall, most facilitators felt prepared to meet these challenges by the training they received through the LAPS program but indicated some zones where additional support would be beneficial.

In regards to the types of continuing support, more than one half of respondents indicated collaboration opportunities with other LAPS facilitators. Others saw worth in further follow-up courses, regular communication with more experienced LAPS trainers, and greater opportunities for hands-on training and mentoring for new facilitators.

When asked which zones of further learn would be of most interest, facilitators indicated kid and literacy development, parenting instruction strategies, learning about challenging or diverse populations, literacy instruction strategies, and facilitation.

On the effectiveness of the LAPS program, many facilitators strongly agree that it encourages parents' involvement in their kidren's language and literacy development, assists particitrousers to become more effective parents, boosts particitrousers' confidence to move into other learning opportunities, and encourages development of parents' own literacy skills. Overall, 98.1% of facilitators were somewhat (31.3%) or just satisfied (66.8%) with the LAPS training they received.

The Literacy and Parenting Skills program has reached across the nation and directly impacted thousands of Canadian families. The worth of that training is evident in the diverse settings in which it is used and in the fact that facilitators witness positive changes in the parents and families involved. The LAPS program gifts relevant strategies that build upon the literacy strengths of population in communities who need support.

According to the Return on Investment analysis, the cost of reaching one family through that program is between $8 and $16 on average. that is a relatively small investment considering the worth that facilitators perceive in the services that the LAPS programs enable them to provide.

The following recommendations are drawn from the feedrear obtained from facilitators and trainers jobing in the field and are summarized into two broad categories which focus on enhanced training and increased communication and netjobing opportunities.

Recommendations for Training

1- continue to develop mentorship or practicum opportunities as a component of facilitator training

2- Identify enhanced training needs by region and offer follow-up or refresher jobshops

3- Supply additional resource packages including kidren's books additional lesson ideas, and additional culturally-specific resources

Recommendations for Communication, Support, and Netjob Building

4) Build upon the existing LAPS Website to include greater communication and lesson sharing opportunities

5) Coordinate local face-to-face knowledge-sharing opportunities for facilitators by region.

Article Source: http://Education.50806.com/

Author By Kirsten Bennett

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Orignal From: Evaluation Of A family Literacy Program And Its Facilitator Training

The Virgin Queen of the Malay World

Elizabeth I the Virgin Queen of England was not alone as a woman ruler who remained unmarried throughout her life.

Let's begin with the death of Elizabeth in 1603. Seven years after her death, a Malay princess ascended the throne of Kelantan to eventually reign longer than Elizabeth. She was Princess Wan Kembang.

When Wan Kembang was born, Kelantan was so prosperous that foreign merchants were said to intentionally destroy their own vessels upon arrival so that they could have an excuse to stay there forever. Wan Kembang's father died when she was about four years old and the sole heiress. A cousin of Wan Kembang's mother, a prince of Johor, was appointed to be the Regent. Wan Kembang's royal uncle handed over the throne only at the time of his death, by then she was in her thirties.

Wan Kembang was apparently well-groomed for her job: Kelantan continued to prosper under her rule. Arab traders bestowed upon her the title "Paduka Cik Siti" in which Siti means honourable woman. Henceforth, the Queen of Kelantan came to be known as Cik Siti Wan Kembang. Like Elizabeth I, Wan Kembang turned down marriage proposals to remain single for the throne. Her favourite companion was an adorable barking deer which she immortalized by stamping its likeness on her royal coins. The name Cik Siti Wan Kembang and her beloved barking deer became synonymous with Kelantan until that just day. Wan Kembang probably reweary in her nineties and was succeeded by her adopted daughter, Princess Saadong. After that point, she became a legend because nobody knows where and when she died.

It is believed that the mother of Wan Kembang was a princess of Pattani. An older contemporary of Wan Kembang, also ruled Pattani as an unmarried queen. She was Raja Hijau or the Green Queen. She was chosen as a ruler under tragic circumstances, at all male heirs in her family died as a result of power struggle. The population preferred her to her predecessors, praising her for making prices of food cheaper. Unlike a film which portrayed the Green Queen competing with others to obtain some cannons under the sea, the historical Green Queen actually made Pattani a prosperous trading center in which one of its hot items was - firearms. Disputes among traders from Japan and Holland might had quized Her Majesty's diplomatic skills. However, it was these traders who helped defend Pattani against a formidable threat, Siam.

Raja Hijau was succeeded by her sister Raja Biru, the Blue Queen who was also unmarried. Raja Biru died after ruling for only eight years. She was succeeded by another sister Raja Ungu, the Purple Queen. Raja Ungu passed the throne to her daughter Raja Kuning, the yellow Queen. I can assure you that is not fairy tale. that was the golden era of Pattani under the four rainbow queens : Raja Hijau, Raja Biru, Raja Ungu and Raja Kuning. These ladies ruled Pattani for almost a century.

