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Master of Business Administration – Information Technology
The Master of Business Administration degree program prepares students to:
- Distinguish the key features of each business function
- Evaluate how changes to an organization’s knowledge systems can improve performance
- Lead others in order to meet organizational goals
- Assess the financial health of an organization using accounting methods
- Create marketing strategies to meet customer needs
- Provide information to enable an organization to maximize financial performance
- Evaluate business situations from legal, ethical, and regulatory perspectives
- Predict how changes in the international economic environment will affect an organization
- Propose strategies to improve an organization’s competitive position
The Master of Business Administration is a professional degree recognized across all industries. Students first participate in an integrated curriculum examining the functional areas of business, then personalize management knowledge and skills by selecting a concentration.
The Information Technology concentration examines the impact of IT on how the world does business. It develops knowledge and ability in logical design, documentation, storage, datamanagement, and the security of information. Understanding how to leverage IT has become essential to any company’s competitive advantage. | https://pattenedu.com/information-technology/ |
So much is misunderstood about Lean Six Sigma. From how the discipline is practiced, to what results can be expected, the facts are sometimes confused and blurred in many conversations. These misunderstandings tend to cause mistrust or avoidance of a discipline that offers elegant simplicity to solving complex problems. The best way to understand is to explain the five basic phases of DMAIC, an integral part of any Six Sigma initiative:
Define: Define the problem by understand the details and complexities. The description should include the challenges to the customer/business. The customer(s) project goals and timeframe for completion should be included.
Measure: Map out the current process and gather all related data. Identify the data that is available and a plan to gather it. Gather the data and summarize it, telling the story using graphic tools.
Analyze: Thoroughly investigate and identify all elements of what causes the problem. The analysis must be both statistical and qualitative, which will lead to the formulation and hypothesis testing about the root cause of the problem.
Improve: Implement a solution that will provide verifiable solutions to the problem. Directly address the root cause with an improvement. Brainstorm potential solutions and test if the solutions resolve the problem.
Control: Maintain the implemented changes and maintain the course. When the solution selected has resolved the problem, the improvements must be hardwired into the operations and culture of the organization. The project team must continue to monitor and measure the implementation and achievements to verify there results reported.
Some overall requirements define this approach. They come from the customer and/or the business, depending the problem scenario. These requirements are translated into what is critical-to-quality (CTQ), which defines what criteria to evaluate what the good looks like. It is critical that the project team must meet the requirements of each phase of DMAIC before declaring completion and closing it out.
The DMAIC method was structured to answer the following questions:
What does the customer define as the problem? Is the problem chronic or a one-time occurrence?
What characterizes the problem and how has it changed with time?
What are the root causes and what improvements correct them?
What controls should be implemented to sustain the improvement?
The process is this simple, as long as the DMAIC is followed. By following the process with focus and intent, you will be able to identify the cause(s) of the problem, implement a resolution based on fact and finally see resolution to the problem being addressed. Contrary to some of the information about Lean Six Sigma, the practice is simple and easily understood. Since the practice is based upon clear principles, it can be implemented in any organization, across any industry and in businesses from small to large. Like with any other process or practice, leadership in the organization must be committed to a climate of perpetual innovation. The entire must understand the level of commitment and the focus on creating an indelible cultural change. | https://www.shmula.com/dmaic-breaking-down-the-five-steps-toward-success/18688/ |
Deadline: April 21, 2021.
Inclusive Friends Association (IFA) is seeking to recruit Communications / M&E Assistant. The objective of this role is to monitor field activities based on IFA’s project implementation plan through the organization’s M&E evaluation design for management and accountability functions. Support the organization’s Communications Team with internal and external projects to meet different targeted audiences which in turns creates visibility for IFA.
About IFA
IFA is a Person with Disability (PWD) woman-led non-profit and non-governmental organization that employs data to address inclusion and participation challenges of over 30 million PWDs in Nigeria through advocacy, training and research. IFA’s focal areas of work are Democracy, Good Governance and Gender. IFA is an innovative and consistent leader within the Disability community as well as in the democracy and governance space with a wide network of allies, stakeholders and various PWD groups nationally which are instrumental to the success of its programs.
Job Duties and Responsibilities
The communications / M&E Assistant will perform a wide range of professional duties in monitoring field activities based on the projects implementation plan through the use of the organization’s monitoring and evaluation tools and will perform related duties as assigned. Handle social media platforms and liaise with the media- print, electronic and online, in charge of video and audio recordings, prepare media briefings and engagements.
These duties and responsibilities are further narrowed into:
· Develop and strengthen monitoring, inspection and evaluation procedures
· Monitor all project activities and progress towards achieving the project output;
· Develop monitoring and impact indicator for the project success;
· Monitor and evaluate overall progress on achievement of results;
· Provide feedback to the Program Officer on project strategies and activities ·Report monthly, quarterly, half-yearly and annual progress on all project activities· Develop, support and · · ·promote the organization’s goals, including message development, social media content creation and media outreach
· Develop content for print, virtual and broadcast media.
· Ensure digital marketing content aligns with our brand’s identity and message and assists with marketing campaigns as needed.
· Evolve successful goal-oriented communications plans with the creative department
· Produce and manage material for social networking websites on behalf of the organization
· Develop and disseminate public relations materials that increase our visibility among stakeholders and lawmakers
· Assist in developing operational monitoring tools (Checklist, questionnaires, databases, interview and survey forms)
· Participate in the evaluation of project’s results and achievements
· Provide M&E verbal and written reports every month to the program officer.
· Assist in maintaining a clear and transparent filing system. Ensure that hard copies and soft copies of data are kept properly.
· Actively collaborate with the program officer to provide inputs to develop databases on project activities and assist in updating regularly the database according to the project requirements.
Qualifications and experience:
· A bachelor`s degree in either Social Sciences, Mass Communications or Development Studies
· At least two (2) years of professional working experience in designing and executing communications activities especially in development programs
· At least one (1) year experience in relevant field (M&E, International Development)
· Knowledge of and experience with media production, communication and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral and visual media.
· Experience of working with local NGOs, INGOs and government bodies would be an added advantage.
· Be able to manage multiple tasks and responsibilities.
· Proficient in the use of computer applications such as Microsoft Excel, Word, PowerPoint and editing software for pictures and videos.
· Good interpersonal skills including negotiation skills; ability to represent the organization at external events; comfortable with public presentation skills. | http://inclusivefriends.org/inclusive-friends-association-ifa-seeks-communications-me-assistant-in-nigeria/ |
WHEREAS, The New York Institute for Special Education (NYISE) board of trustees seeks to establish a policy on effectiveness assessment to help ensure that the organization has defined, measurable goals in place and objectives in place to evaluate the success and impact of its programs in fulfilling these goals and objectives,
WHEREAS, this board policy is called for in Standard 6 of the BBB Standards for Charity Accountability that were issued by the Wise Giving Alliance in 2003,
IT IS THEREFORE RESOLVED THAT the board of trustees adopts the following policy:
1. At least once every two years, The New York Institute for Special Education will review its goals and objectives toward achieving its mission and will complete a performance and effectiveness assessment of its programs based on that review.
2. This first such assessment will be in 2009 and will be conducted under the authority of the executive committee of the Board.
3. The NYISE Board will receive a written report of this assessment.
Describing the activities that NYISE undertook in the prior two years to achieve its goals and objectives
Identifying the measures used to assess NYISE’s effectiveness in achieving its goals and objectives,
Analyzing the effectiveness of NYISE’s programs in achieving the School’s goals and objectives,
Recommending future actions NYISE might take to increase effectiveness based on the findings.
4. At the conclusion of this process, the Board will revise the goals and objectives for NYISE, as needed, for the upcoming term and will suggest means of measuring them. | https://www.nyise.org/apps/pages/index.jsp?uREC_ID=391517&type=d&pREC_ID=888377 |
Imagine you are the chief of police. As the chief of police, you will need to ensure that your law enforcement officers lead ethical careers. Then, research Kohlberg’s stages….
outline
Option #1: Human Capital Management Outline
Provide an outline of the sections you will include in the Human Capital Management plan for the final Portfolio Project. Under each section, please provide 2-3 sentences, including scholarly references, regarding what will be discussed.
Portfolio Project (250 Points)
Important! Read First
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Human Capital Plan
Identify an organization or use your own organization to design and develop a Human Capital plan that aligns with the organization’s goals and objectives.
Within your document, please include the following aspects:
Provide an organizational profile that includes mission/vision, and strategy of the organization
Identify and evaluate the current Human Capital plan
Based on your evaluation, propose a new human capital plan that includes:
An explanation the new organizational staffing process for that organization
A description of the entire Employee Life Cycle (ELC) for your chosen organization
A complete a comprehensive workforce analysis that also depicts the internal and external environmental factors that impact the workforce plan
Newly created performance standards for the workforce and also discuss how strengths and weaknesses will be effectively communicated. Be sure to discuss the performance tools that will be used to capture and track employee performance data and help management provide accurate feedback to employees.
After completing the steps above, please explain how your proposal will improve the organization’s overall performance and increase employee loyalty/commitment to the organization.
For this assignment you may want to view the Sample APA Paper (Links to an external site.) if you need guidance on how to format your paper according to APA guidelines. | https://qualityessays.net/outline-7/ |
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Generate a file for use with external citation management software.
To evaluate whether the Food and Health Dialogue (the Dialogue), established by the Australian Government in 2009, is having an impact on reducing premature death and disability caused by poor diet in Australia.
We used information derived from the Dialogue website, media releases, communiqués and e-newsletters to evaluate the Dialogue's achievements from October 2009 to September 2013, using the RE-AIM (reach, efficacy, adoption, implementation and maintenance) framework. Data describing the processed foods marketed in Australia were extracted from an existing food composition database.
Achievements of the Dialogue (goals, targets, actions and health outcomes).
The primary goal of the Dialogue was identified as "raising the nutritional profile of foods" to be achieved "through reformulation, consumer education and portion standardisation". Employing a public-private partnership model, the Dialogue has established a framework for collaboration between government, public health groups and industry. In the first 4 years, targets were set for 11 (8.9%) of a total of 124 possible action areas for food reformulation and portion standardisation. None were yet due to have been achieved. There was no evidence that any education programs had been implemented by the Dialogue. There are no indicators of the extent to which population exposure to target nutrients has changed or whether any positive or negative health impacts have ensued.
The Dialogue has highly creditable goals but the mechanism for delivering on them has proved inadequate. Explicit processes and the outcomes to be delivered within defined timelines are required, along with a clear plan for remediation if they are not achieved.
National Center for
Biotechnology Information, | https://www.ncbi.nlm.nih.gov/pubmed/24484111 |
Evaluation for Impact: Board/CEO EvaluationsFebruary 14, 2018
Why should boards evaluate themselves? A strong, vibrant Board is an indicator of a healthy organization. Board assessment should be ongoing and touch many areas of the organization. It should be tied back to an organization’s strategic plan, to an organization’s financial stability, and to an organization’s ongoing capacity to serve clients. Surprisingly, in the most recent “Leading with Intent Survey,” a governance survey conducted by BoardSource, only a slight majority (51%) of organizations reported that they use a formal, written self-assessment to evaluate their board' effectiveness.
It is important to note that board evaluation is a process and should involve many aspects of the organization, including governance, fundraising, board meetings, board committees, and many others. What areas are evaluated should be agreed upon by the Board and the Board should be open to learning and willing to improve and make changes.
Board assessment can offer an opportunity for robust dialogue around best practices and how implementation might occur.
Board evaluation can take many forms, from a formal survey to hiring an outside facilitator to conduct board member interviews. It could also be through group discussion at a board retreat. Whatever form the evaluation takes, it is important for Boards to make the commitment to do it.
Boards also have a responsibility to assess their CEO. A CEO assessment allows the CEO to remain accountable for his/her performance. Accountability starts with the CEO having a well-defined and well-documented job description and annual goals. The CEO should have a hand in determining annual goals and they should be mutually agreed upon. Goals should be measurable and achievable and reflect tactical initiatives as outlined in the strategic plan.
CEO assessment should be annual and preferably takes place at the same time each year. It should be a defined process and one that the full board bears collective responsibility for. Remember that one of the key responsibilities of the board is to select, support, and evaluate the CEO. Above all, the CEO evaluation should be conducted confidentially and respectfully, as all personnel matters would be handled.
This blog was written by Academy for Nonprofit Excellence Instructor, Amy Nisenson. | https://academy.tcc.edu/resources/blog/evaluation-for-impact |
Most identity and access management (IAM) products and services don’t provide real value until they are integrated with applications. And while today’s IAM leadership spends significant resources on these integrations, prioritization can be difficult. However, a formal IAM prioritization model ensures alignment with corporate priorities and allows transparency with stakeholders, and it does not need to be complex. In fact, to encourage effective execution and communication, it should be simple.
Note that prioritization decisions have broader applicability than just IAM products. Prioritization is also useful during role engineering and privileged access management (PAM) initiatives, for example. No matter the type of integration, a company needs a business-oriented way to prioritize its applications.
We recommend a simple prioritization model based on risk, impact and friction. The model described below shows the criteria used to evaluate applications in each of these areas, as well as a starting point to determine the relative weight of these drivers.
Without an effective strategy in place, the organization might consider only one side of the business at the expense of another, or only one driver to lead the integration, which could hinder the integration process in a number of ways. The applications selected might not be the most important to the business as a whole, and/or the users who interact with these applications might not have the bandwidth to add another project.
Some foundational insights about enterprise applications are required for any effective prioritization model. These elements do not have to be perfect, but the effectiveness of the model depends on their maturity. Insights on the technology, usage, risk and compliance requirements for applications are required to score individual applications. Typically, this information is tracked in an application inventory, but for smaller organizations, that step may not be necessary. As a prioritization model is established, however, maturing these insights may be required. The visibility of a transparent prioritization model will also often naturally improve application insights as application owners understand their impact.
Some foundational insights about enterprise applications are required for any effective prioritization model. These elements do not have to be perfect, but the effectiveness of the model depends on their maturity.
Know Your Drivers
The three most common drivers of prioritizing applications include risk, impact and friction.
Risk
Prioritization by risk considers all the applications at the enterprise and prioritizes applications with the highest risk designation. Multiple factors contribute to such a designation. The first is data classification, which considers data points such as personally identifiable information (PII), protected health information (PHI), Sarbanes-Oxley compliance (SOX) and the Payment Card Industry (PCI) standard. All these data points have valuable classified information, which directly impacts the risk each application holds.
Proprietary information is another attribute that contributes to an application’s risk designation. Are secret formulas, processes or methods used or stored within an application that could impact the company’s success if the application were compromised? If so, any applications with trade-secret information should have a higher risk designation than others.
When defining risk designations to applications, the IAM team should use data that is already being collected. For example, companies should already be capturing risk designation points through disaster-recovery or business-continuity plans. These plans should serve as a starting point for the IAM team to score applications based on risk.
Impact
Prioritization by impact scores applications according to their influence to the organization. For example, which applications are the most critical to run the business? Which applications are used by the majority of the organization? Which applications create the most manual work? Applications necessary for the business to run effectively should hold a higher impact score.
Prioritization by impact also takes into account manual intervention needed to support applications. Do users constantly require assistance with the application? Does it take a long time for users to gain access to the application after the request has been made? Applications that have a high service-request volume could benefit the most during integration and may have a high impact on the enterprise.
Friction
The last driver, friction, scores applications by the ease of integration from both a business and technology perspective. For this driver, off-the-shelf applications are more easily integrated and hold a higher priority than homegrown applications. Applications that have a simple technology stack consisting of fundamental software products and programming languages make integration more fluid; by contrast, legacy or unsupported applications often cause more complications due to outdated technology.
Similarly, prioritization on the basis of friction must consider the cost of integration. Does the organization have the funds to integrate all applications, or do budgetary limits necessitate selecting some applications but not others? In turn, large legacy applications would yield a higher cost of integration, resulting in an increase in friction.
Prioritization by friction also considers current business goals and needs. For example, when a division at the enterprise has multiple ongoing projects, applications that map to these projects could pose more resistance and slow the integration process. In addition, stakeholders focus on more essential applications, resulting in less friction during integration.
In addition, friction considers the culture of the business. What are the political relationships within the organization? Will the IAM team have difficulties based on how the division or organization works? If employees are not willing to be advocates for the application-integration process, or do not have the time to do so, the IAM team will face a more strenuous and prolonged process.
The ease and cost of integration, along with the goals and culture of the business, all come together to help form a way to prioritize by friction.
These three drivers — risk, impact and friction — cover most cases. However, individual organizations may have additional drivers, or a custom set of drivers, tailored to their unique business needs. In any case, once the business understands all their drivers, it must score each of the applications against the drivers from low to high. Once the company has developed an effective scoring system, it can assign relative weights to the drivers when it comes time to pick a strategy. Note, too, that it is important to score the drivers in order to evaluate all possible strategy outcomes before choosing a strategy. See the graphic below for an example of a scoring strategy:
Pick a Weighting Strategy
After the IAM team understands how its applications score among the drivers, it should pick a weighting strategy that reflects the organization’s unique business needs and goals. Each strategy applies a different weight to the three drivers and generates an application prioritization list. The IAM team and key enterprise stakeholders should agree on the strategy the organization utilizes. Below are some sample strategies:
Remediation-Driven
The remediation-driven strategy prioritizes applications with the highest risk score — applications most dangerous to the company in the event of a disaster or a breach to the application. With this strategy, risk would hold the most weight out of the three drivers.
Low-Hanging Fruit
This strategy focuses on the applications with a high score in impact and a low score in friction. These applications will not only have a timely integration process; once integrated, they will also have a significant effect on the company. With this strategy, the IAM team would assign more weight to the drivers’ impact and friction while using risk to determine a logical order if multiple applications share a similar score.
Efficiency
The efficiency strategy considers the applications that have the highest impact score. Once integrated, these applications will affect the majority of the organization. For this strategy, the IAM team assigns the most weight to the impact driver.
After the organization has selected a strategy and scored the drivers, it is beneficial to step back and take a holistic view of the process. Are business needs lining up with the integration of applications, or should the strategy scale be changed? As the enterprise goes through the integration-prioritization model, it will learn which weighted scale works best for the organization moving forward. The graphic below outlines the constant learning and improving process companies face while utilizing the integration-prioritization model:
In Closing
Utilizing an integration-prioritization model helps the organization make business-centered decisions for IAM projects. Rushing into an integration project without careful consideration can lead to many shortcomings — a company’s integration may fail or be incomplete because it didn’t consider all the drivers. Similarly, stress can occur if members of the organization feel they don’t have time for another project or if the IAM team chooses the busiest time of the year to add another project. In addition, the company could be left with a misallocated budget because it did not correctly forecast an integration timetable. However, following a defined strategy for prioritizing application integration allows the organization to extract maximum value for all its integration projects, resulting in a more smoothly run enterprise. | https://www.protiviti.com/US-en/insights/integration-prioritization-model-identity-access-management |
2 edition of impact of the office workplace on consultant goal achievement found in the catalog.
impact of the office workplace on consultant goal achievement
Penelope C.R Mason
Published
1997
.
Written in English
Edition Notes
Thesis (M.Sc.) - University of Surrey, 1997.
|Statement||Penelope C.R. Mason.|
|Contributions||University of Surrey. Department of Psychology.|
|ID Numbers|
|Open Library||OL17308697M|
By setting personal goals for work, you can intentionally work towards getting noticed which will propel you towards getting your dream job. Do not settle for mediocrity and do not settle for anonymity. Dream big and stand out from the crowd. Here are 15 examples of work goals to help you stand out from your coworkers and lead a successful. The personality of your business is influenced by everything. Leadership, management, workplace practices, policies, people, and more impact culture significantly. The biggest mistake organizations make is letting their workplace culture form naturally without first defining what they want it to be. Why Workplace Culture is Important.
an awareness that goal setting will not work if there was no commitment to the goals, and that “commitment is a moderator of the goal-performance relationship and a meta-analysis found that goal commitment significantly affects goal achievement.” According to Latham (, p. ), “goal is the object or aim of an action”. Business goals usually involve an entire organization and can include items like budgets, customer lists, vendors, and service or product management. Pulling it all together can be challenging, but it’s worth it if you can learn how to implement SMART goals (S=specific, M=measurable, A=achievable, R=relevant, and T=time-bound). We outlined some SMART goals .
UNIT – I PERFORMANCE MANAGEMENT THE CONCEPT Performance is understood as achievement of the organization in relation with its set goals. It includes outcomes achieved, or accomplished through contribution of individuals or teams to the organization‘s strategic goals. A positive workplace culture improves teamwork, raises the morale, increases productivity and efficiency, and enhances retention of the workforce. Here are tips on how an organization can create a.
Propositions to both Houses of Parliament for gathering of churches, in the behalfe of many congregations in the City of London, and other parts of the Kingdome. Who are honest, godly, well-affected people, and of approved integrity. Commonly (but falsely) called Independents.
Club life at Princeton
Andrew Templeton. (to accompany bill H.R. no. 451.).