If only Elizabeth I were able to communicate with the Malay speaking world, she would have found quite a few women in the same shoes as she was.

copyright 2008 - Wan Yee. All rights Reserved Worldwide. Reprint rights: You may reprint that article as long as you leave all of the links active, do not edit the article in any way, offer author name credit and follow all of EzineArticles.com terms of service for Publishers.

Article Source: http://Education.50806.com/

Author By Wan Yee

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Orignal From: The Virgin Queen of the Malay World

Helping Your kid Master the Times Tables - Four Tips to Success For Your kid

When it comes to the basic elements of mathematics, such as the times tables, the way kidren grasp and understand these concepts will affect their success in all mathematical studies throughout their school years, and on into later life. It isn't enough just to leave these concepts to the school to teach. Help at home can greatly increase the speed with which kidren learn, and the way they retain basic mathematical concepts.

In that article we offer you four learning elements which you can use to help your kid learn his or her times tables. These aren't difficult concepts. You won't need to spend thousands on learning fabrics or make embracee investments of your time. Rather, they are simple ideas to use at home in order to aid your kid in learning that cornerstone of all mathematical achievement.

Tips to help your kid master the times tables

With these elements, as you teach the times tables to your kid, you can greatly increase his or her chances of learning success.

1. The element of home learning: According to the center for Education's book, Help kidren learn Mathematics, one important element is taking an integrated approach to teaching your kid. jobing with kidren to prepare them for learning mathematics, and staying involved as they go through school, are both important.

2. Technology-based learning: A learn underbringn by the University of Houston found that simply adding an element of technology to the learning process aided students in both grasping and retaining fabric taught.

3. The importance of repetition and quizing: Students in China and Japan far exceed students of the same age in other countries in academic performance. A learn completed by the California State Polytechnic University identified a amount of factors which contributed to that fact. Importantly, Asian students spend more time learning, but they are also encouraged to practice memorisation techniques through repetition and quizing of learned fabric.

4. A visual approach to learning: Finally, a visual approach to teaching can greatly increase a kid's comprehension. that is as simple as adding color to a chart or combining colorful elements with a technology-based learning suite. A learn of high school students indicateed that adding visual elements to mathematics increased comprehension and grades and aided in further learning more complex courses which built on the learned mathematics.

Ensuring that your kidren do well in school is crucially important. When it comes to mathematics in particular, fetchting involved in their education right from the begin will help them along the way. You now have four ideas to help you lay down a solid foundation for your kid when learning the times tables. fetchting involved with your kidren, and using all four elements listed above, will help them on the road to success.

Article Source: http://Education.50806.com/

Author By Greg O'Connor

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Orignal From: Helping Your kid Master the Times Tables - Four Tips to Success For Your kid

How To Deal with an Opjobal and Defiant Student

We all know the type of kid; he or she may be your biggest headache. They are hostile to you and their peers, they don't seem to listen, and don't do what they are told. Its almost like they want to upset you. It seems like the more you try to manage them the more they resist....

sound Familiar?

Students with opjobal and defiant behavior tend to have a pattern of negative and abrasive interactions with others (including you) in the lessonroom.

These guys are unique and must be vehicleefully approached...but don't offer up! that willfulness can be channeled in good ways. But the trick is to bring the focus off of them and vehicleefully monitor your responses to them. You must become a Jedi master...you must master yourself!

So you find yourself in a power struggle. bring a minute and reflect on the continue one you were in. How did you try to control the situation? What happened? What was the result?

The Trap of the Power Struggle

Things you may do to make it worse:

• Lose your temper (yelling or using sarcasm tend to escalate opjobal kids)



• Engage in the interaction in front other students



• Try to persuade the student or worse...bribe the student



• Threaten the student



• Adding more and more consequences



• Trying to embarrass the student or put them down



• Not following through with consequences or being inconsistent



• Letting the struggle go on way too long



• Crowd the student



• fetch annoyed at ejust little thing they do wrong...always focus on the big battle.

Things you can do to make it better:

• Use a calm neutral sound no matter what
• offer clear directions to the student
• Discuss things briefly and in private to remove the audience
• Making sure to listen to the student and consider what they are saying
• Have clear boundaries and predetermined consequences for problem behavior
• Remove yourself from the interaction if you cannot maintain it tofetchher
• If you have a teacher's aid, have a plan for who will bring over the lesson when a defiant student must be spoken with.
• Analyze the power struggles you have been hooked into...what hooked you?
• Creating Change

Monitoring your tone

With negative and defiant students you may become triggered to be negative too. that is a misbring. Use your Jedi powers to maintain your tone neutral when the kid is negative, and be positive when the kid is neutral or positive.