American Water Resources Associations National Water Resources Policy Dialogue
At their best
Quinns Way
St.John United Church
Longsword
Realities
Unionist politics, the Belfast shipyards and the labour movement in the inter-war period
The official history of British Sigint 1914-1945.
University of Regina
Waiting for Santa (Christmas board book)
TECHNOLOGY, SUSTAINABILITY, AND DEVELOPMENT
Orchestra Expressions, Book 2 (Expressions Music Curriculum)
Federal agencies initial problems with the Right to Financial Privacy Act of 1978
Equity
If you’re like many other people, you probably make a resolution or two at the beginning of each year to try to improve yourself in some way--get a promotion, start a family, get in shape--things of that nature.
And if you’re like many other people, that resolution probably becomes history by January 15th. However, this common focus on self-improvement derives. Resetting your work goals or rewriting your performance goals can help you recover the losing passion of your work for this helps you identify the areas of opportunities that caters to both your personal and professional growth.
Growth can be impeded by submitting to negative assumptions produced by your mind from one stressful day in the office. Examples of Employment Accomplishments. The quickest way to get getting hired or promoted is through your workplace accomplishments.
While employment history and education is important, what you’ve done within your position matters most when seeking a raise, promotion or new job. Whether sales have spiked under your. The best goals include each of four vital components – great employee goals are specific, time-bound, measurable and reasonably attainable.
Reviewing a few examples of great employee goals can help you to craft goals for yourself or your. Assign yourself a little extra work as a way to make your performance even more impressive.
Becoming a better office manager doesn’t impact of the office workplace on consultant goal achievement book to be complicated. Follow these four tips and your work will become even more important and effective: 1.
Promote effective communication. Evaluate operational workflow. Rethink office amenities. In an effective organization, work is planned out in advance. Planning means setting performance expectations and goals for groups and individuals to channel their efforts toward achieving organizational objectives.
Getting employees involved in the planning process will help them understand the goals of the organization, what. Actionable goals are changes that you can implement now or soon.
End-goals are desired results. Generally speaking, end-goals such as "get into a good university" are easy to identify and seldom change. As such, goal planning is mostly focused on actionable goals such as "study without distraction in one hour periods" that represent meaningful steps towards end-goals.
Goal #2: To build and improve relationships with people at work. Good relationships in the workplace benefits the running of a business in several ways. It. Specific goals consider who is responsible, resources required, the goal value, obstacles that need to be overcome and the goal deadline.
In order to determine whether a goal has been achieved or not it needs to be measurable. It’s also important to assess progress toward goal attainment. Goals need to be realistic in order to be attainable.
The project was not on my form as a goal and I was judged, in my opinion, based on goals that were, relative to what I had achieved, of little importance. My boss was irritated that because of all the time I was spending developing the salary program, I was hard to find and not dealing with all the daily needs – particularly his.
Deloitte helped a large financial institution implement an AWS program that offered a range of solutions, including: conventional offices, shared/hybrid work space, hoteling, free address, satellite offices, and telecommuting/virtual office practices to enhance employee work/life balance and achieve a more cost-efficient use of space.
Performance is the result of work of a person or group in an organization at a particular time which reflects how well the person or group reach the qualification of a job in a mission of organization’s goal achievement.
Many factors could influence the. 10 Shockingly Common Workplace Challenges Impacting Your Business Published on April 5, April 5, • Likes • 5 Comments. He has authored more than 60 books and has produced more than audio and video learning programs on sales, management, business success and personal development, including worldwide bestseller The Psychology of Achievement.
Brian's goal is to help you achieve your personal and business goals faster and easier than you ever imagined. Your conversation should, once again, describe the impact that the absence had on the employees and the workplace.
Enable Workplace Flexibility Whenever Possible Third, if possible, allow flexibility with schedules in your workplace so that an employee with an early doctor's appointment or a sick child, as examples, can work later or come.
Hard-charging, Type-As may need a different goal-achievement approach than people who approach goals more methodically and analytically. Here’s how to best set yourself up for success based on. Goal setting is an undeniably important step on the road to achievement, be it personal, or in the workplace.
Research indicates that goals serve four basic functions: providing guidance and direction, facilitating planning, motivating and inspiring employees, and helping evaluate and control performance. communities that field stations serve.
Many field stations document at least one metric well, such as the number of research grants or number of publications, but fail to thoroughly document outputs and outcomes of other important activities, such as training, outreach, and achieving budgetary goals.
The human resource discipline focuses on the achievement of organizational goals through the implementation of effective organizational and employee strategies.
Partnering with companion disciplines and business leaders in the pursuit of productivity and profitability is the means by which the members of the discipline accomplish the charter.
Here are 10 things to keep in mind before setting goals at work and filling out that goal sheet. Get clarity on your team's structure. First things first — you must understand the functions and interrelationships of your team in order to set workplace goals that will make your team more productive and helpful to the rest of the organization.
Even the serious employees lose interest in work and attend office just for the sake of it. Internal politics do not allow employees to give their hundred percent at work. No matter how much hard work an employee puts in, it goes unnoticed in a politically driven organization.Twitter or Facebook.
As with achievement, the need for affiliation varies and is dependent on the incentives involved. For example, participants in the reality television show Survivor engaged in conformity, cooperation, and conflict while competing to be the last person standing.
6 THE POLITICS OF POWER Most business people view office politics as.Organizational Skills Definition: It is the ability of an individual to make use of their time, energy and resources available in an effective manner to achieve their goal.
To be successful in any work, it is necessary for an individual to know how to meet targets, to work independently, to prioritize and plan for the future. | https://myzykyjyjy.blogorazzia.com/impact-of-the-office-workplace-on-consultant-goal-achievement-book-14275em.php |
How Can Control of Data Be Balanced With Data Sharing?
As seen in the previous section, access to research data is controlled by the institution and principal investigator. At the same time, however, the very nature of research requires that research data be shared. This may seem like a dichotomy, but it really is not. Rather, there is a balance between control and access that generally falls within the purview of the researcher.
This need for balance can also frequently be found in the negotiation of sponsored projects. For instance, negotiators are aware that they must protect the researcher’s academic freedom and right to publish the results of his/her research. At the same time, rights to inventions in countries other than the U.S. can be destroyed if publication occurs prior to the submission of a patent application. Indeed U.S. invention rights can be destroyed if a public disclosure of the invention occurs more than a year before the submission of a U.S. patent application. Therefore, negotiators must balance the need to protect intellectual property rights and interests with provisions that preserve the institution’s and researcher’s academic freedom.
Once the award is made and the project is underway, universities and other nonprofit institutions usually retain ownership of patentable inventions discovered in the conduct of sponsored projects, so they have an interest in ensuring that public disclosure of relevant research data is not made prematurely. While universities have an interest in intellectual property, as noted above they are in the business of disseminating the results of research for the public good. The balancing of those interests can be delicate and is best addressed by educating researchers on intellectual property rights and the effects publications and public disclosures. Since universities do not control researcher disclosures or publications, the responsibility for evaluating whether to disclose/share data falls under the proper purview of the researcher. | https://www.bc.edu/research/rcradmin/topics/data/tutorial_9.shtml |
Do I need a Data Management Plan?
Where can I find example data management plans?
Most federal funding agencies and many private funders now require a data management plan as part of grant proposals. Each agency/foundation has different requirements. Search the list linked below or contact us for more information.
From DMPTool. Browse the list by funder or search for specific DMP Templates. Provided sample plans are not necessarily from the funder.
Browse data sharing requirements by federal agency. This community resource for tracking, comparing, and understanding both current and future U.S. federal funder research data sharing policies is a joint project of SPARC & Johns Hopkins University Libraries.
We’ve provided a list of the key elements of a data management plan below to give you an idea of what aspects a data management plan should cover. Often times a funder may provide a template which applicants must follow. Please check the funder’s directions. Contact us at [email protected] for assistance with writing your data management plan based on the funder’s requirements.
How will principle investigators, graduate students, post-docs and other staff and collaborators implement the data management plan?
What data will be generated?
What types and formats of data, samples, materials, software etc. will be produced?
What standards will be applied to data documentation and metadata?
Where and on what media will the data be stored?
What is your backup plan for the data?
How will you manage data security?
How will you address any ethical or privacy issues (i.e. IRB, anonymization of data)?
Who will own the copyright or intellectual property rights to the data?
If the data is available for sharing, explain how. We recommend data repositories for data sharing.
If the data is not available for sharing, explain why.
What restrictions need to be placed (i.e. Creative Commons Attribution Non-commercial License)?
How can other researchers cite your data (i.e. persistent identifiers)?
Where, how, and how long will you keep your data, protocols and other research products?
In response to federal funding agency requirements for data management plans, the University of California Curation Center at the California Digital Library and its partner institutions collaborated to develop DMPTool.
DMPTool, an online application led by the California Digital Library and its partner institutions, not only helps researchers create data management plans but also inform researchers of resources and local support services available to assist with their data management planning needs.
Public DMPs which are created using the DMPTool and shared by their owners.
Sample NSF Data Management Plans from UC San Diego Libraries - Project-specific examples from successful proposals. | http://guides.lib.uiowa.edu/data/plans |
Zeroclock was founded in 2005 in Italy by Italian professionals specializing in information and communication technologies, as well as cybersecurity.
Since 2013, it has been headquartered in the United Arab Emirates in order to expand its operational area from Europe to the Middle East, Asia, and Africa, with offices in Italy, Oman, India, and Qatar.
The main components of our DNA are innovation, standardization, best practices, methodologies, an eye to operations, flexibility, client care and knowledge sharing,
About Zeroclock
Certifications
Code of Ethics
CONFIDENTIALITY
We are committed to maintaining the highest degree of integrity in all our dealings with potential, current, and past clients, both in terms of normal commercial confidentiality, and the protection of all personal information received in the course of providing business services concerned. We extend the same standards to all our customers, suppliers, and associates.
ETHICS
We conduct our services ethically and honorably and expect our clients and suppliers to do the same. Our advice, strategic assistance, and methods imparted through our training take proper account of ethical considerations, together with the protection and enhancement of the moral position of our clients and suppliers.
DUTY OF CARE
Our actions and advice always conform to the relevant law, and we believe that all businesses and organizations, including this consultancy, should avoid causing any adverse effect on human rights in the organizations we deal with, the local and wider environments, and the well-being of society at large.
CONFLICT OF INTERESTS
Due to the sensitive nature of our particular consultancy services, we generally try to avoid any dealings with competitor companies even after the cessation of services to our clients.
CONTRACTS
Our contract will usually be in the form of a detailed proposal, including aims, activities, costs, timescales, and deliverables. The quality of our services and the value of our support provide the only true basis for continuity. We always meet our clients’ contractual requirements, and particularly for situations where an external funding provider requires more official parameters and controls.
FEES
Our fees are very competitive, of high quality, tailored, and specialized services. As such, we do not generally offer arbitrary discounts; generally, a reduction in price is only enabled by reducing the level or extent of services to be delivered. That said, we always try to propose solutions that accommodate our clients’ available budgets and timescales. Wherever possible we agree on our fees and the basis of charges clearly in advance so that we both can plan reliably for what lies ahead, and how it is to be achieved and financially justified.
PAYMENTS
Our aim is to be as flexible as possible in the way that our services are charged. Some clients prefer fixed project fees; others are happier with retainers, and we try to accommodate what is best for our clients. We make no attempt to charge interest on late fees, so we expect payments to be made when agreed. Our terms are generally net monthly in arrears.
INTELLECTUAL PROPERTY AND MORAL RIGHTS
We retain the moral rights in, and ownership of, all intellectual property that we create unless agreed otherwise in advance with our clients. In return, we respect the moral and intellectual copyright vested in our clients’ intellectual property.
QUALITY ASSURANCE
We maintain the quality of what we do through constant ongoing reviews with our clients, in all aims, activities, outcomes, and the cost-effectiveness of every activity. We encourage regular review meetings and provide regular progress reports. This consultancy has been accredited under a number of quality assurance schemes. Further details are available upon request. We have many ISO certifications and compliance to assure that quality level.
PROFESSIONAL CONDUCT
We conduct all of our activities professionally and with integrity. We take great care to be completely objective in our judgment and any recommendations that we give so that issues are never influenced by anything other than the best and proper interests of our clients.
EQUALITY AND DISCRIMINATION
We always strive to be fair and objective in our advice and actions, and we are never influenced by our decisions, actions, or recommendations by any discrimination. | https://www.zeroclock.com/about-us/ |
governments, universities, and funders.
This statement places ethnographic research within the special clause on “academic expression” included in
Article 85(2) of the GDPR. This derogation has been designed to guarantee the critical social value of
humanities and social sciences research. We call on universities, funders, and academic institutions to fully
execute and implement this special clause in the case of ethnographic research.
1. Ownership: Ethnographic materials are coproduced by researchers and research participants and are
embedded in particular social contexts. A such, they cannot be fully owned or controlled by researchers,
research participants or third parties. The use of standard intellectual property licenses and protocols may
not apply to all ethnographic materials.
2. Archiving: In ethnographic research “data” are always part of a social relationship. It is not easily
reducible to a fixed and finished product. As such, it may not always be possible to archive or store research
materials. In other cases, the archiving of ethnographic materials will require specific technical features (e.g.
different roles for access, editing, sharing or privacy) not available in most institutional repositories.
3. Consent: Ethnographic participation in a social milieu can lead to situations and dynamics that are not
always controllable by researchers and for which it is not always possible (indeed, it is often impossible) to
obtain prior informed consent. Moreover, since research materials are never completely fixed, written
consent can never fully determine its future uses or interpretations as “data”. In contexts of violence or
vulnerability, written consent may violate research participants’ privacy and confidentiality, and even put
them at risk. For ethnographers, informed consent is an ongoing process.
4. Custodianship: Researchers have a scientific and ethical responsibility to preserve and protect the integrity
of ethnographic materials. This is a responsibility that is usually negotiated with research participants. These
forms of custodianship, caretaking or archiving cannot always be anticipated or pre-formatted.
5. Embargo: Researchers have a special duty to consider controlling third party access to ethnographic
materials and retain the rights of embargo and confidentiality over those materials that cannot be anonymized
or turned into data entries.
6. Public access and sharing: The collaborative nature of ethnographic research implies that ethnographers
have a special duty to consider requests by research participants (or their descendants) to share materials,
unless this actively and unnecessarily harms (some of) them. Ethnographers also have a duty to consider
appropriate ways of making research materials publicly accessible when this will not violate ethical
principles of ethnographic research. Making such materials accessible may require special technical features
not available in most institutional repositories.
footnotes:
1 This statement is based on the Leiden Statement on Data Management and Anthropology, as published in Pels et al.
(2018) Data Management in Anthropology: The Next Phase in Ethics Governance? Social Anthropology/Anthropologie
sociale 26/3: 1-23.
2 See the Principles of Professional Responsibility (2012) of the American Anthropological Association and the Ethical
Guidelines for Good Research Practice (2011) of the Association of Social Anthropologists.
3 For an example of a data governance framework for ethnographic research, see Corsín Jiménez, A. (2018) Data
Governance Framework for Ethnography v 1.0, Madrid: CSIC. | https://erkansaka.net/2018/12/18/european-association-of-social-anthropologys-statement-on-data-governance-in-ethnographic-projects/ |
standards for deciphering the difference between right and wrong. In addition,
they outline the difference behaviours that are acceptable or unacceptable.
To that end, it is important to consider
why ethical considerations assume much important in research. To begin
with, ethical standards safeguard the fabrication of data, thereby promulgating
the pursuit of truth and knowledge – the most important goal of research.
In addition, one of the most significant ethical considerations in research study
entails the utilisation of human subjects. In order to tackle these considerations,
most organisations have constituted an IRB (Institutional Review Board) which
refers to a panel of individuals who ensure that the human subjects in research
are protected. Meanwhile they also go a long way in making sure that human
rights are not breached at any stage. They carry out a review of the
research methodology within grant proposals to ensure the utilisation of
ethical practices. IRB also helps safeguard the institution as well as
the researchers against from the possibility of legal ramifications of any
behaviour which could be considered unethical.
Instances of
these matters include informed consent and voluntary participation. Following
such principles ensures that all human subjects participate on account of their
free will they re fully informed about the project’s procedures and any
potential hazards. Ethical standards also protect the confidentiality and
anonymity of the subjects.
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Protecting the
rights of institution: Because ethical considerations are so important,, many
professional agencies have adopted policies outlining ethical behaviour with a
view to guide researchers. These codes tackle issues like honesty,
objectivity, social responsibility, consideration for intellectual property
rights, non-discrimination and confidentiality, among others. These
policies and codes offer basic guidelines; however, researchers could be
confronted with issues which are not specifically outlined; this will necessitate
decision-by the researcher to avoid misconduct. Scientific integrity of
research: Ethical behaviour is very important for the purpose of carrying out collaborative
work as it encourages a culture of accountability, trust, and mutual respect
amongst researchers. All these facets become important when delving
deeper into issues pertaining to co-authorship, data sharing, and
confidentiality along with copyright guidelines. Researchers would do
well to ensure compliance with ethical guidelines to get the public to support
their research. The public must be assured that appropriate guidelines
are followed for conducting a research study, like animal welfare, human
rights, adhering to laws, health standards and safety, among others.
Handling these ethical issues significantly affects the project’s integrity and
can determine whether it obtains funding or not. | https://abodeoftheheart.org/in-pursuit-of-truth-and-knowledge-the/ |
4 Tips to Protect Your IP When Dealing With Clients in NZ
When dealing with clients, you are likely to be sharing intellectual property (IP). This occurs regardless of the market or industry you may work in. Naturally, you will want to be able to share your IP freely with your clients so that your business can expand and flourish. However, at the same time, you want to know that your IP is safe from being copied or exploited without your permission. This article will step through four tips so that you can continue to work with clients while being confident that you have protected your IP.
1. Identify Your IP
Firstly, when you are confident of your business’ own IP and its corresponding rights, you will be able to share your work with clients more freely. The first step to identifying your business IP is to understand it. There are many IP rights in New Zealand, namely:
- trade mark;
- patent;
- design;
- copyright;
- plant variety rights; and
- Māori IP.
It is a good idea to take time to figure out which of these your IP falls under before engaging with clients. Then, you will be able to build your IP rights and protect your IP correctly.
Your business’ IP assets will exist before any client relationship, so knowing what they are and how they function is crucial for protection later on.
In any client agreement, you need to clarify what IP you retain ownership of throughout the relationship. Differentiate your existing IP and any new IP you may develop for the client as part of the relationship.
2. Register IP Rights
Most IP rights are registrable with the Intellectual Property Office of New Zealand (IPONZ). You can apply to register IP assets with IPONZ to secure your rights and protections. IP rights grant you:
- the exclusive use of your intellectual property;
- rights to determine other use of your intellectual property; and
- legal protection.
Registration criteria vary, but the kinds of IP all require a degree of originality and uniqueness. As a result, if a client tries to steal your IP, it will be harder for them to do so if it is distinctive enough that they could not pass it off as their own.
Furthermore, some of these rights also provide you with the right to label your intellectual property. For example, you can label a registered trade mark with the ® symbol. When dealing with a client, be sure to use this ability so that they know what constitutes your IP.
In any contract with a client, lay out what registered protections you have, as well as inherent rights that may apply to your existing IP, such as copyright.
3. Licence According to Your Goals
Notably, you will need to balance your client’s wants with your own. For example, your client will likely want ownership rights over any new IP you develop for them. In most cases, the law will automatically grant them this ownership because they commissioned you to create something for them. However, if you want anything different, you need to negotiate this with your client in your contract.
A licence agreement allows an owner of intellectual property to permit others to use it without impacting their ownership rights. For example, you might use one with a client if you want to use each others’ existing IP. Crucially, you should set terms that let the client know what is appropriate behaviour with your IP, so that they do not damage your brand. You may also use one for clarifying any ongoing IP rights after your work ends.
For example, if you are developing software for a client, you may wish to retain ownership of the copyrighted code for use in other projects. So that the client can still use the software you develop for them, you may grant them a licence to use and commercialise the overall programme.
4. Protect Your Confidential IP
As part of your client relationship, you may share confidential IP with clients to complete what they have asked you to do. Sometimes you need to impart confidential information during the course of business, and you do not want the fear of exposure to stop you from expanding your business.
For example, if a client pays your bakery to make a cake but wants to see the secret recipe you would use, that recipe is confidential IP that may qualify as a trade secret.
A trade secret is a legal way to guard any information or material valuable to your business. A trade secret not only expressly implies confidentiality but also enforces it. When dealing with a client, implement protections for your trade secrets. You can apply trade secrets to things like a:
- formula,
- process,
- method; or
- information.
In your contract with a client, detail what relevant IP qualifies as a trade secret or confidential. This contract or clause must detail the confidentiality clearly so there can be no mistake between you and your client. If they breach confidentiality, then you can rely on contractual remedies to protect your IP interests.
Key Takeaways
You want to be confident when dealing with clients during the course of your business. Clearly identifying and protecting your background IP provides reassurance that you can prevent IP infringement. Additionally, when sharing IP with clients, you should consider licence agreements and confidentiality protections in contracts to set clear boundaries. If you need assistance with your IP, LegalVision’s IP lawyers can assist as part of our LegalVision membership. For a low monthly fee, you will have unlimited access to lawyers to answer your questions and draft and review your documents. Call us today on 0800 005 570 or visit our membership page.
Frequently Asked Questions
A trade mark that is not registered may still be enforceable and attract legal rights. To be considered valid, an unregistered trade mark needs to have a long-standing reputation in the market and be recognisable as your brand by consumers.
An assignment is the transfer of intellectual property and ownership rights to another party.
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Can I Legally Open an Online Liquor Store in NZ? | https://legalvision.co.nz/intellectual-property/protect-ip-clients/ |
Technology commercialisation is the process of introducing a new product on to the market. Once you develop an invention, we will work with you to move this towards commercialisation ("from the lab to the market").
The basic steps involved in the process is summarised below;
Experiments and observations made during research may lead to an invention with commercial potential.
The University of Ghana, in accordance with general law principles owns intellectual property under the following circumstances;
Please refer to the University of Ghana Intellectual Property Policy for more information on ownership of intellectual property.
Researchers are required to disclose an invention by completing an Invention Disclosure Form. The disclosure serves as an initial formal step to acquiring appropriate protection for the invention and provides information on;
A Guideline on Invention Disclosure has been developed to aid the process.
The completed form can be submitted by email to [email protected] or delivered to our office.
It is important that you contact us before an invention is disclosed publicly so we can take steps to protect it. A key requirement for patent protection is that the invention must be novel. This means information on the invention should not be publicly available in any form. You can present and publish details of your invention once a patent application is filed.
Click to download Checklist for Evaluation of Invention Disclosures
The Intellectual Property Committee will conduct an evaluation of the invention to determine whether or not it will be accepted for the purposes of protection and/or commercialisation.
Key considerations of the evaluation include;
Possible outcomes of an evaluation
Where a recommendation is made to protect the intellectual property, the University will engage the services of a patent attorney who will work with the inventor to draft a patent application and also provide technical expertise throughout the process.
The application will be filed at a National or Regional Intellectual Property Office. The costs associated with the protection of the technology will be borne by the University.
The application will be examined by a patent examiner to determine whether or not a patent will be granted. Thereafter the examiner may issue a Notice of Allowance to indicate a patent will be granted. On the other hand, an Office Action will be issued citing reasons why a patent will not be granted. An applicant has the opportunity to file a written response to an Office Action to rectify or address the issues. A patent may be granted once the examiner is satisfied the issues have been properly addressed.
On the average, it takes about three to four years for a patent to be granted. A patent is valid for twenty (20) years subject to the payment of annual maintenance fees.
In view of the huge costs associated with the patenting process, we regularly evaluate the commercial progress of the invention to determine whether or not to continue with the process. We will not pursue the protection of an invention whose commercial development is uncertain. We may also abandon a filing that cannot be commercialised.
Together with the inventor, we will develop a mutually acceptable plan for marketing and commercialising the technology. The plan will address issues such as
We will also adopt a number of approaches to identify potential licenses through
The University of Ghana will partner with investors, entrepreneurs, venture capitalists, companies, etc. to help bring the technology onto the market. Non-confidential and in some cases confidential customized profiles or information on the technology will be developed for targeted licensees.
It may take weeks or even months to identify a suitable licensee depending on factors such as;
A licensee will be selected based on its ability to commercialise the technology. In some cases, an established company with expertise in similar technologies will be chosen. In other cases, a startup company may be the preferred option.
A Non-Disclosure Agreement or Confidentiality Agreement will be put in place between the University and potential licensees to protect the confidentiality of an invention being evaluated by the licensee.
Where the licensee is interested in commercialising the technology, a licensing agreement will be reached with the University for further development and / or commercialisation of the technology.
The licensee is required to develop the invention into a commercial product or service and may request the support of the inventor in developing the technology further. This may assume the form of a consulting relationship with the inventor, sponsored research, etc.
Net revenue/royalties accruing from commercialisation would be distributed as follows;
i. The inventor receives forty percent (40%)
Where there is more than one inventor, this will be distributed equally among them unless otherwise indicated.
ii. The remaining sixty percent (60%) is allocated as follows:
Inventors are personally responsible for complying with any tax and other obligations associated with the receipt of their share of income.
If the licensee is unable to commercialise the invention successfully, the University will terminate the license. The University will then license the rights to the invention to another licensee.
These steps may vary sequentially and can occur simultaneously. | https://www.ug.edu.gh/tdtc/technology-commercialisation |
What Happens at a CPOMC Support Meeting?
The meeting is guided by a certified facilitator. These are support, sharing and caring meetings. They may be topic driven; such as discussion about the grief process, the criminal justice system, or any topic that a member may feel the need to discuss. Periodically a guest speaker will be invited working in the field of victims' rights, the legal field or other support services, which provide assistance to survivors of homicide victims.
The facilitator will explain the meeting guidelines, followed by the statement of the participants' "Code of Confidentiality and Conduct". This Code is the cornerstone to ensuring a safe environment and the freedom for membership discussions.
The meetings are two hours in length, and will conclude on time. However, any member feeling distressed will be encouraged to stay after the session ends. Additional support in the form of direct peer support will be arranged.
Code of Confidentiality and Conduct
Canadian Parents of Murdered Children and Survivors of Homicide Victims Inc. (CPOMC)'s Code of Confidentiality and Conduct defines the obligations and responsibilities of each person attending CPOMC support meetings.
The Code of Confidentiality and Conduct is the cornerstone to providing and encouraging trust for the sharing of personal information, relating to the death of our loved ones.
The Code of Confidentiality and Conduct is paramount to avoid the inappropriate disclosure of information that could possibly impact an individual's privacy and/or compromise any investigation or judicial process.
As survivors of homicide victims, we are here to help not hurt each other, and in that vein we ask that our conduct is one of respect for each participant's personal beliefs, religious beliefs and opinions, and that we refrain from using offensive or inappropriate language.
Confidentiality and trust is the foundation of CPOMC's support meetings and the content must not be discussed or expressed at the level of press, radio, television, media publication, or social network.
The Mourner's Bill of Rights
- You have the right to experience your own unique grief.
- You have the right to talk about your grief.
- You have the right to feel a multitude of emotions.
- You have the right to be tolerant of your physical and emotional limits.
- You have the right to experience "grief-bursts."
- You have the right to make use of ritual.
- You have the right to embrace your spirituality.
- You have the right to search for meaning.
- You have the right to treasure your memories.
- You have the right to move toward your grief and heal.
By Alan D. Wolfelt, Ph.D.
Do I Need to Attend All Support Meetings?
No, some members will attend meetings regularly, while others attend infrequently or maintain contact primarily by phone.
Note: We are a support group of parents and survivors of homicide victims helping each other; we are not a professional therapy group. The common bond is the unique grief that we all share.
As members help one another by sharing their experience, feelings and insights and by allowing others to do the same, their grief and our grief is somewhat lessened.
The group is sustained by members who have made progress in their evolution through the aftermath of murder and the unique grief process associated with homicide. These members continue to participate with the group to give their support to the newly bereaved survivors.
Your first meeting may be the hardest, but when you meet other people who have had a similar tragedy, you will find comforting, non-judgemental and compassionate support and understanding, in a safe place where your feelings and experiences can be shared.
Support meetings are for ADULT survivors of homicide (18 years of age or older). The nature and subject matter of support meetings are not suitable for children. CPOMC does not currently have a program to address the needs of children survivors of homicide victims. However, it is a priority to develop an appropriate youth support program. Younger survivors and siblings very often do not vocalize their feelings, but suffer their own immense grief in silence. Please see Sibling Grief. | https://www.cpomc.ca/about/support_meeting.shtml |
The incumbent is responsible for the direct supervision of non-supervisory personnel. The incumbent is responsible for managing employees in more than one department or function. The incumbent directly supervises, mentors and manages full–time employees, part-time employees and students in a placement program. They have input into discipline, hiring, or firing decisions within the established guidelines.
KEY RESPONSIBILITIES:
Service Responsibilities
- Responsible for preparing staff schedules and ensuring appropriate 24/7 staffing at all times, approving staff absences (i.e., vacation time), and submitting time sheets.
- Prepare and submit reports, assist in the preparation for funding proposals, program evaluations and/or business plans as requested by internal or external sources; maintains confidentiality of all client and staff records and statistical data.
- Plan, develop and revise policies, protocols, and day-to-day operating procedures for all areas of program operations in compliance with Government and The Salvation Army Standards including accreditation requirements in consultation with the Executive Director.
- Network with TSA, non-Salvation Army, government, and community providers to coordinate resources for the benefit of clients and program.
- Liaise with and attend interagency meetings of agencies involved with service to the Homeless in the Greater Hamilton area.
- Develop and recommend new programs in response to changing community/client needs for consideration by the Executive Director and management team.
- Assist the Executive Director with ongoing strategic planning to ensure programming reflects client needs.
- Direct all aspects of the program operations in accordance with the mission and values of The Salvation Army and Hamilton Booth Centre.
- Has input into and/or participates in preparing budgets with respect to the departmental budget.
- Prepare, analyze, submit, and act on incidents and occurrences reports.
- Listen and attempt to resolve all client complaints and monitor conduct.
- Monitor bio/psycho/social health concerns of clients.
- Work collaboratively with the Chaplain to develop an integrated holistic approach to client needs.
- Ensure all records relating to casework are accurate and timely, and that confidentiality is maintained.
- Prepare qualitative and quantitative operational reports as requested; develop quality assurance standards and measurements.
- Ensure accurate statistical data is collected on a daily basis and provide monthly and annual statistics on program services to the Executive Director in a timely manner including cold and heat alert data.
- Provide accurate and up-to-date information on appropriate community resources.
Human Resources
- Participate in hiring, orientating, training, evaluating, disciplining, and terminating in consultation with the Executive Director or designate.
- Select, orient, train, and evaluate students doing placements at Centre.
- Develop strategies and recommendations for program staff development.
- Ensure that all employees maintain any mandatory training or certification; identify any training needs.
- Provide direction, support and team leadership to program staff so that they may develop and to ensure that they work together to achieve the purpose of the organization.
- Conduct regular supervision with staff, complete regular performance evaluations and appraisals with staff.
- Prepare, post, and maintain all departmental staff work schedules for those supervised.
- During shift, provide support and supervision of staff concerning crisis intervention, as required to ensure the safety of residents and staff; responds initially to resident grievances and supervise staff completing agency security checks.
- Provide support in recording resident/client, staff grievances as necessary.
- Identify staff training requirements and make recommendations regarding staff development for those supervised.
- Schedule and chair staff meetings.
- Adhere to the Collective Agreement.
Organizational Responsibilities
- Develop an understanding of the Mission of The Salvation Army in Canada and its implications as related to position responsibilities.
- Maintain confidentiality in all matters pertaining to clientele and coworkers of The Salvation Army Hamilton Booth Centre.
- Adhere to standards that are consistent with the values and philosophy of The Salvation Army and Hamilton Booth Centre.
- Be familiar with and ensure adherence to the agency’s policies and procedures.
- Participate as an active and responsible team member.
- Represent the organization in a professional and engaging manner.
- Participate in supervision and performance appraisal process.
- Work in compliance with OH&S Act and Regulations and abide by The Salvation Army’s health and safety policies and procedures.
- Serve actively as a member of the management team for the Centre.
- Hold regular staff meetings with staff.
- Treat the property of The Salvation Army with due care and caution.
- Be familiar with and adhere to the Collective Agreement.
- Be familiar with and ensure adherence to The Salvation Army and Hamilton Booth Centre policies and procedures.
- Represent the Hamilton Booth Centre on various committees as determined by the Executive Director.
- Identify, evaluate, and plan for resources in response to the changing needs of the Hamilton Booth Centre.
- Participate in ongoing professional development and training.
- Lead by example, by demonstrating a positive attitude, a strong work ethic and a willingness to learn and be flexible in the face of change.
- Participate in ongoing professional development and training.
Health and Safety
- Monitor staff safety practices in compliance with health and safety standards, and prepares, submits, and acts on incident reports; provide calming intervention as required ensuring the safety of everyone.
- Monitor compliance with health and safety legislation, provide advice, make recommendations and improvements, and may assist with the development of company policies/guidelines as it relates to health and safety.
- Responsible to maintain a level of competency and understand Sections 25 and 26 of the Occupational Health and Safety Act (OHSA).
- Ensure that the measures and procedures prescribed (OHSA) are carried out in the workplace and that every reasonable precaution is taken for the protection of the worker and workplace.
- Responsible to work in compliance with the Ontario Health & Safety Acts and Regulations.
- Responsible to work in a manner as required by the employer and use the prescribed safety equipment.
- Supervision of the Early and Safe Return to Work Program as required.
- Ensure that proper procedures are followed in the event of a workplace injury or illness, conducting incident investigations when required.
Perform other duties as required.
WORKING CONDITIONS:
This is a temporary full-time position with 40 hours per week. Flexibility in scheduling is required. The work schedule is determined in consultation with your supervisor and may vary according to requirements of responsibility. Applicable shifts include a ½ hour unpaid meal break.
- May work with potentially aggressive clients.
QUALIFICATIONS AND EDUCATION REQUIREMENTS:
- Requires completion of university degree or equivalent, a social work degree preferred.
- First Aid and CPR Certification.
- Valid Ontario Class “G” Driver’s license, own vehicle and insurance, a copy of a current driver’s abstract that is satisfactory to The Salvation Army, in its sole discretion, is required.
- Alternative combinations of education and experience may be considered.
EXPERIENCE AND KNOWLEDGE:
- Minimum of three (3) years of prior related experience, including, experience in a specialized social services program, inclusive of some supervisory experience and experience communicating orally and in writing.
- Experience in planning and managing successful community development initiatives, particularly those involving multiagency collaboration in the non-profit sector is preferred.
- Experience in volunteer management is an asset.
- Experience/working knowledge in word processing; spread sheet use.
SKILLS AND CAPABILITIES:
- Strong oral and written communication skills.
- Self-motivated and disciplined.
- Strong relationship-management skills in a unionized environment.
- Ability to lift/move 40 lbs.
- Adaptability: Demonstrate a willingness to be flexible, versatile and/or tolerant in a changing work environment while maintaining effectiveness and efficiency.
- Behave Ethically: Understand ethical behaviour and business practices and ensure that own behaviour and the behaviour of others is consistent with these standards and aligns with the values of the organization.
- Build Relationships: Establish and maintain positive working relationships with others, both internally and externally, to achieve the goals of the organization.
- Communicate Effectively: Speak, listen, and write in a clear, thorough, and timely manner using appropriate and effective communication tools and techniques in both one-on-one and group settings.
- Creativity/Innovation: Develop new and unique ways to improve the community-based programming and to create new opportunities.
- Focus on Client Needs: Anticipate, understand, and respond to the needs of internal and external clients to meet or exceed their expectations within the organizational parameters.
- Foster Teamwork: Work cooperatively and effectively with others to set goals, resolve problems, and make decisions that enhance organizational effectiveness.
- Lead: Positively influence others to achieve results that are in the best interest of the organization.
- Make Decisions: Assess situations to determine the importance, urgency, and risks, and make clear decisions which are timely and in the best interests of the organization.
- Organize: Set priorities, develop a work schedule, monitor progress towards goals, and track details, data, information, and activities.
- Plan: Determine strategies to move the community-based programs forward, set goals, create, and implement actions plans, and evaluate the process and results.
- Solve Problems: Assess problem situations to identify causes, gather and process relevant information, generate possible solutions, and make recommendations and/or resolve the problem.
- Ability to undergo applicable screening and background checks successfully that are satisfactory to The Salvation Army, in its sole discretion (i.e., The Salvation Army Abuse Registry) and provide an original copy of a Background Check with vulnerable sector screening.
- Ability and willingness to develop an understanding and support for the mission and purpose of The Salvation Army in Canada and its implications as related to position responsibilities.
Please include the Job Title and Ministry Unit in the email subject line
In support of our commitment to a healthy and safe workplace and community, The Salvation Army (TSA) has a vaccination requirement for all employees in Canada. The successful candidate will be made an offer of employment on the condition of being fully vaccinated against COVID-19 and will be required to provide proof of full vaccination, prior to their employment start date. The requirement to be fully vaccinated is subject to provincial/territorial human rights legislation. If the candidate is unable to vaccinate for a reason protected by the Human Rights Code, a request for accommodation can be submitted and written proof satisfactory to TSA will be required.
The Salvation Army offers accommodation for applicants with disabilities in its recruitment process. If you are contacted to participate in an interview or screening process, please advise us if you require accommodation.
We thank all applicants, however, only those candidates to be interviewed will be contacted.
You must advise your managing supervisor of your intentions prior to submitting your application. | https://salvationarmy.ca/blog/jobs/temporary-full-time-program-manager-2/?lang=fr |
An international group of stem cell scientists, bioethicists and experts in law and public policy have called urgently for specific measures designed to counter secrecy and self interest. The recommended measures focus on the sharing of data, materials and collective management of intellectual property related to stem cells.
In a consensus statement, the Hinxton Group - so named for the British city where members first met in 2006 - lists five recommendations about data and materials sharing in a field in which patenting and other proprietary claims threaten to slow progress and steer the focus toward big profits rather than advancing public health.
"Progress in human pluripotent stem cell science has been incredibly rapid over the last 12 to 13 years," says Debra Mathews Ph.D., assistant director for science programs at the Johns Hopkins Berman Institute of Bioethics and a member of the Hinxton Group's steering committee.
"The science has moved so fast that there hasn't been much opportunity for the field to develop or reflect on norms or standards for sharing data and materials," Mathews adds, "or to engage in the sorts of collective action now needed in the field to allow both basic and translational science to move forward, and for society to see benefits in the form of new therapies and treatments."
The Hinxton Group - formed by the Berman Institute's Stem Cell Policy and Ethics Program - issued its recommendations today at a panel discussion about obstacles to openness in stem cell science. The event, held at the headquarters for the American Association for the Advancement of Science, was co-hosted by the bioethics institute and AAAS.
Mathews says the "concrete and actionable" steps called for in the statement require the concerted effort of researchers and their institutions, funders, members of industry and government agencies.
Establish two central, publicly available databases that would ease the sharing of information vital to scientific progress. One database would include information on all stem cell lines being used in research worldwide. The other would be a central hub for accessing information about stem cell intellectual property rights. Both resources would link to and build on similar registries already in existence.
. Encourage, support and coordinate an international network of stem cell banks and human tissue and cell repositories. The network would catalyze standardization, coordination and expansion of what is now a patchwork of inconsistent bio-banking and sharing practices.
Develop and institute incentives for data and materials sharing through publication, participation in information hubs and other mechanisms. Under this guideline, funders, research institutions and scientific journals would insist researchers submit their data to these "hubs," and that enough information - and materials, where appropriate - would be shared to allow other researchers to evaluate and replicate published work.
Explore options for formal collaborative networks and mechanisms such as patent pools and patent brokering. When collective management of intellectual property can move the field forward, such arrangements could ease growing fears of patent infringement and crippling lawsuits.
Adopt licensing practices and patent policies that promote fair, reasonable and non-discriminatory (equitable) access to knowledge and health-care applications. Licensing should follow recommendations endorsed by other professional societies, such as the recommendation to reserve research rights for non-profit institutions and promote access to novel technologies that can help meet critical health needs in both developing and developed nations.
The statement calls on technology-transfer offices at government-funded research institutions to make public their stem cell intellectual property rights. The group also urges patent offices and key policymakers to reassess whether current standards for granting stem cell patents are appropriate.
While acknowledging that intellectual property rights can help ensure financial return on the much-needed private investments that fund much translational research, the Hinxton Group says its recommendations aim to uphold overriding societal goals at the same time. "We believe that licensing practices in the biological sciences should reflect the goal of global justice," the group states in the document, "borne out of a human dignity common to all and a universal commitment to reduce suffering."
Pena, Michael. "Recommendations Issued To Counter Patent, Proprietary Barriers To Sharing Stem Cell Data." Medical News Today. MediLexicon, Intl., 26 Jan. 2011. Web. | https://www.medicalnewstoday.com/releases/214676.php |
Best practices in Research Data Management promote research integrity and collaborative opportunities. A Data Management Plan ensures data security, accessibility and validation of results.
This guide was developed by Katina Toufexis and Felicity Renner. Guide and image content was provided by Katina Toufexis. Graphic design and advice was provided by Jon Steingiesser and Christopher Hotinski.
In preparing this guide, information was gathered from numerous Research Data Management guides available in this area. Our thanks go to our colleagues in the Research Data Management community.
Under LibGuide agreements the material in this guide can be shared within the LibGuide community. The material may also be re-used for non-commercial purposes beyond LibGuides however we would ask for acknowledgment and notification from the user.
Please note that The University of Western Australia is not responsible for the content of any external links within this LibGuide.