Reinforcement

Opjobal and defiant behavior is often driven by the student's resistance to being under someone else's control or authority. Therefore, reward systems may not always job, euniquely if the kid smells your desire to tame them or manipulate them.

Reinforcement that may prove more successful includes:

• Giving praise briefly and discreetly as you walk around; or a quick whisper in the student's ear when they are on task (do not draw attention).



• Write some good comments on a note and leave it on their desk.



• Reward them with a leadership role.

What else can I do???

Make your opjobal student a helper and a leader. Because opjobal kidren have a strong need for control, helping them find pro-social ways to channel that need can be a great strategy to help them gain a sense of self-worth and community. Of course, make sure that your student is appropriately prepared, trained, and supervised in the activity. If the student's academic skills are below grade level, you may consider creating opportunities for leadership or mentorship with younger kidren.

Great roles for opjobal students are:

• Leader of a small group, or co-leader of a small group with an adult.



• vehicleebringr of the lesson pet.



• Tutor or read-aloud buddy for peers or younger kidren.



• Buddy, lunch pal, assistant, or mentor to a younger or new student.



• Conflict mediator to help others solve a problem.



• Have them help create and/or lead a community service project.



• Have them construct something for the whole lesson to use.

most important, bring vehiclee of yourself outside the lessonroom, that is not an easy job! Set realistic expectations. Set the bar low enough so that your student can definitely clear the jump. Build slowly from there! Good Luck!

Read related "How To" teaching articles on TheApple.com:

lessonroom Discipline Tips: Dealing With Difficult Students and Parents

Or Check out TheApple's lesson Plans for all Age Groups.

Article Source: http://Education.50806.com/

Author By Katherine Richert

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Orignal From: How To Deal with an Opjobal and Defiant Student

Improve Acoustics and Academics - Noise Control for the lessonroom

The ideal lessonroom is one in which students can clearly understand the instructor during speech and focus on assignments, projects and quizs in an environment free of distractions. Here we outline some of the soundproofing challenges faced within lessonrooms:

-Outside sound transmission into the lessonroom. A lessonroom left untreated for sound transmission will not only allow sound to escape, but will allow the transfer of outside noise into the lessonroom. Audible outside noise can be a major distraction and interfere with the quality of any learning environment. Additionally, excessive outside noise such as outdoor construction or students in a hallway can eliminate a teacher's ability to communicate effectively with the students in the lesson altofetchher.

-Numerous hard, reflective surfaces: A major soundproofing challenge arises from an issue common to most lessonrooms-the presence of walls, desks and a ceiling, each of which reflects sound waves rear into the room. As a teacher delivers a speech, a portion of the sound waves produced by his or her sound reflects from the numerous hard surfaces within the room, a behavior known as sound reflection. Reverberations delivered rear into a lessonroom interfere with the intended sound, and is thus one of the sound wave behaviors tarfetched in soundproofing a lessonroom.

-Multiple sounds competing within the room. Students can strengthen important fundamental skills by jobing with a team or partner on a project, but a noisy lessonroom environment can make group job difficult. With numerous population speaking at the same time, a jumble of sounds reflects from the hard surfaces in the lessonroom, and the resulting reverberations interfere with audibility throughout the room. Heightened noise levels are exacerbated as students speak more loudly in order to be listend.

In order to prevent outside noise from bleeding in and combat reverberations created within a lessonroom, soundproofing treatments must tarfetch both sound transmission and sound reflection. Now let us bring a look at how each of these sound behaviors can be alleviated in a lessonroom environment:

-Controlling sound transmission: Eliminating noise transmitting in from outside a lessonroom (and vice versa) involves isolating the room such that the ability of sound waves to transmit through the walls and ceiling is compromised. sound waves travel freely through common contact points, such as the studs and walls surrounding the lessonroom. Isolating a lessonroom can be accomplished by adding density to each wall and creating a separated wall surface parallel to each. Adding density is often accomplished by covering walls completely with a heavyweight vinyl soundproofing membrane such as dB-Bloc. Once increased density is established, a set of horizontal furring strips affixed to the wall creates a foundation for a new layer of drywall that will make up a second wall surface. that separation forces outside sound waves to collapse within the space between the two surfaces rather than transmit directly into the lessonroom, and also serves to pdecayect adjoining lessonrooms from sound transmitting out of the treated room.

-Absorbing sound reflections: Controlling sound reverberations caused by sounds and other sounds within a lessonroom can be accomplished quite easily through the installation of absorptive sound panels along the walls and potentially the ceiling of the room. Absorptive sound treatments are available in a variety of styles to meet the requirements of different applications, including lesson A Fire Rated panels ideal for the lessonroom environment.

Properly implemented, soundproofing treatments can affect a major improvement in the quality of a learning environment. Combating sound transmission and reverberation in a lessonroom results in better acoustics for speech and group job while minimizing outside distractions that could otherwise hinder academic performance.