Access the UWA Research Repository and upload your datasets yourself.
This is an example of a dataset record in the UWA Research Repository.
The UWA Research Repository can provide you with a DOI and PlumX metrics for your dataset.
You can also assign a license to your data in the UWA Research Repository.
What are your data storage options?
UWA's Institutional Research Data Store provides storage for your data.
This is a long-term storage solution for your research data.
Prior to the commencement of a project, researchers are encouraged to document their Research Data Management Plan.
This guide provides detailed information to support researchers in managing and recording their research data procedures regarding ownership, collection, organisation, storage, backup, retention, disposal and access.
3.6 In all cases, The location and management arrangements for research data must be documented in a Data Management Plan stored in the University's records management system (TRIM).
3.7 Research data related to publications must be available for discussion with other researchers. The availability of such data must be recorded and managed through the UWA Research Repository. The six Creative Commons version 4.0 licenses recommended in AusGOAL are the preferred licenses to be used for Open Access. CC-BY is used wherever possible for sharing research data.
Effective data management will ensure the responsible conduct of research in several keys areas which are outlined in the diagram below.
Helps researchers meet the requirements of the Australian Code for the Responsible Conduct of Research which was developed jointly by the National Health and Medical Research Council (NHMRC), the Australian Research Council (ARC) and Universities Australia.
Meets the requirements of UWA and national policies and guidelines.
Prepares researchers for the expected future changes in Australian funding agency requirements in relation to research data management following overseas trends.
Meets the requirements of publishers such as Nature Publishing Group and Science who have data sharing policies which require good data management strategies.
Improves management of data and the research process.
Encourages systematic documentation and descriptions of the research data.
Provides guidelines and procedures ensuring consistency.
Ensures confidentiality and ethical compliance.
Guarantees legal compliance to intellectual property rights such as copyright.
Allows researchers to validate and verify published results.
Enables collaborative research opportunities thereby increasing the potential scale and scope of research.
Prevents duplication of research within a particular field.
Allows data sharing and future use when the data is preserved in retrievable formats.
Increases citations for the researcher.
Allows for data replication or reproducibility.
Increases the accuracy or reliability of the data.
Best practices in research data management should be applied in all phases of the research lifecycle to ensure that research data is secure, accessible and reusable into the future.
UWA offers a suite of services which aim to help researchers meet funder and publisher requirements in terms of data storage and access.
This Piers Video Production documentary, Digital Curation Centre: Managing Research Data, offers an insight into the importance of providing access to research data and the risks of not managing data effectively.
Prior to the commencement of research activities the cost of research data management must be included either for the research data management plan, or for funding applications.
Pricing is required for necessary resources needed to complete each step of the Research Lifecycle.
The UK Data Archive's Acitivity-based data management costing tool for researchers is a useful tool for costing data management. | http://guides.library.uwa.edu.au/RDMtoolkit |
WIKIMEDIA, AMAGERThe Parker Foundation, a philanthropic organization created by Napster cofounder Sean Parker, is giving a big boost to cancer research, with a $250 million donation meant to increase collaboration among scientists and institutions focused on immunotherapy research. The foundation announced its plan to launch the Parker Institute for Cancer Immunotherapy today (April 13).
The researchers and institutions will share data and intellectual property on innovations that arise from the Parker Foundation-funded work. “The Parker Institute’s goal is to accelerate the development of breakthrough immune therapies capable of turning cancer into a curable disease by ensuring the coordination and collaboration of the field’s top researchers, and quickly turning their findings into patient treatments,” Parker said in a statement.
The Silicon Valley billionaire had previously donated considerable sums to other cancer research programs and other life-science projects. “[Parker] has the twinkle in his eye of a first-year grad student when I start to talk about immunotherapy,” Lewis Lanier, the immunologist who is head of a new Parker Institute at UCSF, told MIT Technology Review. | https://www.the-scientist.com/the-nutshell/napster-cofounder-launches-cancer-initiative-33713 |
A minimal web presence, if any, is not maintained by our organization. Word of mouth has been our best advertiser; additionally SLI guarantees all those it is contracted with, ABSOLUTE PRIVACY & CONFIDENTIALITY in both offline and online interactions thusly negating the need for an online presence to be maintained.
SLI's Focus Markets Are:
Public Sector (non-disclosure),
Private Business Operations Analysis and Audits that include Forensic Financial Reviews for the purposes of ensuring compliance with all local, national, and in some cases international law as applies,
SLI provides Technology Security Auditing Services in addition to being an Engineering Consultancy that Assists in Low Cost Building Modernization that Reduces Utility Dependence and Environmental Impact while Ensuring Compliance with ALL Building Code Regulations and Laws.
Additionally; SLI also offers Intellectual Property Services for both the purposes of legally registering Intellectual Property and Making Appropriate Use of Technology to Maintain the Security of Intellectual Property. | https://forums.iis.net/members/StepLadder%20Inc.aspx |
Our Learning Development Plan is reviewed annually to enable the headteacher, leadership team, governors and the MAT trust board to analyse how well the school is doing and to identify areas where improvements are needed. Our plan is based on an action-research model and is underpinned by the key questions that we are trying to answer following a detailed analysis of recent outcomes for the children in our school.
2019/20 was a unique school year which highlighted the following key questions and areas for improvement. These areas form the four key priorities for our current 2020/21 Learning Development Plan.
Quality of Education
Priority 1 – To refine our curriculum design, ensuring a clear focus on recovery, intent and planning for skills progression across all subjects.
Why? – We offer a unique and diverse curriculum but do we clearly articulate how our curriculum is designed and why? In 2018/19 we began to explore the introduction of Harmony principles within our curriculum. It became evident that these provided a powerful tool to ensure that the intent behind our curriculum was clear and that there was a meaningful and logical link between subjects and children’s wider learning experiences Outcomes for children include awe, wonder and a focus on resilience through a greater understanding of their place within the natural world. At a time when this learning is more relevant than ever, we want to ensure that we share this with you more clearly.
Desired Outcomes for Children – Pupils are excited by learning in its many and varied forms. All children, including the more able and disadvantaged make at least good progress with the majority making better progress. All children access a broad, balanced, bold and courageous curriculum.
How have you influenced this area of development? – Feedback from our parents in July 2019 indicated that the curriculum that we provide and our targeted provision for children with specific needs are highly valued across our community. Parents demonstrated a significantly proactive engagement with Harmony during our lockdown assemblies which needs to be sustained. We want to ensure through strong leadership that we remain ambitious in the design of our learning experiences and that our programme for professional development equips all staff with the skills needed to sustain such a valued, effective and stimulating curriculum, underpinned by strong shared values and principles which are understood by all.
Priority 2 – To further develop our understanding of what constitutes outstanding teaching and learning, with a particular focus on our provision for maths and reading and the impact of lockdown.
Why? – We know that in order to increase the proportion of ‘outstanding’ teaching and learning in our classrooms we need to ensure that further research-focused professional development opportunities are available to all staff so that no child is left behind and that the most able pupils are challenged to deepen their thinking and reasoning skills. Reading has been prioritised to allow pupils to access the full curriculum offer, and our excitement about the success of Maths No Problem is now being translated into other curriculum areas. We want to truly understand the impact of lockdown on children’s learning and ensure that outstanding classroom provision meets the needs of all learners, both in school and remotely.
Desired Outcomes for Children – All children will access high quality, targeted and effective teaching and learning which is underpinned and informed by robust, accurate assessment data. The progress gap for disadvantaged boys will narrow and all children will benefit from greater parental engagement and a refined focus on establishing ‘equity’.
How have you influenced this area of development? – Following feedback in July 2019, it is clear that some parents feel that communication around pupil progress could be improved. The use of remote learning and virtual contact during lockdown was welcomed by many parents as a means of effective communication between school and home, and the learning from this has been significant.. We want all parents to feel confident in knowing how best to support their children’s progress and to engage in a regular learning dialogue and will be promoting this through the development of a number of virtual projects this year.
Behaviour and Attitudes / Personal Development
Priority 3 – To finalise our whole-school Behaviour / Relationships policy following the introduction of ‘Steps’ and the development of a mental health and wellbeing strategy.
Why? – Although we are confident in our use of effective behaviour management techniques in school we are increasingly aware of how these may differ to what parents perceive as ‘discipline’. As a school we are facing an increasing number of challenges linked with mental health and wellbeing issues within children and their families, particularly as a result of a global pandemic. We now need to ensure that our behaviour / relationships policy reflects our research in this area, our focus on therapeutic behaviour management, our expectations of all staff and that this is communicated well to parents.
Desired Outcomes for Children – Pupils’ impeccable behaviour is consistently evident outside as well as inside lessons. Skilled and consistent therapeutic behaviour management is evident from all staff groups and all stakeholders are able to articulate the key principles of our whole school ‘Relationships’ ethos.
How have you influenced this area of development? – Feedback from our parents in July 2019 indicated that although parents felt that behaviour was good overall many of our parents said that they didn’t know what the school did, particularly in terms of anti-bullying strategies as their child had never been bullied. We hope that through further development of this work there will be a greater level of communication about our policy and approach, and a shared understanding of our mental health and wellbeing strategies and how these can be used to support families at a time of significant challenge.
Leadership and Management
Priority 4 – To evaluate and revise our whole-school Behaviour policy in the light of the changing nature of the base and our focus on the development of a mental health and wellbeing strategy.
Why? – Recent years have seen a significant shift in the focus of leadership within our school. Further work is now needed to ensure that these improvements are sustained and that within the structure of the Wessex MAT, both middle leaders and governors begin to play a more significant role in securing accountability within specific focus areas across the school.
Desired Outcomes for Children – The Wessex MAT, Governors and middle leaders make an effective contribution to the overall leadership and management of the school leading to improved quality of teaching and outcomes for pupils.
How have you influenced this area of development? – Your feedback in July 2019 indicated that 99% of you were confident in the leadership and management of the school. We are incredibly proud of this and want to ensure that this is sustained. As we now establish our place within the Wessex MAT we hope that parents will quickly realise the ambition and impact of this decision.
To read our Learning Development Plan in detail please click here. | http://www.damers.dorset.sch.uk/about/learning-development-plan-2020-21/ |
At AKQA, we believe in the imaginative application of art and science to create beautiful ideas, products and services. With an entrepreneurial and collaborative approach, we design brand and customer experiences that capture the imagination, delivering impressive returns for our clients.
From our location in San Francisco's SOMA district—the epicenter of the Bay Area's technology industry—AKQA offers our staff the opportunity to produce meaningful work for world-class companies in one of the world's most vibrant and beautiful cities.
As a Program Client Lead on the AKQA team in Sunnyvale, you will acutely understand our Client's Business, AKQA's client process, client team skills, and financials. The Program Client Lead will be responsible for the overall relationship with the senior clients, as well as the management of a multidisciplinary team. This role is also responsible for the financial reporting and account status updates, overseeing onboarding and training and providing guidance/management to support AKQA's on-site manager already in place on the team. Additionally, this role will be able to confidently address Program and Account needs at all levels.
ROLE REQUIREMENTS
- Experience in program and client management within an agency, embedded client-team experience highly desired
- Experience in resource and traffic management, with understanding of operations and processes of large organizations
- Manage large multi-disciplinary teams within an agency
- Deliver detailed and accurate account, financial, and resource reports on a regular basis
- Establish strong relationships with lead clients
- Refine operations infrastructure and processes to better manage on-site team and establish new processes as needed
- Support and manage the on-site manager (junior) while they onboard multidisciplinary staff
- Interact with clients regularly, as well as set up and attend recurring client meetings
- Use AKQA's and clients' software and systems to keep track of people and progress
- Manage and monitor on-site team and subcontractors to ensure quality and guidelines are maintained
- Ensure a collaborative ‘One Team’ approach comprising both client and agency representatives
- Resolve all client and team issues in a positive solutions-oriented way, while maintaining strong financials
- Act as a discipline lead for producers on the account, screen candidates for open roles within the producer discipline, provide career management/ feedback, and reviews for 8 direct reports
QUALITIES AND CHARACTERISTICS
- Ability to manage the big picture whilst coordinating the resource and operational needs of the account
- Rigorous in organization and management, conscientious and adept in solving issues at all levels
- Ability to inspire, support, and understand the interplay between people, processes, and systems
- Ability to mentor and guide team members
- Sharp attention to detail and a drive for perfection
- Excellent analytical and numeracy skills
- An optimistic, calm, charismatic personality, excellent taste, an eye for design, and empathic, thoughtful nature, combined with a modern, professional, polished demeanor, great style, and a good sense of humor
AKQA is an Equal Opportunities Employer, we believe that diversity is vital to AKQA’s ability to provide our clients with the best recommendations and are committed to fostering a varied and inclusive work environment. Your race, colour, ancestry, religion, gender, gender identity, national origin, sexual orientation, age, marital status, disability or veteran status have no bearing on our hiring decisions. If you have a disability or special need that requires accommodation, please let us know.
About AKQA
About us The imaginative application of art and science. AKQA is home to 2,100 professionals in 23 studios across the USA, Europe, Asia, and Australasia.
Want to learn more about AKQA? Visit AKQA's website. | https://uncubed.com/jobs/akqa/job/292115-program-client-lead-sunnyvale |
RTA Senior Litigation Solicitor
Turner White Solicitors are a successful niche Legal Practice with our head office based in Preston offering a range of legal services to our clients. Due to continued growth we are seeking an experienced RTA Litigation Solicitor to join our expanding team as Manager of Litigation.
Minimum Requirements
- Minimum 3 years PQE Solicitor
- Experience in handling/running litigated case load of Fast Track and Multi Track Personal Injury Claims
- Minimum 1-year management/team leader experience
Job Description
Experienced litigator required to manage the litigation team.
Candidates must have at least 4 years’ experience and be able to demonstrate the equivalent level of skills and desired competencies within Personal Injury Litigation. This opportunity offers excellent potential for career progression for the right candidate.
The successful candidate will be expected to:
Manage a team of Litigators handling primarily Fast Track RTA litigated matters including:
- Monitoring the caseload/workload of team members distributing files or tasks and dealing with capacity planning
- Creating and managing case plan
- Maximising the personal development of team members and identifying training needs ensuring that post training evaluation takes place
- Providing an ‘environment’ where team members feel motivated
- Continuously improving the quality of work in the team, conducting audits as required by administrative policies and procedures, giving feedback to team members and drafting and implementing improvement plans
- Monitoring weekly and monthly financial management information of the team and team members and managing performance of team members against Key Performance Indicators
- Preparing for and conducting Team Meetings, including disseminating information from Team Leader or Departmental Meetings.
- To ensure compliance with the SRA Code of Conduct 2011
We offer: | http://turnerandwhite.co.uk/career/rta%E2%80%AFsenior-litigation-solicitor/ |
Do you have what it takes to inspire others?
We have an exciting opportunity for an experienced and talented IQA for Residential Childcare to join our incredibly successful team. You must have occupational competency to deliver up to Level 5.
As an Internal Quality Assurer you will be responsible for reducing risk to the centre by monitoring all teaching, learning and assessments activities that we undertake as a training provider. Focus will be upon improving the teaching and assessment practice of our delivery team and ensuring a positive learning journey for all our learners.
Our Vision
To be the first-choice provider for skills and training in the sectors we serve.
Our Mission
To develop world class professionals with the knowledge, skills and commitment to deliver exceptional care.
Your Mission
This is a summary of your job with us but as part of our team we expect that you will undertake other reasonable duties to ensure that our Training Company is always the best it can be in line with our Core Values.
Key Outcomes
· Conduct both interim and final quality assurance activities in line with our sampling strategies.
· Coach, observe and develop field based staff and give feedback to support the quality of teaching and learning.
· Plan, deliver and evaluate regular standardisation activities for all field based staff in sector area.
· Liaising with colleagues in the operations team to support the delivery of qualifications and standards.
· Develop resources and activities to support the delivery of learning and capture assessment.
· Ensure development coaches assessment is RAG rated regularly to support and further develop practice.
· Plan, deliver and evaluate best practice sessions in a variety of areas to support development coaches’ practice.
· Liaise with Area Team Leaders to develop action plans for development coaches who may need additional support.
· Monitor, provide feedback and make recommendations of the CPD for development coaches.
· Take a lead in External Quality Assurance activities in your own sector area.
· Conduct mock end point assessments for learners to ensure gateway readiness.
· Drive and promote continuous quality improvement and outstanding teaching and learning.
· Be enthusiastic and proactive in developing own skills within the workplace.
What you will bring to the role (requirements)
· IQA qualification (or willing to work towards)
· At least 2 years post qualifying experience as an assessor
· Relevant level of qualification in area of Internal Quality Assurance (ideally two sector areas)
· Excellent written and verbal communication skills
· Have flexibility and be able to work to tight deadlines
· Organised and able to manage multiple activities
· Be willing to travel UK wide and attend regular meetings
· Provide training and additional support to learners and complete timely reviews of progress against targets
· Be responsible for maintaining all records online and paperwork in line with funding and awarding organisation requirements. | https://busybeestraining.co.uk/join-the-team/iqa-residential-childcare |
Now, as we inch closer to prepare for offline schooling, we must identify the best advantages of technology and integrate these with traditional classroom teaching to maximise the learning process. In essence, we need to create a robust model of hybrid education that ensures students are aided and helped at every step of their school journey.
Before designing a hybrid
Step 1: Introduction to a concept
Step 2: Relevant study material and content to build familiarity with the concept
Step 3: Practice material with varying levels of difficulty to learn ways to apply the concept
Step 4: Doubt clarifications to refine learning and undo misconceptions
Step 5: Assignments/tests to gauge the level of proficiency a student has achieved
Step 6: Analysis and feedback from teachers for all previous steps
Once this module is identified, we can lay out a framework of hybrid learning and determine the best combination of tools and practices for each step of the process. It is also important to understand the most beneficial time to adopt synchronous learning (face-to-face/group interaction in a physical/online setting) and for asynchronous learning (individual/self-paced).
For instance, at the level of concept introduction, it is better to have a synchronous approach, where teachers can clearly set out learning outcomes, observe, and gauge the level of comprehension. This will help students benefit from discussions with peers and teachers. While a physical classroom is the best option for these discussions, in case of special circumstances such as the current pandemic, online classrooms can also be adopted.
The same logic applies to group discussions, assignments, presentations, and doubt clarifications. All these aspects of learning are enhanced by physical interactions between students and teachers. The feedback is in forms of both verbal and non-verbal cues, which is continuously integrated into the learning.
Asynchronous learning is best suited for steps wherein a student must think critically about a concept as well as internalise its meaning and application. Here, access to technology can enhance the entire learning experience. For instance, study material and content can be customised to the learner’s preference (video/audio/activity-based) and can be accessed at their convenience.
Similarly, adaptive learning technology and analytics can be deployed in practice questions and mock tests to help students progress steadily without losing motivation. Through this, teachers are also given an accurate report regarding the student’s level of comprehension and proficiency. This helps plan more focused interventions and support to ensure that all students achieve the desired outcomes.
These are only few of the many exciting possibilities in a truly hybrid learning environment. With the current level of technology, we have a real chance of arming teachers with insightful data and ensuring that students become engaged learners, leading to positive learning outcomes for all schools and the society.
(The author is MD, | https://www.educationtimes.com/article/65779767/86059215 |
Bringing onscreen art to life
Young sculptor Aishwarya Tennakoon’s amazing work has caught the eyes of many cosplay fans that have been impressed with the intricacy and the detail that goes into his pieces. Working under the banner of the Tenai Workshop, at 22 he is already quite experienced when it comes to sculpting.
A former student of Ananda College, he currently studies architecture at the University of Moratuwa. Since childhood, he has always had an affinity for crafting and painting he tells us. Combining this with his love for watching movies and cartoons, meant Aishwarya would spend hours as a child drawing and making miniature models and items related to films. He paired that with a collection of classic toys and action figures related to those characters from the movies as well, which he still continues to expand on even today.
Using bits of waste materials to put together his models, like cardboard, toothpicks, and regifoam, he tells us his collection was going along well, until he stumbled upon ‘The Lord of The Rings’ back in 2004. Aishwarya remembers wanting the props and action figures of the franchise but not being able to afford them. It was at that point he decided if he couldn’t buy it, he’d make use of his skills and make it.
“So I started making small dioramas of buildings, props of weapons and costumes by using cardboard and paper. And I was satisfied with what I created even though they were not perfect. Ever since then making stuff related to movies and cartoons became my passion.”
He shares that he enjoyed this a great deal, and his family, noticing it, did nothing to stop him. “They’ve never stopped me from drawing or crafting since I was a child,” Aishwarya said, adding that his mother used to bring home the unwanted paper from work for him to use, while his father employed all his skills as an engineer to help with circuits and electronics when his work needed it.
Even at present, his mother helps with the sewing work for his cosplays while his father helps with the electronics. He adds that they’re the perfect match to his workshop. Making it a wholesome family affair, his brothers also pops in routinely to help him paint the props.
Aishwarya says their continued support helped them to further his work until he got recognized by a whole community, to which he is very grateful to them.