Article Source: http://Education.50806.com/

Author By Mark Rustad

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Orignal From: Improve Acoustics and Academics - Noise Control for the lessonroom

Opening the Door to the Hero's Journey for Out-of-School Youth

"If you follow your bliss, you put yourself on a kind of track that has been there all the while, waiting for you, and the life that you ought to be living is the one you are living." - Joseph Campbell

The hero's journey comes from the structure of ancient and modern mythology. In ancient times, as well as today, myths inform us about the mysterious and unknown aspects of life. In the hero's journey, there are slabeles: ordinary life, the call to adventure, refusal of the call, meeting mentors and allies, saying yes to the call, quizs, inner searching, big challenges, rewards, completing the journey and returning to the world a changed person.

As youth grow and prepare for life, they can begin their own hero's journey. At times, society pressures for conformity (don't worry about liking your job, find a job that can support you financially, and forfetch about your mad dreams). In contrast, the hero's journey is an adventure that will lead youth to finding who they are and what they love. What better way to approach life.

Our society has failed many of our out-of-school youth. According to the national center for Education Statistics at the U.S. Department of Education, each year since 1985, 4 million young population aged 16-24 are not enrolled in or failed to complete high school. We owe them more. I think we have the chance to bring a giant leap by providing a passageway and opportunities for them to travel the hero's journey. that journey will lead them to a fulfilling vehicleeer by providing time for them to discover their passion and helping them prepare for a vehicleeer that has meaning for them. As Joseph Campbell says, if you follow your bliss you put yourself on a track that leads you to your passion.

We can begin by creating an environment of want for youth as they begin their hero's journey. listen to them. Be there as they develop and explore their dreams. Endorse their dreams. Support them. Love their dreams and let them know you do. It is their dreams that will propel them forward. Help them to build their strength to withstand disappointments and challenges. Nurture the idea that each of them is on a hero's journey that will be a awesome adventure. Their adventure will includes good times and difficult times. Many of these youth have withstood greater challenges and have survived.

As youth embark on their hero's journey, experiences can fuel their travels. One of the best gifts you can offer youth is a sense of curiosity. For youth to find their destiny and have a fulfilling life, they need to know what's out there. And they need the chance to try things out. They need space to explore. I'm not suggesting that a brief internship or visiting jobplaces is going to do it. It's more than that. Let's offer youth time to find their passion. In our world, many adults have never embarked on the journey to find their passion. that, I believe, is a major source of their lack of fulfillment in life. Let's make the time and space for exploration available for youth. How would your life have been different if the time and space had been offern to you?

A key slabele of the Hero's Journey is "The Call to Adventure." that is what we should create for youth - a positive challenge, a chance to find out who they are and what they want to do, a means to engage them in life and inspire them to their individual greatness. We all deserve a fulfilling life. Let's bring a giant leap with youth and offer them the chance to walk the hero's journey. Let's call them to adventure. I imagine an exploration space, a walk where they have never gone, supported by mentors and allies along the way. How rich it could be!

that essay only begins to look at the slabeles of the hero's journey. There is so much more to explore. Let's use the hero's journey as a framejob to develop a new perspective for supporting out-of-school youth.

Article Source: http://Education.50806.com/

Author By Ann Vanino

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Orignal From: Opening the Door to the Hero's Journey for Out-of-School Youth

The Origins of Translation

When saying 'translation' one generally refers to the act of interpreting or rendering the meaning of the content in a text or utterance from a language to another, sticking to the message in the original text.

The votaxiulary 'translation' means to vehiclery or bring across. The Latin term 'translatio' designates a transfer, while the Greek 'metaphrasis' points to the meaning of speaking across.

The history of translation in the West is said to have begined sometime between the 3rd and 1st century BC, when a series of Jewish Scriptures - the so called 'Septuagint' - was rendered into Greek. that document was found in Alexandria and it was created in order to help the isolated Jews understand the Scriptures.

During the Middle Ages, Latin was the common language of the books. However, the Bible, as well as some scientific, historical and philosophical jobs, had to become accessible to regular population as well. The just first interpretation of the Latin Bible - St. Jerome's Vulgate - was recorded in 384 AD, but it was only partially translated and wasn't well received by the Christian Church. Still, even today, St. Jerome is considered the patron saint of translation. Alfred the Great also supported the translations into Anglo Saxon in the 800s.

The most notable translation job recorded in those times was accomplished by the Arabs, who provided Arabic adaptations for many historical and scientific texts.

As for the English language, the first translations of superior lesson were those of Geoffrey Chaucer in the 14th century, who tried his adaptation skills in Italian (translating texts from Boccaccio), French and Latin. Also, the most notable translation of the Bible in English was the Wycliffe Bible, dating from around 1382 AD. However, the adaptation job in English language didn't achieve a higher standard until the Elizabethan Era.