Speaking about the founding of Tenai workshop, Aishwarya recalls how he used to put his work up on his personal social media profiles. These photos attracted people who began commissioning him to make sculptures and props for them.
Eventually, he decided to turn it into a business. And then the commissions started flooding in, peaking around the time comic conventions and gatherings became popular. He received a lot of feedback, and among those suggestions was to start a page for his work. And so, Tenai Workshop came into being.
Mingling with the cosplay community, Aishwarya uses his sculpting and design skills to win the hearts of the cosplay community as well. This has made the face of Tenai Workshop (and by default, Tenai Workshop as well), reach a lot of new people. His cosplay in 2018 of Hiccup (How To Train Your Dragon) got him featured in international cosplay pages as well.
Aishwarya tries to choose iconic characters that have been sidelined by people as his cosplays. The unique criteria means that he needs to make sure his attention to detail is spot on in order for people to recognize his cosplay.
“And I get my inspiration from different sculptors, cosplayers and prop makers around the world. I follow their work on social media. So watching their reviews and tutorials keeps me motivated and makes me want to do better.”
This attention to detail is what makes his work stand out among so many others.
Tenai Workshop is now a very successful two and a half year old venture. It has seen numerous sculptures, props, costumes and other merchandise being created under its name. It has also seen a lot of repairs to broken action figures and statues too! Aishwarya says, quite happily, that the feedback and comments he receives from his clients are very positive, and the number of commissions have only kept increasing.
For him, he says the best thing about sculpting, is that it helps him build his concentration and patience while being a huge stress reliever and the feeling he gets when he looks at a project he just completed is, he says, beyond words.
For Aishwarya, Tenai Workshop is more than a platform to showcase his talent and work it’s also a place to create new friendships and make contacts. Aishwarya plans to someday make props and costumes for the local and international film industry. But until then, he says, he’ll keep building, and sculpting, and focus on the little hurdles, like learning to use metal as a prop material. | https://www.sundaytimes.lk/190901/magazine/bringing-onscreen-art-to-life-365583.html |
UNA's site specific and place-making approach involves the continuous refinement of buildings designed for living in, both new and refurbished. We pursue this at the level of the individual dwelling, the street and the community, seeking to develop the architectural form, the spatial organisation and the functionality.
Our intention is to create and develop design that adds value. Our architects always work in close collaboration with fellow technical disciplines to ensure buildability and to continuously refine and develop general solutions that work well.
We develop and prepare plans for: brownfield and contaminated land, greenfield sites, high streets, infill sites, mixed use developments, new settlements, the public realm, sustainable landscapes, town centres, and urban regeneration.
Our varied portfolio includes the design of housing for: general needs, refurbishment and new-build, hostels, hotels, sheltered, supported, listed buildings and heritage, private and subsidised housing, and student housing
Residential services include:
Option appraisals
Party Wall surveyors
Feasibility and capacity studies
Scheme design for planning approval
Detail design for building procurement
3D Visualisation
COMMERCIAL
UNA have a wide range of experience in most forms of commercial buildings ranging from health and leisure facilities to offices, health care, and hotels. Fundamental to the development of these buildings is the development of the project through local and national planning policy. Our experienced team brings specialist planning advice to the heart of the design process. We clarify planning policy at each appropriate level, providing clear and considered guidance to our clients in order to minimise planning risk and obstacles to planning approval. Involvement of and clear communication with all stakeholders in the planning process, including; local residents, planning officers and professional teams, is central to our approach.
Commercial services include:
Advice on planning policy
Strategic advice and assessments
Representations and submissions
Planning applications and appeals
Planning briefs
Discharge of planning conditions
Listed building and conservation advice
SUSTAINABILITY
We offer practical advice at strategic and detailed level, backed up with appropriate technical assessment, enabling clients to implement affordable low and zero carbon strategies for individual homes through to extensive masterplans.
Our commitment to building systems development and the possibilities of mass-production through off-site manufacture has led to a key role in developing new technologies for pre-fabricated dwelling units achieving up to Code 5 for Sustainable Homes.
Sustainability services include:
Low and zero carbon strategies for: Building Designs, Masterplanning, New Build, Retro-fit.
Environmental consultancy and assessments
Eco-Home
Code for Sustainable Homes
BREEAM
LEED
SAP
PassivHaus
PROJECT MANAGEMENT
We are experienced and knowledgable project managers with a strong track record of providing projects on time and to budget. We believe that successful project management depends on developing an accurate and thorough project master plan.
The project master plan should define and confirm the project goals and objectives, it should also identify tasks and how goals will be achieved, quantify the resources needed, and determine budgets and timelines for completion.
It should also include managing the implementation of the project master plan, along with operating regular controls to ensure that there is accurate and objective information on performance relative to the plan, and the mechanisms to implement recovery actions where necessary.
Project management services include: | http://unarchitects.co.uk/services.html |
Failure is an option in IT. In fact, failure is an ever-present option, and some can be whoppers. Consider, for example, when the South Central US Region of Microsoft’s Azure cloud experienced a catastrophic failure. It began with a thunderstorm that set off a cascading series of failures, culminating in an entire datacentre going down. Some customers without IT resiliency provisions experienced over two days of downtime.
Microsoft is addressing the many issues that led to the outage, but the incident serves to remind IT professionals of the importance of resiliency in the cloud. There are, of course, ways to survive virtually any outage anywhere at any time—from a single server failing to an entire datacentre going offline. The technologies needed are proven in practice, and there are numerous options available to meet different needs and budgets. With so many options, the real challenge is making the optimal choice for each and every application.
This article provides an overview of achieving IT resiliency for SQL Server with the three major cloud service providers.
The six imperatives of IT resiliency
Deloitte Consulting LLC uses a business continuity framework that consists of these six fundamental imperatives of IT resilience:
- Defend – The first imperative involves taking steps to reduce the probability of system failures or of downtime that can be caused by any single points of failure. All potential failure scenarios should be considered, especially for mission-critical applications.
- Detect – Continuity cannot occur without first knowing an outage has occurred, and the sooner the better with continuous monitoring capable of automatically detecting failures.
- Remediate – Once an outage is detected, either an automatic or manual response is needed to ensure that IT can somehow continue providing essential services.
- Recover – For critical applications, recovery should be expected to occur rapidly and fully (ideally automatically), and with little or no data loss. A full recovery requires that services be returned to pre-disruption levels, including for throughput performance.
- Diagnose – This post-incident or post-mortem imperative involves identifying the root cause(s) of the disruption. It is also possible to do this as “thought experiments” conducted on a continuous basis to identify potential issues.
- Refine – Lessons learned during and after disruptions should be catalysts for making any improvements that might be needed in the defence, detection, remediation and recovery imperatives. In effect, this is the feedback loop that underlies the IT resilience framework by making it possible to continuously refine business continuity plans.
To Defend against downtime that might be caused by failures requires implementing some form of high availability (HA) and/or disaster recovery (DR) provisions for all applications, and these consist in the Detect, Remediate and Recover imperatives. The remaining two imperatives (Diagnose and Refine) are used post-incident to inform any changes that might be needed in the HA and/or DR protections.
The requirements for Detect, Remediate and Recover are usually determined by each application’s Recovery Time and Recovery Point Objectives. Applications that need to recover quickly with little or no data loss have stringent RTOs and RPOs, and therefore, need robust HA protection with automatic failover. Those applications that can tolerate some downtime and data loss may require only DR protection, which generally involves manual processes to Detect, Remediate and Recover from failures and widespread disasters. Depending on the HA provisions, protection against widespread disasters may also require separate DR provisions.
Resiliency options available in the cloud
All clouds, including Microsoft Azure, Amazon Web Services (AWS) and the Google Cloud Platform (GCP), have state-of-the-art infrastructures with various standard and optional ways to maximise the availability of services. All cloud service providers (CSPs) also have service level agreements (SLAs) that offer money-back guarantees for uptime falling short of a designated percentage, usually ranging from 99.0 per cent to 99.99 per cent. Four-nine’s of uptime is generally accepted as constituting HA, and configurations eligible for these 99.99 per cent SLAs must span multiple availability zones or regions to protect against failures at the datacentre level.
But be forewarned: The SLAs only guarantee “dial tone” at the server level, and explicitly excluded many causes of downtime at the application level. So while it is advantageous to leverage the CSP’s infrastructure, additional HA provisions are needed to ensure satisfying the RTOs and RPOs of mission-critical SQL Server databases.
For DR needs, all three CSPs have offerings suitable for most applications. GCP has what could be called DIY (Do-It-Yourself) DR guided by templates, cookbooks and other tools. DIY is a viable option because, compared to HA, DR is relatively easy to implement with data snapshots or replication and “warm” standby instances, all of which are available in every cloud. Microsoft and AWS have managed DR-as-a-Service (DRaaS) offerings: Azure Site Recovery (ASR) and CloudEndure Disaster Recovery, respectively. For all three CSPs it is important to note that at least some manual intervention is required to Detect, Remediate and/or Recover from a failure.
Resiliency options available with SQL server
For SQL Server itself, administrators have a choice of two options for providing HA/DR protection at the application level: Failover Cluster Instances and Always On Availability Groups.
Failover Cluster Instances have been available since SQL Server 7 and afford two notable advantages: FCIs are available in the less expensive Standard Edition; and they protect the entire SQL Server instance, including user and system databases. A significant disadvantage for HA and/or DR is the need for cluster-aware shared storage, such as a storage area network (SAN), to create a common dataset for the active and standby instances. But shared storage has historically been unavailable in the cloud.
The lack of shared storage was addressed in Windows Server 2016 Datacenter Edition with the introduction of Storage Spaces Direct, accompanied by support for S2D in SQL Server 2016. S2D enables creating a virtual SAN where data can be shared among multiple instances. But it requires that the active and standby instances reside within the same datacenter, making this option viable for some HA needs, but not for multi-region DR configurations or HA configurations where nodes reside in different Availability Zones. FCI can still be used for DR purposes, but data replication across the WAN will need to be provided by a third-party replication solution.
Always On Availability Groups is SQL Server’s more robust HA/DR offering, and is capable of satisfying an RTO of 5-10 seconds and an RPO of seconds or less. This feature replaced database mirroring in SQL Server 2012 and is included in SQL Server 2017 for Linux. Its advantages include no need for shared storage and readable secondaries for querying the databases (with appropriate licensing).
Among its disadvantages are the need to license the more expensive Enterprise Edition, which is cost-prohibitive for many applications, and its lack of protection for the entire SQL instance. While a Basic Availability Groups feature was added to the Standard Edition of SQL Server 2016, it supports only a single database per AG. For Linux, which lacks the equivalent of Windows Server Failover Clustering, there is a need for additional open source software or a third-party failover clustering solution.
Third-party SANless failover clusters
This option is purpose-built to provide a complete HA/DR solution for virtually all Windows and Linux applications in private, public and hybrid cloud environments. Being application-agnostic eliminates the need to have different HA/DR solutions for different applications. Being SANless overcomes impediments caused by the lack of shared storage in the cloud, while making it possible to leverage the cloud’s many resiliency-related capabilities, including availability zones and regions.
These software-only solutions include, at a minimum, real-time data replication, continuous monitoring able to detect failures at the application level, and configurable policies for failover and failback. Most also offer a variety of value-added capabilities, including some specific to Linux and popular applications like SQL Server.
Being purpose-built for HA, failover clusters are able to satisfy RTOs as low as 20 seconds with no data loss (an RPO of zero), enabling them to deliver an uptime of 99.99 per cent. One notable disadvantage is the inability to read secondary instances of SQL Server databases. But given their capacity to Detect, Remediate and Recover from failures at the application level, purpose-built SANless failover clustering is becoming increasingly popular option for critical database and other applications running in the cloud.
The top two for SQL server
For mission-critical SQL Server databases running in the cloud, there are really only two options capable of assuring the 99.99 per cent uptime required for high availability: SQL Server’s own Always On Availability Groups and third-party SANless failover clusters. Purpose-built failover clustering solutions afford these six advantages:
- Application-agnostic design provides a universal HA/DR solution
- Works with the less expensive SQL Standard Edition
- Permits distributed transactions and unlimited databases
- Protects the entire SQL Server instance
- Supports more than two nodes in a cluster
- Simplifies implementation and operation
It is true that these options increase both capital and operational expenditures. But weighing that relatively modest increase against the cost of downtime and the savings afforded by the cloud should make a compelling case for implementing or improving IT resiliency for your SQL Server databases. | https://www.itproportal.com/features/achieving-it-resiliency-for-sql-server-in-the-cloud/ |
Summary:
The Director of Behavioral Health holds a management position that represents the behavioral health staff. The Director Behavioral Health is responsible for overseeing the design and delivery of behavioral health services for the Behavioral health Department while managing the program, providing strategic direction, implementing quality improvement activities that support accreditation, compliance, and utilization management.
A. Department management
1. Directs behavioral health staff in their provision of patient care and management of activities, i.e. policy/procedure, quality assurance, job descriptions, budget accountability, etc.
2. Coordinates services between departments to ensure smooth operations.
3. Assure prompt performance review for all behavioral health staff, encouraging staff involvement in the appraisal process.
4. Facilitates staff meetings and in-service programs for the department.
5. Oversee disciplinary measures as needed.
6. Provide yearly reports of numbers and types of patients served, numbers and types of presenting problems, numbers and types of services provided and outcomes from interventions.
7. Revise program as necessary based on staff and patient evaluation.
8. Ensure services are provided in accordance with standards of practice and the Code of Ethics of the National Association of Social Workers.
9. Develop and implement quality assurance standards in compliance with CARF guidelines.
10. Serve as a member of the Multidisciplinary Quality Assurance Committee.
11. Provide clinical supervision to social workers.
B. Program Development:
1. Develop, implement and evaluate new social service and behavioral health programs at Kalihi-Palama Health Center.
2. Develop, implement and evaluate tracking system for the social service and behavioral health programs at Kalihi-Palama Health Center.
C. Clinical Social Work Responsibilities:
1. Conducts psycho-social assessments.
2. Develops appropriate treatment plans. Monitors, evaluates and records client progress with respect to treatment goals.
3. Provides individual, couple, family and/or group therapy.
4. Refers patient, client or family to community resources.
5. Records accurate patient information using both computer and manual record systems.
6. Provides case management services.
7. Provides consultation to other health professionals and staff at KPHC and in the community regarding psycho-social issues related to clients of Kalihi-Palama Health Center.
8. Represents behavioral health services at one multidisciplinary clinical services team.
DUTIES RELATED TO ON-SITE KE OLA 0 HAWAII PROGRAM
A. Teaching Responsibilities
1 . Develop, refine and implement Kalihi-Palama Health Center Curriculum for the Ke Ola 0 Hawaii Project in conjunction with other on-site faculty.
2. Teach, facilitate and mentor student in the Ke Ola 0 Hawaii Program from Schools
of Medicine, Nursing, Public Health and Social Work.
3. Refine tools to evaluate student progress.
4. Evaluate student progress in program.
5. Make curriculum alterations as needed in conjunction with other on-site faculty.
6. Work with other site faculty and the Ke Ola 0 Hawaii Curriculum Coordinator to evaluate overall impact of the Ke Ola 0 Hawaii Project.
B. Supervision of Social Work Interns: Responsible to: School of Social Work.
1. Refine Social Work Intern Program at Kalihi-Palama Health Center.
2. Recruit, select, orient, supervise, mentor and evaluate social work students in the Health and/or Mental Health Concentration of the School of Social Work, University of Hawaii-Manoa for the fall and spring semesters at the Kalihi-Palama Health Center for their 16-20 hours of practicurn experience.
3. Maintain communication with the School of Social Work, University of Hawaii-Manoa.
4. Attend Practicum Instructor meetings.
Minimum Requirements:
- Masters degree in social work with at least five years experience in social work program administration, planning and evaluation; teaching, training and curriculum development; and clinical supervision of social work interns, masters level social work practitioners and paraprofessionals; and provision of direct social work service.
- Excellent communication and organizational skills.
- Proficiency with computer programs, including Word and Excel.
- Experience administering and providing services in a multilingual, multicultural environment.
- Hawaii State Licensed Clinical Social Worker (LCSW).
- Must maintain required licensure and certification necessary to provide billable behavioral health services in the State of Hawaii.
Desirable qualifications:
- Grant and report writing experience.
- Asian and/or Pacific Island language skills.
- Experience working in the Kalihi-Palama area.
- Clinical Social Work Diplomat. | http://www.ahec.hawaii.edu/2015/02/17/21715-director-behavioral-health-kalihi-palama/ |
I have a requirement for an experienced Senior Estimator to join a growing major rail civil engineering contractor who are expanding due to a busy work bank and would like to bring in a highly experienced Estimator with previous experience working on a variety of civil packages. The work will include cradle to grave commercial activities on projects ranging from new depots, stations, platform extensions and major/minor civils.
The successful candidate, will have the following responsibilities:
Interpret and understand technical, commercial and contractual requirements of tender documentation
Remain aware of events and continually evaluate costs, giving VF a leading edge in the marketplace
Produce and submit competitive and accurate tenders
Ensure consistency and coherency of all aspects of bid
Arrange and attend tender debriefings with clients and monitor results
Effectively communicate and ensure that the operations team fully understand the tender hand-over
Regularly visit operational sites and actively seek feedback
Develop and maintain relationships with clients, professionals, subcontractors and suppliers
Provide technical support to both external clients/subcontracts/design consultants and internal departments
Analyse data to inform and/or challenge solution development
Design and develop bespoke cost and pricing models
Analyse risks and opportunities
Provide support to operational and mobilisation teams when new contracts go live to ensure correct interpretation of contractual obligations and payment structures
Establish a personal development plan and demonstrate its effectiveness by frequent review
In order to qualify for the role you must have:
Demonstrable Estimating experience in a tier 1/main contractor environment
Experience using NEC, JCT or NR forms of contract is essential
Experience working civils packages with in Rail OR Highways
Relevant Qualifications HND or Above
If you are keen to progress your career, then take this opportunity to join one of the leading Civils Contractor in the UK. | https://www.railwaypeople.com/Rail-Jobs/Management-Jobs/Senior-Estimator/Details/601323 |
Corporate innovation professionals who wish to improve their capability to improve and sustain innovation within their organisations.
“Developing innovation processes & governance systems” takes place on 9-11 December 2019.
How to develop and institutionalize a high-performing innovation system?
Developing a sustainable innovation competence requires systemic organizational change: resources, processes and values have to be developed and nurtured to ensure the repetitive renewal and growth of the organization. This programme provides you with the knowledge and the skills to drive your organization’s processes and governance system for innovation to a higher level.
Develop your capability to evaluate, develop, and revise innovation processes from ideation to validation.
Engage in participant progress presentations and peer learning: participants share, discuss and reflect on their ongoing impact projects to build and improve innovation excellence in their organizations.
Develop an integral understanding of Processes and Governance for Innovation Excellence.
Develop the capability to evaluate, develop, and revise innovation processes from ideation to validation.
Engage in case study workshops, with best practices and tools and techniques.
Develop and review processes for Discovery of Innovation Domains (Horizon 3).
Develop and review processes for Scaling and Accelerating.
Work in teams to analyze and evaluate real-life cases of innovation portfolio management.
Develop an integral understanding of effective innovation governance systems.
Assess the alignment of strategy and innovation governance, as well as the desired innovation culture.
Develop the capability to evaluate and revise the innovation governance.
Apply learnings to your own impact project to improve and sustain innovation excellence.
Develop your coaching capabilities and receive feedback from peers, alumni, and coaches.
Building on the programme “Leading Innovation Excellence”, this programme aims to develop and empower innovation professionals, “Innovation Drivers”, in their roles to develop their organisation’s processes and governance system for innovation. In their quest to drive innovation excellence and transform their organizations, these (informal) innovation professionals come to fulfill many different roles, such as the ones described in the infographic. Do you recognize yourself in any of these roles? Would you like to develop yourself in any of these areas? Are these important challenges in your organisation?
How much time will I need to spend on this module?
This programme takes 3 days. In advance you will receive preparation materials.
All our open programmes take place at environments that spark your innovation. This programme will take place at our home base: the Erasmus Centre for Entrepreneurship Campus in the Rotterdam Science Tower.
In what language will the programme be held?
This programme will be held in English. | https://ece.nl/developing-innovation-processes-and-governance-systems/ |
Our client is seeking Quality Specialists in casual roles based in Brisbane CBD. Our client, a federal government department is seeking experienced Quality Specialists for project based casual work opportunities.
Client Details
Adecco is the world's leading staffing and recruitment agency with over in over 5,200 branches across 60 countries.