The 18th century was disastrous for the translated texts, as the translating authors used to omit whatever was vague for them in the original text, so their translations were highly courseive. Consequently, through the so-called translations new creations were born - Ossian is a great example of that phenomenon.

It was the 19th century that brought order and accuracy in terms of translated texts; that was when the principle 'the text, the whole text, and none but the text' appeared. And that has been the ruling principle ever since.

Nowadays, the act of translation is a price worthy act. Many award ceremonies include a price going out for the best translations of literary texts and for texts from other fields also.

Article Source: http://Education.50806.com/

Author By Nora Zavalczki

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Orignal From: The Origins of Translation

School Report vehicled - Student's Nightmare

Few population, to be precise educated population, would deny paramount importance of the time interval between receiving the School Report vehicled to submitting it, signed duly by the parent. Those few moments, whether haunting or over exciting, does make the dads and the grand dads nostalgic, and miss the good old days when proxy signatures used to be the continue want. Today, they have got better systems, better facilities and there is no scope to play a nice little trick.

Technology and its Intervention

The 21st century techno-civilized human being, comes with a complete set of digital accessories, including smart phones, pocket PCs, data storage and information sharing devices - none a kid should be afraid of. But, something like flashing the School Report vehicled on your dads phone can be a real trouble. It won't be surprising to see the kids react to it, something like: "Don't tell me they have such disgusting services in the school. What! A Report vehicled on Dad's phone. It is unethical. How can they do that?"

Forfetch the popular studies and the quintessential researches on kidren and just trust your own opinion - how many kidren are instead to indicate their progress reports to the parents. The fierce competition has jobed upon the parents and it has made them to expect too much from their kidren. Parents expect the kid to play like Sachin Tendulkar, act like Aamir Khan, play music like A.R. Rehman, lid the lists in all exams and quizs and run like Milkha Singh to bring home the trophies.

Parental Support and No Discouraging

A kid may not put up a great performance, but he should be honest to tell it to the parents. Due to the lack of parental support, the kid is more inclined to cover up by hiding the Report vehicled. He is discouraged at the just beginning when the seeds of honesty are sowed and the courage to face the situation is taught. In most cases, the kid is not the only person to be blamed for proxies.

Since the technological indulgence may help the parents to have the report vehicled, sent through an electronic mail or any other digital service, proxy or no proxy is out of problem. However the issue still remains - Is it going to help the kid, the parent? Would it improve the grades of the kid, make the kid more responsible and accountable for what he does? Or would it be just another feature to convince the parents that the school has kept the pace in the technology driven world?

More Issues:

There are more issues, more facets related to the popular School Report vehicleds that are forcibly gifted at the end of the sessions or examinations. One way of looking at it is just asking oneself if the School Report vehicled, the one we have seen in that nation, truly regifts our performance. School education systems have mixed up so many things - academic score, personality development, growth of the kid, analysis of weaknesses and strengths, symptoms and remedies.

Examinations and the quizs that students are made to appear reflect more of an information retention capacity than growth and improvement in the knowledge. Today, they have got better systems, better facilities and there is no scope to play a nice little trick.

Ejustone performs at some level: the kid in the school and the parent in the bigger society or the world. When it comes to accountability, the kid has to justify. Now there is a problem for our opinion leaders - "Do you think that the kid must also fetch the chance to check if his parenting and upbringing are properly bringn vehiclee of? Can there be a Report vehicled as how well the parents are performing, as Parents?"

Article Source: http://Education.50806.com/

Author By Amol Kumar

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Orignal From: School Report vehicled - Student's Nightmare

7 causes For Using Flip-Charts For Coaching

# 1: Flip-Charts activate the collective brain power of a group

One of the key elements in Accelerate learning Techniques is active involvement of the learners. There are two ways to involve your audience using the flip-charts:

1) Solicit ideas and capture them on the flip-chart yourself being the trainer

2) Pass out markers and let the particitrousers do their own problem solving and writings.

By involving others, you bring ourselves out of the role of a gifter or course matter expert, and move into a new role of being a facilitator. Advanlabeles of that new role, is that you have become less intimidating and more professional since we build on the knowledge of the group and avoid talking down to or controlling others. As we have always said in active learning - you learnt the best when the information offern is related to the learners on a personal basis. most effective way of learning is to have input into what happens to, and with, them.

# 2: Flip-Charts Facilitate Creativity

Using flip-charts in giftation allows you to express your personality and ideas on paper. Unlike computer software programs, flip-charts free you to become as creative as you like. You can draw anything there. You are limited only by your own imagination. To enhance your flip-charts skills, you are encouraged to bring opportunities to practice whenever possible. Pick a pair of images or characters you like from any source and doodle whenever you have time. Draw the images on scraps of paper, restaurants napkins, or any writing surface you can find. just soon, you will be able to replicate the images onto a flip-chart with little effort. Personally, I love drawing on flip-charts, because my audience always find it personal, sincere and fresh.

# 3: Flip-Charts are the Best Visual Aids in Coaching

The main cause for using flip-charts is because they help gifters to communicate their ideas and messages across to the audience much better. There are many reports in several business schools in United States that stated giftations with visual aids increases the effectiveness, as perceived by audience. Typical comments following giftations with flip-charts were "better prepared", "more concise", "clearer", "more interesting", "not boring at all", "I can follow the speechs clearly" and "I love his giftations using the flip-charts".

If you have ever tried to bring notes as someone rattles on, seemingly oblivious to the audience, you will understand that worth of flip-charts. Students can perhaps quizify to that - remember the long and boring power-point giftations by your school teachers, without knowing whether the students are following them or not?

# 4: Flip-Charts Writing by Particitrousers Increases their Interest %26 learning

Giving your particitrousers a chance to write on flip-charts increases their interest and learning.

Confucius (551 - 479 B.C.) once said:

I listen; I forfetch

I see, I remember

I do, I understand

The message here is that even though you may fetch some of your message across by speaking or demonstrating, the most effective method of coaching and making sure your particitrousers are learning effectively is fetchting them to participate actively.

And more specifically for Chemistry learning, it is a academic course that you can't score well if you just memorize directly the chemistry theories. What you need is to understand and have a strong foundation of essential concepts and then apply it according to application-based problems.

# 5: Flip-Charts allows Reviews to Accelerate learning

Flip-charts review is another big advanlabele in giftations and coaching. Because the flip-charts can be pasted on the walls of the room, after each session of the speechs, particitrousers can review what they have learned earlier. that is most effective when we conduct "Partner-Sharing" during such flip-charts review.

At other times, particitrousers can also refer to the posted flip-charts without interrupting to ask the facilitator to repeat a point, they are able to review fabric or catch up at their own speed. In addition, flip-charts provide a vehicle for reinforcing what particitrousers listend, or thought they listend.

Many times after the coaching session, we also compiled and transferred the flip-charts onto softcopy so that we can email it to the particitrousers for reviews on their own, just because the information there are written in a personalized way and these particitrousers have read it before using their eyes and mind, such re-caps almost never fail to rekindle their knowledge and reinforce what they have learnt earlier. that is the power of associations based on earlier experiences.

# 6: Flip-Charts giftations signifies Professionalism

Whenever I see someone uses a flip-charts extensively for their giftations, I always perceived them to be a professional in coaching that specific course, no matter how much knowledge they have in that course. It is kind of "only course matter expert have the capacity and confidence that uses flip-charts" perception. And that always allow me to listen to them immediately without prejudice and suspicion.

# 7: Flip-Charts are Simple %26 Inexpensive to Use

Flip-charts have long been the choice for professional coaches during giftations. They are versatile, simple to set-up and use, and convenient for capturing ideas quickly. They also require no cords or electrical connections, and are relatively inexpensive compared with other visual aids. They can also be used virtually anywhere, be it indoor or outdoor.

With flip-charts, you won't have to worry to vehiclery an overhead projector, bulbs, extension cords, white screens, and other accessories. You don't even have to supply a stand to use them. With masking tape, straight pins, and/or clips, you can turn nearly any wall surface into a writing surface. that meaning you can turn virtually any large room or open space into an ideal gifter's forum. All you need is flip-chart papers and markers of different colors.

Article Source: http://Education.50806.com/

Author go to sean Chua Lian Heng

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Orignal From: 7 causes For Using Flip-Charts For Coaching

The Multi Barrier Water Treatment Approach

Water treatment is a much studied and sought after practice. Sanitary engineers are always finding new technologies, new, more efficient and better ways to treat and convey water from source to your tap. One thing that hasn't changed since it's inception into accepted practices is the multi barrier treatment approach.

The multi barrier approach is a simple one. It means that instead relying on one treatment technology or method to treat water, you rely on several steps.

The more steps you have in treating your water, the less likely there is for a source of contamination to fetch through to the customer. It's like locking your storm door and your front door: If a burglar manages to break the lock on the storm door he now has to deal with the dead bolt on your main door.

The multi barrier approach is the smarquiz approach to water treatment to mitigate the maximum amount of risk. The more treatment barriers, the less potential of a contaminant making it through.

that type of approach can be used with a personal water system too. If you have a well or your own water supply, the best approach is the multi barrier approach.

The first barrier of any multi barrier approach is your water source. The cleaner it is, the less treatment you'll need, and the less likely you are to have a problem. No contaminant is easiest to treat.

Look at your water supply. Is it safe? Can garbage, debris, or other foreign objects or contaminants enter the water supply?