Description
The successful candidate will be required to:
- Assess and review quality of eligibility grant applications
- Assess and review quality of merit grant applications
- Draft and review quality of grant agreements
- Manage and review quality of ongoing grant agreements
- Review grants and guidelines to ensure compliance against relevant legislation and frameworks
- Act as Subject Matter Expert and support Assessors where required
- Provide clear and relevant feedback to Assessors on Quality and Workload Management
- Escalate issues with behaviour, quality and/or performance to Hub Managers
Profile
The ideal candidate will possess the following skills and
experience:
- Strong attention to detail
- Ability to interpret and apply legislation
- Strong stakeholder engagement skills
- Resilience and a positive attitude
- Ability to adapt and thrive in a fast paced and high-pressure environment
- Serves as an experienced resource and performs similar duties with staff
- Assigns, monitors and reviews progress of work
- Monitors and reports compliance with policies and/or procedures
- Good writing skills are essential
- Giving constructive and supportive feedback
- Strong analytical and problem-solving skills
- Computer skills: internet, emailing, Windows, MS Office & Excel
Job Offer
This is a casual project-based role operating during office hours Monday to Friday. There is the potential of ongoing work for the right candidate depending on business requirements.
Adecco and the Australian Government are equal opportunity employers as part of our commitment to creating a diverse and inclusive workplace, Aboriginal and Torres Strait Islander people are encouraged to apply. | https://www.uoncall.com/job/15174295/quality-specialist |
Facility management encompasses multiple disciplines and can be hard to define. This core business element directly impacts the success of an organisation and is an integral part of achieving business strategies. There is a constant struggle to balance evolving technology, corporate social responsibility and competing priorities. As such, it has a significant influence on how efficiently organisations function and their ROI.
As more organisations adopt the new standards, certain challenges require transformational change, which affects multiple business units. Change and transition leadership skills are crucial for the successful development of compliance. Leaders seeking to implement this standard need to be equipped with the right strategies to embed the principles and requirements of ISO 41000 standards in their organisation. The focus will be on equipping insight and practical strategies to lead the redesign, monitor the success and communicate these goals to every level of the organisation.
This workshop will give facility managers understanding of the new ISO standards for the role and how it is positioned in the wider company. Working through the process step-by-step, participants will break apart each section with the opportunity to evaluate their own organisation and develop practical solutions. Participants will leave with a comprehensive action plan to immediately begin implementing organisational change.
Agenda
- Understand the standard and how it was developed
- Identify how the ISO standards align with business principles
- Clarify the facilities management vision for the business and communicate this to stakeholders
- Develop leadership skills to successfully engage with colleagues to achieve implementation outcomes
Designing an action plan for the Facilities Management role
- Understand the ISO 41000 standards and how it relates to current work processes
- Create a plan to apply the new framework to achieve best practice
- Consider the effects of the framework on current and future practices
- Design training and competency frameworks for relevant staff to ensure compliance with ISO 41000 standards
Aligning business goals and ISO 41000
- Analyse and identify the current position of the business in relation to the strategic plan through gap analysis
- Conduct a gap analysis to identify strength and development areas
- Understand how and why business functions relate to facilities management to achieve desired business goals
- Use feedback from staff to improve training and evolve internal process
Leading the change and transition
- Identify the leadership style best suited to leading the change of ISO 41000
- Create benchmarks and measures to monitor change progress and motivate staff to remain on track
- Develop strategies to secure support from other senior managers throughout the change
- Broaden communication skills ensure success and keep staff up to date with their progress
- Explore contractual arrangements to manage maintenance without compromising performance or safety
- Develop facility plans that are financially viable and low risk
- Evaluate current processes to determine how effective they are in delivery for both space and occupants
- Utilise data and feedback to inform future goals and strengthen delivery
Facility efficiency through design
- Connect stakeholders with the process to build a common vision both internally and externally
- Create processes that balance financial, efficiency, compliance and sustainability .
- Develop hard and soft facilities management approach to meet desired business goals
- Plan decision making strategies to provide assurance that facilities meet both financial and service level outcomes
Implementing and driving ISO 41000 compliance
- Develop and use KPIs for specific business units
- Oversee and track compliance and utilise data to enhance processes
- Strengthen facilities information systems to improve ongoing performance and occupants satisfaction
- Create a culture supportive of ISO compliance
Establish a plan to accelerate the implementation of ISO 41000
- Reflect and apply the learnings from the two-day workshop
- Open discussion: Formulate an action plan and associated KPIs
- Open discussion: Explore challenges faced by individuals and businesses
- Open discussion: Breakdown action plan into a step-by-step guide to implement new standards and engage across the business with the changes
Tailor Your Training Experience
To make sure you get the learning solution that’s right for you, we offer different levels of tailoring to suit your needs. Choose from three levels of customisation:
1.Off the Shelf
Love what you see? Great! Choose this option to take one of our most popular courses and bring it in-house for your team. Includes a pre-course consult session with our facilitator to make sure we hit the mark, and deliver the right learning experience for you.
2.Customised
Make sure you get the most from the course you choose, by tailoring the content to get the right fit for you. Speak to our team, who will work with you to pick and mix from a curated bank of training modules to help customise your learning experience.
3.Premium
Not on the list? Let us know what you’re looking for and we will find the right solution. Our team of learning specialists will work with you to develop a unique training course for your business. Through an in-depth consultation process, we will work with you to profile your learning needs and build a bespoke program from the ground up.
Speak with one of our team today to find which option is right for you. | https://liquidlearning.com/in-house/accelerating-iso41000-compliance-for-facilities-management-FISO0000I-O |
MRT Net Solutions is an IT company dedicated to continuously enhancing the productivity of businesses in Nigeria through the implementation of Information Technology. The productivity of a business is a major determining factor of achieving success and there is no doubt that technology can enhance performance. We want to help businesses implement innovative software solutions that leverage IoT (Internet of Things) and AI (Artificial Intelligence) to produce clear productivity improvements in the areas of decision making, increased capacity, cost reduction and time savings. Our vision is to be the long-term IT partner for a modern and productive private sector in Nigeria, and we need your help to get there.
Job Title: Chief Operating Officer (COO) | MRT Net Solutions | January 2022 Location: Abuja (FCT)
Employment Type: Full-time
Reporting Line: The COO will report directly to the CEO.
Description / Scope of Work
- 9 Reasons Girls Don’t Like YouLet’s have a real conversation because it feels like a lot of guys are clueless. See, the reason why you continue to be unsuccessful with women is that you’re paying no mind to certain things that… Read more »
- We are looking for an experienced Chief Operating Officer (COO) to oversee our organization’s ongoing operations and procedures. You will be the company’s second-in-command and responsible for the efficiency of business and provide sound technical leadership in all aspects of our business.
- The COO role is a key member of the senior management team, reporting only to the Chief Executive Officer (CEO). We expect you to be well-versed in current technological trends and familiar with a variety of IT and business concepts. You’ll have to maintain control of diverse business operations, so we expect you to be an experienced and efficient leader. If you also have excellent people skills, business acumen and exemplary work ethics, we’d like to meet you.
- The goal of the COO position is to secure the functionality of business to drive extensive and sustainable growth.
Responsibilities
- Design and implement business strategies, plans and procedures
- Provide inspired leadership company-wide
- Establish policies that promote company culture and vision
- Oversee daily operations of the company and the work of executives (IT, Marketing, Sales, Finance, Budgeting etc.)
- Manage projects effectively to ensure delivery to specifications, on time and within budget
- Supervise company infrastructure to ensure functionality and efficiency
- Build quality assurance and data protection processes
- Monitor KPIs and budgets to assess performance
- Communicate strategy to partners and investors
- Achieve sales targets sets by the company
- Develop and sustain positive feedback from customers and key stakeholders
- Use stakeholders’ feedback to inform necessary improvements and adjustments
- Set comprehensive goals for performance and growth and lead employees to encourage maximum performance and dedication
- Write and submit reports to the CEO in all matters of importance
- Participate in expansion activities (investments, acquisitions, corporate alliances etc.)
- Manage relationships with partners/vendors
Requirements
- BSc / BA in Computer Science, Business Administration or relevant field; MSc / MBA is a plus
- A minimum of 5 – 7 years working experience
- Proven experience as Chief Operating Officer or relevant management role
- Proven experience as Project Manager. Project management certification is a plus.
- Experience managing ICT projects is a plus
- Understanding of business functions such as HR, Finance, Sales and Marketing etc.
- Understanding of budgets and business-planning
- Demonstrable competency in strategic planning and business development
- Competency in business process design and optimization
- Working knowledge of data analysis and performance/operation metrics
- Knowledge of technological trends to build strategy
- Ability to conduct technological analyses and research
- Outstanding organizational and leadership abilities
- Excellent communication, interpersonal and public speaking skills
- Aptitude in decision-making and problem-solving.
Salary
N250,000 – N300,000 monthly.
Application Closing Date
6th December, 2021.
Method of Application
Interested and qualified candidates should submit their CV to: [email protected] using the Job Title as the subject of the email.
Job Title: Software Architect | MRT Net Solutions | Location: Abuja (FCT) | Employment Type: Full-time | Reporting Line: The Software Architect will report directly to the CTO
Description / Scope of work
- We are looking for an experienced Software Architect to make intuitivehigh-leveldecisions for software development. You will see the “big picture” and create architectural approaches for software design and implementation to guide the development team.
- A great software architect has a strong technical background and excellent IT skills. They are experienced in designing and possess ability to develop a unified vision for software characteristics and functions.
- The goal is to provide a framework for the development of a software or system that will result in high quality IT solutions.
Responsibilities
- Collaborate with other professionals to determine functional and non-functional requirements for new software or applications
- Use tools and methodologies to create representations for functions and user interface of desired product
- Develop high-level product specifications with attention to system integration and feasibility
- Define all aspects of development from appropriate technology and workflow to coding standards
- Communicate successfully all concepts and guidelines to development team
- Oversee progress of development team to ensure consistency with initial design
- Provide technical guidance and coaching to developers and engineers
- Ensure software meets all requirements of quality, security, modifiability, extensibility etc.
- Approve final product before launch
Requirements
- B.Sc in Computer Science, Engineering or relevant field
- Minimum of 5 years working experience
- Proven experience as software architect
- Experience in software development and coding in various languages (C#, .NET, Java etc.)
- Excellent knowledge of software and application design and architecture
- Excellent knowledge of UML and other modeling methods
- Understanding of software quality assurance principles
- A technical mindset with great attention to detail
- High quality organizational and leadership skills
- Outstanding communication and presentation abilities.
Salary
N200,000 – N250,000 Monthly.
Application Closing Date
6th December, 2021.
How to Apply
Interested and qualified candidates should send their CV to: [email protected] using the Job Title as the subject of the mail. | https://ngrjobs.com/mrt-net-solutions-jobs-recruitment/ |
The FamilySearch Records Operation Center (ROC) is working on reviewing of records from across Africa. Much of the work will be to support the oral genealogy program. The purpose of this is to ensure that information collected are quality products, from the right source and has all the required information needed. This is a one-year contract position located in Accra, Ghana.
RESPONSIBILITIES
Review and submit evaluated records (oral and digital)
Communicate feedback with contract organizations on what is discovered in file reviews
Track and analyze reports
Listen, review and evaluate audio recording
Regular reporting to management and organization on individual progress and ROC results
Assist in various special projects for FamilySearch International in the Africa West Area
Attention to detail, good communication skills (English and French), internet search skills, and deductive reasoning
Support team members in analyzing issues with submissions
Train additional staff positions for their positions
Receive, prepare and ship packages
Contribute to process improvement for Africa region patron services
QUALIFICATIONS
Member of the Church of Jesus Christ of Latter-day Saints worthy to hold a current temple recommend
Detail oriented able to look for and find slight differences in the data
Deductive reasoning
Understand oral traditions, oral histories and oral genealogy
Internet search and good typing skills (At least 40WPM)
Fluency in written and spoken English & French languages of West African Countries (Essential)
A passion for family history and experience finding your own ancestors is desired
Excellent oral and written communication skills
Strong technical capabilities with the ability to learn new software and web application quickly and train others
Familiar with Microsoft Excel
Able to schedule and monitor project progress, production work flow
Office management or production environment management experience
Must be a Pathway Connect, BYU-I online student or graduate, or PEF recipient
POSTING NOTICE/MORE INFO.
Please Note: All positions are subject to close without notice.
Find out more about the many benefits of Church Employment at http://careers.churchofjesuschrist.org.
To apply for this job please visit careersearch.churchofjesuschrist.org. | https://sobiaonline.com/job/oral-genealogy-quality-assurance-specialist/ |
Apex Systems is seeking a Web Content Specialist to support a project at the National Institutes of Health (NIH), National Heart, Lung and Blood Institute (NHLBI). The position will be located in the Bethesda, Maryland vicinity. The successful candidate will work in an agile and fast paced environment supporting NIH scientists, researchers, and IT professionals whose mission is to solve unique and challenging problems. The Web Content Specialist will have the unique opportunity to interact directly with NHLBI staff to manage the entry and release of content to various NHLBI websites. Individual must be a motivated, driven team player who interacts well with others, and a good communicator. The successful candidate will participate in all web development activities including triage, development, testing, review, and release to support the maintenance of websites in the existing portfolio.
The Web Content Specialist will be responsible for performing website maintenance to both static HTML and Drupal-hosted content. Must be very detail-oriented with strong development skills, and work to ensure the accuracy, completeness, and integrity of content in multiple environments.
EDUCATION: Associate degree and 3+ years related experience (or equivalent based on evaluation of academic credentials, training and/or experience).
• Must be an effective verbal and written communicator, able to work with both technical and business users and provide a high level of customer service
• Proficient with HTML5, CSS
• Must be familiar and experienced managing content using Drupal (7, 8), Wordpress, or other content management systems
• Must have experience supporting and maintaining websites that are Section 508 compliant
• Must have the ability to work independently and proactively to achieve team and individual objectives
• Must be comfortable in a dynamic and fast-paced environment
• Must have strong attention to detail
DESIRED SKILLS:
• Prior experience working on Federal systems and websites
• Prior experience using issue tracking systems, e.g. ServiceNow, Remedy, etc.
• Familiar with source control systems (GitHub, Team Foundation Server) and source control management practices
• Web Analytics – example Google Analytics, Adobe Analytics, Webtrends, etc. | https://itcareers.apexsystems.com/job/web-content-specialist/J3N05S6KCF85G27QVKC/ |
Join the Pharmaceutical Calibrations and Instrumentation (PCI) team! We are seeking a top-notch manager that is experienced in corporate level training development and has strong ISO17025 knowledge with the proven ability to lead by example. Please review the job description below and apply if you would like to be considered. If you prefer working at a fast pace, are comfortable giving direction and correction in a professional and positive way, have a passion for performing quality work, and have a strong electronics or instrumentation background, this position may be just for you! The Corporate Training and Quality Manager reports directly to the PCI President or Director as designated by President. This position is an exempt position. Twenty five percent travel is required.
Expectations:
The Corporate Training & Quality Manager resource is expected to work closely with the business unit leaders. He/she is expected to exhibit high energy and passion relative to seeking solutions and value to our clients The Training and Quality Manager is expected to establish, maintain and drive quality standards in accordance with ISO17025 requirements and company objectives. This individual is expected to demonstrate a strong understanding of quality systems in the Pharmaceutical and Biotechnology Industry and be a subject-matter expert concerning ISO17025 requirements and possess an in-depth understanding of project management for the service industries. The incumbent is expected to demonstrate leadership and provide guidance to direct and indirect reports and to promote teamwork and commitment to the company’s values and mission.
The Training and Quality Manager is expected to be an active PCI Senior Management Team member.
Responsibilities:
- Training
- Ensure an effective cGXP/GDP training program is in place
- Manage the company’s training database including System Administration and user training.
- Approve internal training programs and provide feedback on training effectiveness.
- Promote strategic certifications, both internal and external
- Actively participate in mid-level management position interviewing and selection
- Mentor and develop new Team Leads and Managers
- Manage PCI Academy and Apprenticeship program
- Quality Systems
- Maintain and continuously improve the Quality System including the Quality Manual in accordance with ISO17025 requirements and Pharma/Biotech/Life Sciences industry expectations
- Evaluate, document, and report progress in meeting quality objectives.
- Manage the customer satisfaction system including feedback, complaints and providing recommendations for improvement. Submit Customer Satisfaction Survey annually, analyze results and implement corrective actions when needed
- Manage document control program, including periodic review and approving changes.
- Ensure compliance of internal validation programs including change control
- Perform Risk Assessments to address risks and opportunities to ensure actions are proportional to the potential impact on calibration results. Update the Risk Assessment Log
- Provide leadership and direction to Quality Liaisons and other company resources
- Manage Corrective Action and Preventive Action (CAPA) commitments to ensure timely completion of the outlined tasks and effectiveness. Identify and implement continuous improvement programs
- Manage the Customer Complaint system for both product and adverse event complaints; ensuring investigations are performed on time and any notifications meet regulatory reporting requirements
- Oversee the following programs
- ISO17025 Accreditation program, including Proficiency Testing
- Vendor qualification and management program
- Calibration Standards Compliance, including conducting deviation investigations, overseeing customer notification and re-calibration and closing out Calibration Exception Reports
- Host Customer and ISO17025 Audits
- Develop and implement quality Key Performance Indicators (KPI’s) and compliance metrics, analyze results and use the information to make data-based decisions for continuous improvement
- Project Management System
- Ensure appropriate project related communication and systems are identified and implemented including control systems and tools
- Assist in the continuous improvement of project management training and control programs
- Audits and Investigations
- Manage the Internal Audit program of the quality system.
- Complete the Management Review
- Evaluate customer audit compliance. Complete Quality Assessments and other quality related customer requests for information.
- Safety
- Oversees the Safety program and committee
Special Skills Required:
- Self motivated individual who exhibits a professional demeanor, and enthusiasm.
- Proven leadership and motivational skills. Ability and willingness to mentor resources across all teams
- Passion for the development of others
- High level of expertise in pharmaceutical industry standards and requirements.
- Excellent organizational, analytical and problem solving skills.
- In-depth understanding of project management philosophies.
- Strong interpersonal skills with the ability to interact confidently with clients and employees.
- Possess excellent oral and written communication skills including effective technical writing and presentation skills.
- Strong technical understanding of PCI services and life science industry
- Superior attention to detail. Ability to multitask.
- Strong computer and database skills. Intermediate to expert level experienced with Microsoft Office products such as Excel, Word, PowerPoint, Visio and Project
- Experience with Computerized Calibration Management Systems, such as Blue Mountain RAM, ProCal, SAP, Maximo, etc.
- Thorough understanding of ISPE Good Practices Guides for Maintenance and Calibration programs, particularly the ISPE GAMP Risk-Based Approach to Calibration Management
Education & Experience Required:
A four-year degree in Life Sciences, Management, Engineering, or other related field (or equivalent military training) and five years of quality experience in the pharmaceutical industry, ISO17025 Accredited Metrology, experience or the equivalent combination of education and experience. Experience in service industry, metrology systems, and project management a plus. Experience in implementation and maintenance of company wide quality system a must.
PCI is proud to serve pharmaceutical, biotechnology, medical device, and clinical research industries nationwide by providing calibration, commissioning and consulting solutions. At PCI, calibrations are performed by highly technical, cGMP/GLP-trained personnel who are knowledgeable in quality guidelines enforced by the FDA, EPA and ISO/IEC 17025:2017. PCI is an FCX Performance Company and a Subsidiary of Applied Industrial Technologies (NYSE: AIT); a leading industrial distributor that offers more than 6.5 million parts to serve the needs of MRO and OEM customers in virtually every industry.
Applied® provides engineering, design and systems integration for industrial and fluid power applications, as well as customized mechanical, fabricated rubber and fluid power shop services. Applied also offers storeroom services and inventory management solutions that provide added value to our customers.
We are an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, national origin, ancestry, gender, sexual orientation, gender identity, age, disability, protected veteran status, marital status, medical condition or any other characteristic protected by law. | https://jobs.applied.com/FCX/job/Raleigh-Corporate-Training-and-Quality-Manager-FCXPCI-Raleigh%2C-NC-NC-27617/763897600/ |
KANDAHAR CITY (PAN) Known as a hub and one of the rich provinces in mineral and natural resources, a number of mines reservoirs are discovered in various districts of the volatile Kandahar.
However, a broad survey would to be conducted yet to find out all natural and unexplored reservoirs in the province.
Pajhwok Afghan News has made public information on mines identified by the provincial geology department and a number of international entities.
1: Iron mine: | https://elections.pajhwok.com/en/special-reports-mineral-resources/kandahar |
Quick Look: G4R-KaBoom!! plays the same as the Minesweeper game on Roku. The object is to clear a minefield, which consists of a grid of 124 squares, without detonating any of the 20 randomly placed hidden mines.
To play, use your remote's arrow keys to highlight any cell in the grid, then press the OK button. If that cell contains a mine, the game is over. If no mine is revealed but a mine is in one or more adjacent cells, then the selected cell shows a number indicating the number of adjacent cells that contain a mine. Using information on the number of adjacent mines, try to identify which cells contain mines and which are safe. Correctly identify the locations of all mines while clearing all remaining cells, and you win.
The game is timed and the number of cleared spaces are counted. The game also asks you to register using your Roku account information to unlock extra features. I was not able to determine what these features were other than allowing you to use a nickname in the game. To unregister, click on the * button which will bring up the menu where you can delete your information.