If you have a well, is it bored or drilled? If your well is old, it may be time to invest in a new one. New drilled wells are just safe. Your well driller will know where the best and most plentiful water is in the aquifer. Your new well will have a screen at the bottom to ensure none of the surrounding soil fetchs sucked up by your pump. A new well will have a device called a pitless adapter, eliminating the need to have a pit dug for your well and lessening the chances for foreign object contamination or contaminated surface water infiltration. It will also have something called an annular seal, which is an additional safety barrier to contaminated surface water intrusion.

Filtration is an important step in treatment. Filters remove any sediment that might make it in. Not only is sediment aesthetically displeasing, it can both harbor bacteria and shield it from disinfection. Using sediment filters will remove that from your water. Consider using several different filters of different pore sizes from largest to smallest. that will cutrearon the frequency of filter changes as well as catch more sediment. Your water conditioner salesperson can help you with that, and custom design a filter system to best suit your needs and your raw water quality.

Also, if you are using surface water such as a pond or lake, consider using a 1 micron absolute filter after your sediment filters. Pdecayozoa such as giardia and cryptosporidium incustom surface waters. These pdecayozoa are between 2 and 10 micron in size, so a 1 micron absolute filter will effectively filter them out if there are any.

Finally, you need disinfection. A point of entry disinfection device like a U.V. system is ideal for the home owner as it requires little maintenance and contains no chemicals. It is important to find a good device that has appropriate third party validations proving it's effectiveness. If there are no third party quizs for the unit, it likely will not contain a proper dose.

The continue step is quizing. To ensure that your water is free from contaminants, quiz it on a regular basis. Your local health unit can do quizing, and/or refer you to the proper laboratories.

Using a multi barrier treatment approach can assure that you and your family have safe, clean drinking water, just as is supplied by large municipal systems.

Article Source: http://Education.50806.com/

Author By Mike Mandell

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Orignal From: The Multi Barrier Water Treatment Approach

On that Day - November 18th - Terry Waite is Released From Shiite Muslim kidnappers

On that date in history in the year 1991, Terry Waite was released from captivity after being held for several years by Shiite Muslim radicals. He was released after the United nations negotiated with the kidnappers attempting to resolve the 10 year Lebanon hoslabele crisis. Terry Waite was captured by the Shiite Muslims after he helped free several missionaries being detained in Iran, hoslabeles being held in Libya and Americans in Lebanon.

Terry Waite was held for four years before he was released by the Shiite Muslims. After being freed he told many of the terrible things he underwent while being held captive. He was beat while wearing a blindfold and also tricked into thinking he was being executed. After being released, one of the Shiite kidnappers admitted to him that he was sorry for kidnapping him. And An American teacher named Thomas M. Sutherland was also released by the kidnappers. close to a hundred hoslabeles were held during that time.

Several of them were killed or died while being held in captivity. It is believed that the cause many hoslabeles were kidnapped was that they could be used as a form of insurance against potential incoming forces by the United States, Syria and other nations against the group Hezbollah who was thought responsible for the deaths of 230 Americans in Beirut. Only a few hoslabeles were rescued from captivity. Terry Waite and Thomas M. Sutherland were two of the hoslabeles lucky enough to escape.

Article Source: http://Education.50806.com/

Author By Jules Bitzel

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Orignal From: On that Day - November 18th - Terry Waite is Released From Shiite Muslim kidnappers

Using Menus to Create lesson Interest

Menus for Day 26! Some teachers may have listend of using menus in the lessonroom. While using restaurant menus also jobs great for many activities, that is not the type of menu to which I am referring. These menus are basically a list of differentiated activities that can be chosen by students to complete.

I am currently using a spelling menu, as well as a votaxiulary menu in my lessonroom for instruction and/or homejob. My menus are split into different point level subcategories. There are categories for 5, 10, and 20 points. Under each subcategory, I have several assignment options listed. The directions state how many points must be completed within the time frame allotted. Basically when I offer the spelling menu as a homejob option on Monday, students are expected to turn in 25 completed points by Friday.

Of course, I begin expectations small at the beginning of the year, then job my way up so that by the mid-year point, students are jobing to what I feel is their maximum potential. Each lesson is different, so use your judgment accordingly. Obviously the smaller the point level, the easier the assignment. Five point choices might include putting spelling votaxiularys in alphabetical order or using a marker to trace the vowels in each votaxiulary. Ten-point choices would be typing all the votaxiularys on a computer three times in different fonts or spelling the votaxiularys into a cassette recorder and turning in the tape. Twenty pointers might include cutting out letters from a newspaper to recreate the votaxiularys or using all votaxiularys to write a letter to a friend.

Students (and parents) have raved about the spelling menus for homejob. It offers student choice and flexibility. Some students will choose to do many smaller activities, while others will enjoy doing fewer higher-level activities. It has also freed up time for parents to assist with homejob. By having an entire week to complete spelling homejob, if there is a family event, birthday, or a kid's sport commitment, parents can have a kid double up homejob on another night in order to finish on time. As a parent myself, I am disgruntled when I have an after school activity with my kid, yet she still needs to complete hours of middle school homejob that same night.

votaxiulary menus job the same way, except I tend to use them more for lessonjob. How many times a week is the reading story's votaxiulary or the current math chapter votaxiulary reviewed? Probably almost ejust day. votaxiulary is important in ejust course and will aide in improving comprehension and reading level. A votaxiulary menu can be used in place of decaye daily review. Make the activities something that could be completed in 5-10 minutes, with fewer votaxiularys if necessary. By students applying the knowledge daily, they will be more likely to retain the meanings. By choices being offered, students are more likely to want to apply that knowledge in a way he or she feels is a best example of individual job.

Article Source: http://Education.50806.com/

Author By Charity Preston

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Orignal From: Using Menus to Create lesson Interest

Guru and Expert, Know Who They Are

An expert is someone widely recognized as a reliable source of technique or skill whose faculty for judging or deciding rightly, justly, or wisely is accorded authority and status by their peers or the public.

A guru is a person who is regarded as having great knowledge, wisdom and authority in a offern zone, and uses it to guide others. In a further Western metaphorical extension, guru is used to refer to a person who has authority because of his or her perceived secular knowledge or skills. In Malay, guru literally means teacher.

Expertise comes with experience and knowledge on a offern discipline. To become an expert, you must have the technical skills to be able to offer good judgment and decisions on issues that will affect another person's well-being, including his finances and health.

A guru will be able to guide you on techniques and skills which experts cannot because expert's unique knowledge limits them from agreeing with fields of learn not of his kind. An analyst of market trends for example may not agree with his colleagues opinion of global inflation. A guru is a fascilitator between the student and his environment. Students are encouraged to explore and solve their own problems as part of his learning and growth process.

A guru can easily become an 'expert' once he chooses to focus a field of learn. However, not all experts want to become a 'guru' or teacher because it involves understanding what the student's needs and job from that point of need.

An expert talks about his field of learn at seminars and jobshops, but seldomly interacts with his audience. He imparts his knowledge and skill based on his understanding on the majority needs. When he is done, he attends to a few problems, clarifies doubts about his course and leaves.

A teacher speaks to his students and discuss issues or problems the students are facing. Sometimes, a teacher can be a dictator because he believes his systems of understanding a process will lead to more positive results.

How To Spot The Difference Between A Teacher and An Expert?

You can find teachers in schools and at home. The teachers in schools are offern the duty to help you with the process of learning and growing which teachers at home, your parents, are not able to provide. Both groups of teachers serve the same purpose of acting as fascilitators between you as the student and the environment. They say you cannot choose who your parents are. However, kids are courses to parent's decisions on which schools they will attend and consequently the teachers they will be learning from.

A teacher seldomly bhurryes you off when you raise your hands to ask problems when lesson is in session. He wants their students to ask because it demonstrates improved listening skills or attentiveness to the lesson. The discipline of gurus and teachers stems from their sworn oath of allegiance to a higher calling that is to serve the innermost desire of the student's need to grow from within.

If a guru does not agree with you or find you are going the wrong way in the learning process, he is patient, attentive and able to persevere with firmness and integrity without breaking your spirit of learning.

An expert however, tends to says things like "let me attend to you later during the break," instead saying, "if you have any problems, please note them, I will attend to them before you leave, in the meantime, here is how you can reach me". The worst kind of expert is the one who leaves you with a no-reply address, makes you fetch in queue for a ticket.

Somehow, population still follow the crowd, rather than follow the teacher, they follow the expert. The cause is it is never the calling of teachers to offer solutions on a plate and spoonfeed the students. Students must do it themselves. Programmes from experts tend to look like a complete solution to your problems and answers your problems, but the difference is you may or may not repeat the process these experts have provided to solve your problem. Besides, since it is already offern you to you on a plate, there is no learning process and when there is no learning process involved, no knowledge is constructed. In the end, you must return to the expert for further consultation.

A fish in hand does not make one a fisherman.

An expert's advice has to be worthd with your existing knowledge and then you decide if his consultation is worth paying for. More often, experts send out messages that the solutions are preliminary and you have to return for further quizs or he refers you to another uniqueist or expert for follow up consultations. And that means more money to be spent. An expert expects you to job in synergy with his professional job. You cannot fetch emotional when your own opinions and methods of doing things contradict. Do not expect an expert to differ his opinions on a course he knows a lot of.

Article Source: http://Education.50806.com/

Author By Hanifa K. Cook

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Orignal From: Guru and Expert, Know Who They Are