-- Information is current as of December 13, 2016
Developer's Channel Description: Clear the minefield of hidden bombs. | https://www.rokuguide.com/channels/g4r-kaboom%21%21 |
- Data Mining?
-
Description
A variation of the minesweeper game is available for almost every computer platform. Your employer wants to create yet another version that is targeted toward casual, as opposed to expert, players. Your task is to write a program that takes a minesweeper board and returns the minimum number of covered, unmined cells that remain after a casual player has tried his/her best. The details of the game and program are decribed below.
A minesweeper board consists of a rectangular grid of cells, with one or more cells containing a mine. The entire board is initially presented with all the cells covered, i.e., blank. The object of the game is to uncover all the cells that do not contain a mine. If a mine in uncovered, the game is over and the player loses. A cell can be in one of 3 states: covered, cleared/uncovered, or flagged as a mine.
When a player clears a cell that does not contain a mine, that cell displays the number of mines in cells that are adjacent to it. These numbers help the player determine where the mines are located. The adjacent cells are the cells that form a 3x3 square with the cleared cell in the center. Depending on a cell's location, it will have between 3 and 8 adjacent cells. The board in Figure 1 below shows two mines at locations (3,1) and (3,2), and the numbers of adjacent mines for each of the remaining cells.
A casual player makes use of this information in the following way. First the player selects one cell from a totally covered board. If it's a mine, the game is over. Otherwise, the player clears the cell and then applies the following two rules to cleared cells on the board until no further progress can be made. Let (x,y) be the location of a cleared cell, and let f, c, and m be the number of flagged, covered, and mined cells adjacent to (x,y).
If f = m, then clear all covered cells adjacent to (x,y).
If f + c = m, then flag all covered cells adjacent to (x,y).
Note that after successfully clearing the first cell, a casual player never clears or flags a cell except as dictated by rule 1 or 2, which means that the player may get "stuck". When a casual player is stuck, the game is over; no further guesses are made, and the player will not use more sophisticated rules that might allow him/her to safely clear additional cells.
Figure 2 below shows an application of these rules using the board from Figure 1.
Figure 2a shows the board after a player initially clears cell (1,2). Rule 1 applies, since (0 flagged = 0 mined neighbors), so the player clears the adjacent cells at (1,1), (1,3), (2,1), (2,2), and (2,3), which leads to Figure 2b.
From the board in Figure 2b, the player can consider cell (2,1) and apply rule 2 (0 flagged + 2 covered = 2 mined) to flag cells (3,1) and (3,2) as mines. This generates Figure 2c.
Finally, by looking at cell (2,3), the player can again apply rule 1 to clear cell (3,3), since cell (2,3) has exactly 1 adjacent mine, and cell (3,2) is already flagged as a mine. Now, all the cells without mines have been cleared, so the game stops with the player winning.
As indicated above, these two rules are not sufficient to solve every game board from every starting position, so the player might get stuck. Again, considering the board in Figure 1, if the player instead first cleared cell (2,2), the resulting board appears as Figure 3. The player cannot make any further progress, since neither rule 1 nor rule 2 clears or flags any new cells. In this case the player is stuck with 6 covered cells that do not contain mines.
You must write a program that looks at a game board and determines the smallest number of covered, unmined cells that could possibly remain when a casual player plays the game as described. For the game board in Figure 1, the answer is 0.
Input
The input contains one or more game boards, followed by a final line containing only two zeros. A game board starts with a line containing two integers, r and c, the number of rows and columns in the game board; r and c will always be at least 3. The total number of cells in any board will never be greater than 40. The rest of the data set consists of a graphical representation of the game board, where an upper case 'M' represents a mine and a period '.' represents an empty cell. There will always be at least one 'M' and at least one '.' on each game board.
Output
For each data set write one line with a single integer indicating the smallest number of covered, unmined cells for that board.
Sample Input
3 3
...
...
MM.
3 4
M.M.
.M.M
M.M.
7 5
.....
.....
MMM..
M.M..
MMM..
.....
.....
4 4
...M
....
....
M... | https://ask.csdn.net/questions/662158 |
Author/Opus: This is the 334th puzzle from our managing editor Serkan Yürekli.
Rules: Place either 0, 1, or 2 mines into each empty cell so that each number represents the total count of mines in neighboring cells, including diagonally adjacent cells.
Difficulty: 2.5 stars
Time Standards (highlight to view): Grandmaster = 2:15, Master = 3:15, Expert = 6:30
Solution: PDF; a solution video is also available here.
Note: Follow this link for classic Minesweeper puzzles on this website and this link for variations on Minesweeper puzzles. If you are new to this puzzle type, here are our easiest Minesweeper Puzzles to get started on. More Minesweeper puzzles can be found in The Art of Puzzles 2. | https://www.gmpuzzles.com/blog/2021/07/double-minesweeper-by-serkan-yurekli-3/ |
We use evidence grids as our spatial representation. Evidence grids are Cartesian grids containing cells, and each cell stores the probability that the corresponding region in space is occupied. Each time a sensor reading is obtained from the robot's sonar, infrared, or laser rangefinders, a sensor model is used to update the grid.
Initially all of the cells are set to the prior probability of occupancy, which is a rough estimate of the overall probability that any given location will be occupied. To detect frontiers, the occupancy probabilities are thresholded, and each cell is placed into one of three classes:
A process analogous to edge
detection and region extraction in computer vision is used to find the
boundaries between open space and unknown space. Any open cell adjacent to an
unknown cell is labeled a frontier edge cell. Adjacent edge cells are grouped
into frontier regions using an image segmentation technique known as blob
coloring. Any frontier region above a certain minimum size is considered a
frontier.
The figure above shows a simplified example of frontier edge detection. The robot's location is marked with an R. Cells known to be occupied are black; cells known to be unoccupied are white; and cells whose occupancy is unknown are shaded gray. The (open) cells marked with Xs are the frontier edge cells.
The images above show an evidence grid built by a real robot in a hallway adjacent to two open doors. The left image shows the evidence grid alone. The center image shows the frontier edge segments detected in the grid. The right image shows the regions extracted using blob detection. All of the edge segments with the same color belong to the same region. The centroids of regions larger than the minimum frontier size are marked by crosshairs. Three of those frontier regions were detected. Frontier 0 and frontier 1 correspond to open doorways, while frontier 2 is the unexplored hallway. | http://robotfrontier.com/frontier/detect.html |
Our research centers on deciphering how nutrients affect immune responses of an array of immune cells through the unexplored metabolic regulations and to investigate how metabolic reprogramming and targeting can be harnessed to fine-tune immune responses in diseases, especially tumor immunity and autoimmune.
Our projects
Metabolic adaptation of T cells
Metabolic stress imposed by the tumor microenvironment and peripheral tissues to CD8 T cells and other tissue-resident T cells challenges cellular behaviors. In this research theme, we would like to decipher how these regulations tailor T cell behavior and differentiation program by intervening signaling, epitranscripome, and proteome.
Metabolic crosstalk during immuosurveillance
Metabolic competition and communication between cancer cells and their neighboring immune cells determines the amplitude and type of immune response. In this direction, we would like to understand how this communication influence immune cell’s behavior and metabolic makeup of cancer cells uring tumorigenesis.
Firing up immune ignorant tumor
Lack of T cell infiltration in tumors represents one of the major barriers of effective cancer immunotherapy, especially checkpoint blockade. In this project, we would like to understand how we can fire up cold tumors to synergize with current immunotherapy and aim to define new types of immunotherapies for cancer treatment.
Immunometabolic regulations in macrophages
The functional plasticity of macrophages is tightly regulated by cytokines. In vivo, metabolic activities of macrophages have been revealed to play a new layer of regulation to orchestrate macrophage activities. We would like to decipher how these metabolic regulations, especially mitochondrial processes, guide macrophage activation and shape their functions in tumor and inflammatory diseases.
Exosome and immunometabolic regulations
Exosome released by dendritic cells play a critical role on guiding T cell activation. However, it remains unclear if it regulates T cell metabolism. Here, we would like to explore this and aim to exploit novel approaches for vaccine design and cancer immunotherapy.
KEY PUBLICATIONS
- Pu-Ste Liu, Haiping Wang, Xiaoyun Li, Tung Chao, Stefan Christen, Giusy Di Conza, Wan-Chen Cheng, Chih-Hung Chou, Magdalena Vavakova, Charlotte Muret, Koen Debackere, Massimiliano Mazzone, Hsien-Da Hung, Sarah Maria-Fendt, Julijana Ivanisevic, Ping-Chih Ho (2017) α-Ketoglutarate orchestrates macrophage activation through metabolic and epigenetic reprogramming. Nat. Immunol. 18; 985-994.
- Haiping Wang, Fabien Franco, Yao-Chen Tsui, Xin Xie, Marcel P. Trefny, Roberta Zappasodi, Syed Raza Mohmood, Juan Fernández-García, Chin-Hsien Tsai, Isabell Schulze, Florence Picard, Etienne Meylan, Roy Silverstein, Ira Goldberg, Sarah-Maria Fendt, Jedd D. Wolchok, Taha Merghoub, Camilla Jandus, Alfred Zippelius, Ping-Chih Ho (2020) CD36-mediated metabolic adaptation supports regulatory T cell survival and function in tumors. Nat. Immunol. 21; 298-308.
- Yi-Ru Yu, Hana Imrichova, Haiping Wang, Tung Chao, Zhengtao Xiao, Min Gao, Marcela Rincon-Restrepo, Fabien Franco, Raphael Genolet, Wan-Chen Cheng, Camilla Jandus, George Coukos, Yi-Fan Jiang, Jason W. Locasale, Alfred Zippelius, Pu-Ste Liu, Li Tang, Christoph Bock, Nicola Vannini, Ping-Chih Ho (2020) Disturbed mitochondrial dynamics rewire the epigenetic program for CD8+ TIL exhaustion. Nat. Immunol. 21; 1540-1551. | https://www.unil.ch/dof/ho |
Sometimes, a heavy rain falls evenly on every cell of this island. You can assume that an arbitrarily large amount of water falls. After such a heavy rain, some areas of the island (formed of one or more unit cells joined along edges) might collect water. This can only happen if, wherever a cell in that area shares an edge (not just a corner) with a cell outside of that area, the cell outside of that area has a larger height. (The surrounding sea counts as an infinite grid of cells with height 0.) Otherwise, water will always flow away into one or more of the neighboring areas (for our purposes, it doesn't matter which) and eventually out to sea. You may assume that the height of the sea never changes. We will use W[i][j] to denote the heights of the island's cells after a heavy rain. Here are the heights of the example island after a heavy rain. The cell with initial height 4 only borders cells with higher initial heights, so water will collect in it, raising its height to 5. After that, there are no more areas surrounded by higher cells, so no more water will collect. Again, note that water cannot flow directly between cells that intersect only at their corners; water must flow along shared edges.
Given the matrix of the island, can you calculate the total increased height sum(W[i][j]-H[i][j]) after a heavy rain?
The first line of the input gives the number of test cases, T. T test cases follow.
The first line of each test case contains two numbers R and C indicating the number of rows and columns of cells on the island. Then, there are R lines of C positive integers each. The j-th value on the i-th of these lines gives H[i][j]: the height of the cell in the i-th row and the j-th column.
1 ≤ H[i][j] ≤ 1000.
1 ≤ R ≤ 10.
1 ≤ C ≤ 10.
For each test case, output one line containing Case #x: y, where x is the test case number (starting from 1) and y is the total increased height.
Case 1 is explained in the statement.
Case 3 remains unchanged after the rain. | https://www.acmicpc.net/problem/14324 |
Government’s inability to match growing demand for education with human resource and infrastructure development is gradually eroding the impact triggered by the Free Education Programme (FPE) launched 13 years ago.
An increasing number of parents are now resorting to low-cost schools to meet rising expectations. New research findings show that at least 47 per cent of school going children in Nairobi, Mombasa, Kisumu, Eldoret, Nakuru and Nyeri have left government (public) schools for informal schools in low-resource settlements despite the state backed free learning.
Concerned about low quality and access to learning in public schools and deterred by high costs in formal private schools, parents are withdrawing their children from public schools in preference to low-cost informal schools in densely populated areas and slums. This is despite Jubilee government’s reassurance of free laptops or tablets to promote e-learning. The findings by the African Population and Health Research Centre (APHRC), published early this year, show that proliferation of low-cost informal schools and escalating insecurity in informal settlements are gradually eroding confidence in public schools.
The study conducted in Nairobi, Mombasa, Kisumu, Nyeri, Nakuru and Eldoret also brought out the socio-cultural trends that determine how parents make decisions on quality of education they want for their children.
Spurred by the “cheap-is-expensive” mantra, parents and guardians in poor economic settings invest in their children’s future as they give the often overcrowded and overly under-resourced government-aided schools a wide berth.
KEEP READING
The parents, who the report says cannot afford formal private schools, prefer informal low-cost schools in informal settlements because the student-book ratio is even and teaching is relatively student-based.
The parents’ preference to informal schools is informed by security and well-being of their children and availability of Early Childhood Development component, which most public schools lack.
Titled ‘Quality and Access to Education in Urban Informal Settlements in Kenya’, the report is an indirect study of the incongruence between political rhetoric and thirst for quality of education, which the study says is on the down-spin in public schools.
Those polled are of the view that the government provides computer laboratory for every school as an alternative to every pupil a laptop or tablet. The laptop programme for schools, which has since stalled was one of Jubilee’s flagship projects conceived before the 2013 elections.
Although it does not directly address the impact of political rhetoric on quality of education, the reversals in public school enrollment, the findings leave no doubt that the promise of e-learning has done little to encourage enrollment and retention in government-maintained schools.
It is the perception of low-cost quality education in low-resource settlements in Nairobi, Mombasa, Kisumu, Nakuru and Eldoret that is the trigger for scramble for education.
It says, “Overall about 47 per cent of primary school children in the informal settlements in the six towns attend non-government schools. However, comparison between towns show significant differences across study sites. In three of the six towns (Mombasa, Nairobi, and Eldoret), more than half of the children living in informal settlements attended non-government primary schools.”
The survey conducted in 230 schools distributed as 89 public, 94 formal private and 47 low-cost schools also involved 671 math and language teachers for early childhood education, lower primary and upper primary. The findings are based on population of 15,030 pupils from 5,854 households.
The study also brings out another unspoken aspect of education: the proliferation of low-cost informal schools and private schools (often referred to as academies) as a direct consequence of the inability of the ministry to oversee the sector.
The Ministry of Education does not keep tabs on what happens in these institutions until there is a problem, for example when parents complain about funds embezzlement.
“Although the introduction of the free primary education policy led to dramatic increase in enrollment, provision of adequate school places in densely populated urban areas as well as delivery of quality primary education remains a challenge,” the report says.
The data collection for this study was carried out in 2012 in Eldoret, Kisumu, Mombasa, Nairobi, Nakuru and Nyeri.
The survey reports: “Quality of education continues to be an important consideration in parents’ choice of school. On average, perceptions of the quality of learning and teachers’ performance were similar across all the sites. Overall, parents perceived that the quality of learning and teachers’ performance was higher in private schools than in government schools.”
Safety concerns
“Towns with larger slums have inadequate government schools hence the proliferation of non-government schools whose direct fee-charges are slightly higher than those of government schools,” according to the study.
It further states: “In large urban informal settlements such as those in Nairobi, Mombasa and Eldoret, more than half of the children attend non-government schools. In addition, safety concerns for younger children and availability of Early Childhood Development centres close to ‘home’ attract parents to non-government schools.”
The study notes that the higher performance in literacy in low-cost schools in Nairobi is in part explained by greater availability of learning materials – specifically textbooks – supplied by development partners in low-cost schools. This supply of textbooks has enabled these schools to achieve a 1:1 textbook ratio compared to 2:1 in both government and formal private schools.
The learning materials are donated by well-wishers through non-governmental organisations involved in the maintenance of the schools.
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Health officials consider using vaccine to tame choleraAs county directors of health and national government health officials meet Thursday next week on the response to cholera outbreak that has affected 10 counties, one of the top agenda is the possible use of oral cholera vaccine to prevent further spread.
When Njonjo almost resigned over coffee smugglersKnown as the era of black gold, it began in 1976 when Ugandan farmers decided to sell their coffee in the private market. | https://www.standardmedia.co.ke/education/article/2000162398/why-kenyan-parents-prefer-low-cost-schools-to-free-education?articleID=2000162398&pageNo=1&story_title=why-kenyan-parents-prefer-low-cost-schools-to-free-education |
Some 900,000 private school students have transferred to public schools since the start of the pandemic in 2020, posing a new challenge for government-run educational institutions.
The Department of Education (DepEd) confirmed this finding saying that in Western Visayas alone, 76 private schools ceased operations for this school year.
“Based on what we’ve gathered, around 900,000 students have transferred. Unfortunately, they’re congesting further our public school system, which is another bad consequence of this closure of schools,” Dr. Anthony Tamayo, chairman of the Coordinating Council of Private Educational Associations, said in an interview on ANC’s “Headstart”.
Lawyer Joseph Noel Estrada, the group’s managing director, said 60 percent of private schools saw a decline in enrollment.
“Magkakaiba ‘yung decline ng enrollment. Pero base doon sa aming survey, 60 percent ang nakaranas ng pagbagsak ng kanilang enrollment in varying degrees. Meron talagang halos magsara na, at ‘yung iba naman ay kaya pa,” he said in a separate interview.
(The decline in enrollment levels differs from school to school. But based on our survey, 60 percent of private schools saw a decline in enrollment in varying degrees. There are those that almost closed down, and those that can still carry on.)
Amid reports of permanent closures of many private schools nationwide, Tamayo appealed to government to consider private schools as complementary to the public school system.
“I think the private sector should be seen as a, not as a competition but complements to each other. And should there be vacant spaces, instead also of constructing buildings, maybe the students should be
given vouchers so the empty classrooms in the private sector be filled up. That would also help in preventing closure,” he said.
Estrada added, “Like, now, there’s a shortage of classrooms in public schools, 91,000 daw. So if you look at it, then why do we have many private schools closing down also? And unused spaces. So, I think, we really have to look at the resources available to us, to be able to help each other and improve our Philippine education system.”
Tamayo said government could help students by increasing the amount given to senior high school students who hold vouchers for enrollment in private schools.
“An increase in that amount would be highly appreciated by the public sector. And you can also include an increase in the junior high school sector for the education service contracting,” he said.
He called on the government to expand the voucher program to include elementary school students.
“In the grade school, there is no voucher program at all. And that would be a big help. Aside from giving choice to the students, it would also now provide access to quality education.”
Of the 76 private schools that shut down in Western Visayas this year, 17 announced permanent closure, DepEd regional spokesman Hernani Escullar said.
“The most common reason that was stated on the intention of these private schools especially those that are requesting to have a temporary closure for this school year is the low enrollment,” he told ANC’s “Headstart”.
Financial instability due to the pandemic was the other reason, he added.
The DepEd Western Visayas is currently assisting students affected by the school closures.
Esculler assured that the public school system is ready to accept students from private institutions.
The number of enrolled students in the region this year has reached 2.2 million, he said. | https://www.manilastandard.net/news/national/314256240/900000-students-transferred-from-private-to-public-schools.html |
The latest results from Oregon’s Smarter Balanced exams show just 52 percent of students in grades 3–8 tested proficient to grade level in English language arts (ELA), while only 40 percent did so in mathematics. These are the worst results in the test’s five-year history.
Looking further into the data, only 30 percent of black students tested proficient in ELA, and just 17 percent in math. For Hispanic students, 35 percent tested proficient in ELA and 24 percent in math. For low-income students, 39 percent were proficient in ELA and 28 percent in math. Only 58 percent of students in Portland Public Schools, the state’s largest district, tested proficient in ELA and just 45 percent in math.
The results of these tests show Oregon public schools are failing to educate to grade level roughly half of the students in their charge in ELA and math. These mediocre results from Oregon public schools are unacceptable and highlights the need for a stark and immediate change from the status quo.
Oregon public schools need more competition. Moreover, Oregon families need more education options. These goals could be achieved by establishing more private school choice options such as an education savings account (ESA) program.
With ESA, state education funds allocated for a child are placed in a parent-controlled savings account. Under the proposed program, parents could use a state-provided, restricted-use debit card to access education funds to pay for resources for their child’s unique educational program. ESA funds could be used to pay for tuition and fees at private and parochial schools, textbooks and curriculum materials, online courses, tutoring services, educational therapies, computer hardware, or transportation costs. They could also be used to cover the fees required to take national standardized achievement tests, such as the SAT or ACT, as well as tuition, fees, and textbooks at postsecondary institutions.
Copious empirical research covering ESAs and other school choice programs shows they offer families improved access to high-quality schools that meet their children’s unique needs and circumstances. Moreover, these programs improve access to schools that deliver quality education inexpensively. Additionally, these programs benefit public school students and taxpayers by increasing competition, decreasing segregation, and improving civic values and practices.
Students at private schools are also less likely than their public school peers to experience problems such as alcohol abuse, bullying, drug use, fighting, gang activity, racial tension, theft, vandalism, and weapon-based threats. There is also a strong causal link suggesting private school choice programs improve the mental health of participating students.
It is probably for these reasons that choice programs are more popular with parents than ever before. The results of EdChoice’s sixth annual “Schooling in America” survey, released in December 2018, found 74 percent of respondents favor ESAs, up 3 percentage points from 2017. According to the survey, support for ESAs is 76 percent among millennials, 72 percent for those with incomes less than $40,000 a year, 79 percent for blacks, 70 percent for Hispanics, 72 percent among self-identified Democrats, and 77 percent among independents. Another 64 percent support voucher programs and 66 percent support tax-credit scholarships.
Supporters of parental freedom in education hope Oregon lawmakers will take a closer look at the popularity and efficacy of school choice programs in 2020. It is time to reform Oregon’s mediocre public education system. Beaver State families are ready for education choice. Public schools should not hold a monopoly on education. By implementing an ESA program, legislators can ensure more Oregon children have the opportunity to attend a quality school.
The following documents can provide more information about ESAs and parental choice in education.
The 123s of School Choice
https://www.edchoice.org/wp-content/uploads/2019/04/123s-of-School-Choice.pdf
This report from EdChoice is an in-depth review of the available research on private school choice programs in America. Areas of study include: private school choice program participant test scores, program participant attainment, parent satisfaction, public school students’ test scores, civic values and practices, racial/ethnic integration and fiscal effects.
A Win-Win Solution: The Empirical Evidence on School Choice (Fourth Edition)
http://www.edchoice.org/wp-content/uploads/2016/05/A-Win-Win-Solution-The-Empirical-Evidence-on-School-Choice.pdf
This paper by EdChoice details how a vast body of research shows educational choice programs improve academic outcomes for students and schools, saves taxpayers money, reduces segregation in schools, and improves students’ civic values. This edition brings together a total of 100 empirical studies examining these essential questions in one comprehensive report.
Protecting Students with Child Safety Accounts
https://www.heartland.org/publications-resources/publications/protecting-students-with-child-safety-accounts
In this Heartland Policy Brief, Vicki Alger, senior fellow at the Independent Women’s Forum and research fellow at the Independent Institute, and Heartland Policy Analyst Tim Benson detail the prevalence of bullying, harassment, and assault taking place in America’s public schools and the difficulties for parents in having their child moved from a school that is unsafe for them. Alger and Benson propose a Child Safety Account program, which would allow parents to immediately have their child moved to a safe school – private, parochial, or public – as soon as parents feel the public school their child is currently attending is too dangerous to their child’s physical or emotional health.
2018 Schooling in America Survey: Public Opinion on K–12 Education, Parent and Teacher Experiences, Accountability, and School Choice
https://www.edchoice.org/wp-content/uploads/2018/12/2018-12-Schooling-In-America-by-Paul-DiPerna-and-Michael-Shaw.pdf
This annual survey from EdChoice, conducted in partnership with Braun Research, Inc., measures public opinion and awareness on a range of K–12 education topics, including parents’ schooling preferences, educational choice policies, and the federal government’s role in education. The survey also records response levels, differences, and intensities for citizens located across the country and in a variety of demographic groups.
The Public Benefit of Private Schooling: Test Scores Rise When There Is More of It
https://object.cato.org/sites/cato.org/files/pubs/pdf/pa830.pdf
This Policy Analysis from the Cato Institute examines the effect increased access to private schooling has had on international student test scores in 52 countries. The Cato researchers found that a 1 percentage point increase in the share of private school enrollment would lead to moderate increases in students’ math, reading, and science achievement.
The Effects of School Choice on Mental Health
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3272550
This study from Corey DeAngelis at the Cato Institute and Angela K. Dills of Western Carolina University empirically examines the relationship between school choice and mental health. It finds that states adopting broad-based voucher programs and charter schools witness declines in adolescent suicides and suggests that private schooling reduces the number of times individuals are seen for mental health issues.
Competition: For the Children
https://www.heartland.org/publications-resources/publications/competition-for-the-children
This study from the Texas Public Policy Foundation claims universal school choice results in higher test scores for students remaining in traditional public schools and improved high school graduation rates.
Nothing in this Research & Commentary is intended to influence the passage of legislation, and it does not necessarily represent the views of The Heartland Institute. For further information on this subject, visit School Reform News, The Heartland Institute’s website, and PolicyBot, Heartland’s free online research database.
The Heartland Institute can send an expert to your state to testify or brief your caucus; host an event in your state; or send you further information on a topic. Please don’t hesitate to contact us if we can be of assistance! If you have any questions or comments, contact Heartland’s government relations department, at [email protected] or 312/377-4000. | https://www.heartland.org/publications-resources/publications/research--commentary-poor-assessment-results-highlight-need-for-education-choice-in-oregon |
Houston is home to 17 different school districts, with the Houston Independent School District (HISD) serving families in the center of the city. A looming state takeover, which may happen in fall 2018, has dominated conversation in the city over the past year, highlighting weaknesses in governance, vision, and community engagement. However, this crisis point could provide an opportunity to reassess education strategy and begin to build a citywide vision for Houston’s school system. The city’s 150 charter schools, mayor’s office, and active nonprofit and business sectors should be involved in establishing that vision. This conversation must include a sustainable strategy to improve the city’s schools and improve access to existing quality options.
System Reforms
Is the education strategy
rooted in the community?
|Variety of groups||Exemplar|
|System is responsive||Developing|
|Broad support||Developing|
|City engages families||Little in Place|
Is the education system
continuously improving?
|Equitable funding||Good|
|Right teachers||Developing|
|Right leaders||Developing|
Do students have access
to a high-quality education?
|Families have information||Developing|
|Transportation is working||Developing|
|Array of school models||Developing|
|Strategic school supply||Developing|
|Enrollment is working||Little in Place|
Each indicator is scored with a rubric on a 4-point scale. We added the scores for the indicators to get an overall goal score. An arrow shows increase or decrease from the 2017 score.
Looking Deeper
Challenges Ahead
► Working across sectors and districts to develop a vision for education
HISD is one of 17 districts serving students in the Houston area, although it is the only one to serve the metropolitan area. Interviewees in Houston noted a lack of vision for education for the metropolitan center, and the lack of leadership to drive it. HISD’s board has long been divided, so is not a natural place to look for leadership. The city has several single-issue task forces and the Greater Houston Partnership, but no task force guides a strategic, citywide plan and none has authority to take action. In 2016 the mayor created Houston’s first Office of Education, which is guiding initiatives and serves as a central hub for convening all city districts. The key to developing greater leadership in either of these existing conveners, or through a new nonprofit, will be to move beyond single-issue items toward citywide, strategic actions. A task force must also include district, charter, and nonprofit leaders, and develop MOUs to reinforce responsibility for following through on action items.
► Developing a menu of options to improve HISD schools
In 2015 Texas passed HB 1842 requiring a district to close or turn around consistently underperforming schools, or face state intervention. In April 2017 the HISD school board could not agree on a plan for its most persistently struggling schools: the state could close the schools or replace the local school board if August 2018 test scores do not show improvement in any of four identified schools. The process was marked by contentious debate and revealed two key tensions for Houstonians: what types of organizations can play a role in district school improvement and how can community input be effectively incorporated into the education strategy. Regardless of possible state intervention, HISD must develop a menu of options with community input. In 2017 the district launched Achieve 180, which provides differentiated supports to identified schools, resulting in preliminary gains. But HISD should develop additional options. If partnering with charter schools is not possible to accomplish turnaround, the district could work with local nonprofits, universities, or the mayor’s office; these groups must work together now to build capacity. Establishing a family-centered process for school closure is also needed. A phased-out, district-managed school closure is better for families than a last-minute, state enforced closure, as long as it is paired with supports so students can attend a higher-performing school. HISD could also consider developing district leaders and teachers for turnaround and restart.
► Increasing access to high-quality school options
HISD is home to a number of high-quality magnet schools. However, there is well-documented inequity in the magnet system because of application requirements and other enrollment restrictions. Former superintendent Richard Carranza started conversations to reassess HISD’s magnet schools so all families could have access to the quality education that magnets provide. The new superintendent, once selected, should carry forth this important conversation. Shrinking neighborhood schools can be reopened as magnet options to attract families. New magnets can open with a diverse-by-design model to ensure economic diversity within the student body, as has been tried in other Texas cities. And selected magnets can transition to an open-enrollment approach, which can be done without compromising rigor by providing student supports. Within the charter sector, Houston is home to many high-performing charter schools. However, YES Prep and KIPP Public Charter Schools are the only networks that provide free transportation to all students. Other charter networks and schools should prioritize transport—even if it is by offering subsidies to parents who drive students to school or organizing parent carpools. Houston’s sprawling geography and few public transit options make it a poor candidate for bus passes now, but transportation is a citywide concern, so charter leaders can continue to work with civic leaders through forums like the Greater Houston Partnership to advocate for the expansion of public transit options.
Spotlight
20,000 Families Use New 10-Minute Process to Apply to Multiple Schools
Families living in the center of Houston have a number of options when it comes to school choice. They can apply to HISD magnet schools, HISD schools outside of the neighborhood boundary, schools in other districts, and charter schools. But even for families who know they have choice, navigating and making sense of the options remains a major challenge.
And for a city with as much school choice as Houston, it falters when it comes to streamlining the process for families. As of June 2018 there was still no information guide providing academic and curricular information for all schools and no common application or unified enrollment system.
To start to improve the application process, the regional nonprofit Families Empowered launched Apply Houston in 2017. Over 20,000 families applied during the first year’s application window. And for the first time in Houston, the year’s application data across schools will be used to help identify demand trends.
The portal streamlines only the application process—enrollment and lotteries are still run by individual schools or networks—and in the inaugural year the portal only accounted for about 50 of the city’s 156 charter schools.
But this is still a significant step toward making school choice easier for families, especially those who have fewer resources. And the portal is an excellent example of starting to streamline wherever possible—in this case, among willing charter networks. Looking forward for Houston parents, a truly streamlined choice system should first include unified enrollment for all charter schools, and then for all choice options.
Nonprofit Uses Census Data to Help First-Generation Latino Families Navigate School Options
White students in Houston are disproportionately represented in the city’s highest-performing schools: although they make up 10% of the student population, white students are 3 times more likely than Latino students to be in high-performing K–8 schools.
In 2017 the Texas nonprofit organization Children at Risk expanded its services to help first-generation Latino families understand and navigate the school system.
Children at Risk used census data to find the areas with the highest proportion of Latino households and low-performing schools. Then its staff worked with community groups already active in those neighborhoods to train families to identify a quality school and understand their options for out-of-neighborhood transfers.
Children at Risk hopes to broaden its impact in the future. This will start by learning lessons from the 2017 pilot—like incentivizing families to attend workshops by providing child care, food, and transportation.
Student and School Outcomes
Houston’s graduation rate has improved over time to be about on par with the state’s. In other areas, our measures show strong outcomes overall, but some stagnation. Proficiency rates in Houston were also about on par with state averages in 2014-15, but the city made no gains over four years in math and fell behind in reading.
► Between 2011-12 and 2014-15, the city’s graduation rate improved. In 2014-15, the city’s graduation rate was about on par with the state’s.
Data are for all charter and district schools within the municipal boundary. Graduation data from EDFacts and performance data from the Texas Education Agency. See Methodology & Resources for more detail.
Background
About Houston
Houston is a city with a large geographic footprint that includes 17 school districts—many of which serve students outside the city limits—and 156 charter schools within its municipal boundaries. Houston Independent School District (HISD), the seventh largest district in the country, serves families living in the center of the city. Superintendent Richard Carranza stepped down in March 2018 to become chancellor of New York City Schools. Chief Academic Officer Grenita Lathan was unanimously voted in as interim superintendent and enjoys strong local support.
School Choice in the City
All families in Houston are assigned to a neighborhood school. HISD allows for out-of-district transfers and has a number of transfer options for its own schools, including magnet programs, public education grants, and space-available transfers. Most charter schools are open enrollment and do not have specific neighborhood zones. Texas law allows for inter-district choice, so students can apply for enrollment in other Houston-area districts.
Governance Model
HISD is the main district in the city, but there are 17 other districts in the greater metropolitan area. All districts are governed by a locally elected school board. Most charters in the city are authorized by the Texas Education Agency.
2015 District and Charter Student Body
Enrollment: 579,609 students
Race and ethnicity: 60% Hispanic, 24% black, 9% white, 7% other
Low-income: 73% free and reduced-price lunch
2017 School Composition
Source: Enrollment data from EDFacts, 2014-15.
School data from researcher analysis of public records, 2016-17.
The Center on Reinventing Public Education is a research and policy analysis center at the University of Washington Bothell developing systemwide solutions for K–12 public education. Questions? Email [email protected]. | http://crpe-research.freelock.com/reports/stepping-up/cities/houston/index.html |
Guiding Principles — As IPS and its stakeholders work toward improving districtwide enrollment, we will do so grounded in the following Guiding Principles.
- How can we grow and replicate schools and programs with demonstrated academic success in supporting all students and closing the opportunity gap?
- How do we create conditions that stabilize student populations at individual schools?
- How do we ensure successful grade level transitions to middle and high school?
Reorganization Advisory Committee: Meeting 3 Recap
On April 14, the Rebuilding Stronger community process continued with the third meeting of the reorganization advisory committee — this meeting focused on IPS enrollment trends. The core question we asked was, “Do all students have access to the variety of schools and programs offered?” The goal of the meeting was for all attendees to have a clear picture of the current IPS enrollment and choice landscape, and then for committee members to spend time sharing reflections in reaction to the data — and offer wonderings about how we can make access for all a reality.
Watch the full meeting HERE or keep reading below for a summary and a better understanding of enrollment at IPS.
The Context
Our neighborhood schools are facing exactly the same trends as every other major national district in the wake of COVID19 — disappearing kids in our K–8 district neighborhood schools and a flight to charter schools.
At the same time, we’re seeing some wins:
- Overall enrollment is increasing throughout our family of IPS schools, including district choice, innovation choice, and innovation neighborhood schools.
- We continue to be a national model for the availability of choice programs and competition in our district.
Yet the reality is that not every family has access to an excellent choice in their neighborhood. Meeting 3 was a deep dive into our enrollment trends — both the opportunities and the challenges.
Data Overview: Key Trends
- IPS faces significant competition from townships, charters, and private schools.
- Enrollment at choice schools is increasing, while enrollment at neighborhood schools is decreasing.
- Choice schools have significantly higher stability than neighborhood schools, retaining their students year-over-year better than other schools.
- Student enrollment by race varies widely across IPS’ family of schools.
- K–8 Choice schools continue to serve fewer families of color than neighborhood schools.
Challenges We Must Address:
- Retention: Retention from 6th to 7th grade has been decreasing over the past few years, and more students are transferring to private and township schools.
- Race Equity: K–8 choice schools continue to serve fewer students of color than K–8 neighborhood schools. High demand choice schools are struggling to diversify and represent the overall demographics of the district.
- Not all students have the same access: High demand choice enrollment is driven by sibling and proximity enrollment priorities.
- Mobility: Family selections and changes in circumstances during the pandemic (like a move) are playing a significant role in decreasing enrollment at neighborhood schools.
Opportunities to Build From
- National recognition: IPS is known as a national leader on choice and collaboration — leveraging strategic partnerships across the city, and making choosing IPS schools an attractive option.
- Enrollment increases: Enrollment at choice schools is increasing, creating a roadmap to build on what works.
- Future school-age population growth: IPS has an opportunity to capitalize on increasing school-aged populations over the next decade.
- Improve retention: There is an opportunity to increase retention from 6th to 7th grade by making quality options available to more students.
Join the Conversation: We need YOU to help us reinvent, rebuild, redesign!
- Quick reminder: All committee meetings are open to the public. Can’t make a meeting? Meetings are also recorded and put on the IPS website on the Rebuilding Stronger page.
For a full list of meeting dates, times and locations, click HERE.
What is the Reorganization Advisory Committee?
This committee is made up of parents and students, teachers and school leaders, Board members and other elected officials, community organizations and nonprofits, and the business community. This committee is tasked with reviewing and discussing assessments on facilities, student experience, enrollment and choice, and finances to provide IPS with feedback and recommendations. | https://myips.org/rebuilding-stronger-community-conversations/rebuilding-stronger-phase-2-summary/rebuilding-stronger-meeting-3-enrollment/ |
Parliament Secretary for Ministry for Education, Ms Low Yen Ling stated in Parliament during its last sitting in January that the current rate of expansion of the Primary Schools Student Care Centers (SCCs) has been meeting demand and that the Ministry of Education (MOE) will continue to monitor the demand for school-based SCCs places and work with schools to improve the accessibility of SCCs by setting up of new SCCs as well as expanding capacity for existing ones.
This was in response to questions filed by Mr Liang Eng Hwa from Holland-Bukit Timah GRC. Mr Liang had asked the Minister for Education (Schools) on the progress on the setting up of school-based SCCs in all primary schools and whether the Ministry is seeing increasing demand for more places, as well as whether the Ministry has plans to increase the number of places in each school.
Ms Low who answered on behalf of the Minister for Education (Schools), said, “MOE is on track to open SCCs in all Primary schools by end 2020. The provision of school-based SCC places has largely kept pace with demand as the majority of the schools do not have wait lists.”
She reiterated that within five years, MOE has steadily increased the number of school-based SCCs from less than 50 to 147 centers, which means 77 percent of our Primary schools have SCCs. Overall enrollment has risen steadily from about 3,000 to more than 18,000 students. For the schools with a wait list, the average number is less than 10.
Mr Liang further asked the Minister:
- Whether does MOE has plans to further scale up both SCCs for within the school as well as those that are inside the schools.
- Would MOE work with some of the Voluntary Welfare Organisations (VWOs) who are interested to set up SCCs which they slowed or stopped since the school-based SCCs were introduced?
Mr Liang thinks there is more demand (for the SCCs) and if MOE can increase the effort, it would especially help the working parents.
The Minister answered that MOE’s priority is to ensure that a nurturing environment is availed to the students who most need after-school care, where they can grow and flourish after school.
She explained, “Out of 147 SCCs in the Primary schools now, 45 percent of the SCCs are operated by VWOs and the remaining 55 percent of the centers are operated by private sector commercial operators.”
“We also recognise that demand may vary from school to school and from area to area. We work very closely with the school principals who will know, would have a good pulse check on the demand for SCC places in the school arising from meetings with parents and parents’ feedback,” she stated.
In places of higher demand, MOE works closely with the Ministry of Social and Family Development (MSF) as well as with the SCC operators, be it the VWOs or the private sector operators to increase capacity.
Ms Low said there are two ways to increase capacity; first is to open up a SCC in remaining Primary schools and second is to increase capacity in existing center. There will be another 43 SCCs to open to cover the total number of 190 Primary schools by year 2020, she said.
Non-Constituency Member of Parliament, Leon Perera also threw in his questions about the matter, asking whether MOE plays some role in reviewing the programs that the SCCs run to level up in terms of the quality of their programs and to share learnings as to the quality of the programs, and whether teachers in (some of) these SCCs trained to provide the appropriate care for students with different types of special needs.
Ms Low said the MOE team works closely with the MSF team to support the Student Care Officers (SCOs) working in the SCCs to provide care for the student after-school hours. MOE also work with them to provide professional development support.
“In August 2015, the MOE signed an MOU with the four self-help groups – CDAC, MENDAKI, SINDA and Eurasian Association (EA). Under the MOU, the four self-help groups have set up a joint venture company in November 2015 and they aim to set up 30 SCCs that would be owned by the self-help groups, which are also considered VWOs,” she said.
“They will set up 30 SCCs by year 2020 and they have reported to MOE that in January 2017, they have already hit 50 percent of the target. They already have SCCs in 15 schools to provide care for students who most need this,” she added.
And on children with special needs, Ms Low said that based on the feedback from parents, they see a lot of benefits of having their children stay in SCCs in a school-based environment.
It is within the school premises and this where the principal or the Allied Educator (AED) will be able to bridge the communications with the Student Care Officers with regard to the learning needs or learning difficulties of certain students in the SCCs and provide relevant support to them.
The support as being given is not just support from the MOE side but also the relevant disability division in MSF, Ms Low explained. | https://www.theonlinecitizen.com/2017/02/02/moe-expansion-rate-of-primary-schools-student-care-centers-meeting-demand/ |
This paper examines the effects of sorting and mixing on academic performance of high school students in South Korea. The Korean government has vigorously promoted mixing for more than three decades, replacing competitive entrance examinations at individual schools by a lottery-based enrollment system. As a result, about half of high schools (grades 10 to 12) as well as all middle schools (grades 7 to 9) are subject to what is locally known as the Equalization Policy (EP), and passively accept students randomly assigned. In contrast, outside the designated EP areas, students are sorted with stratification along ability among schools. This paper employs the difference-in-differences empirical strategy to analyze the newly available data from the Korean National Assessment of Educational Achievement. Two main results emerge. First, sorting raises test scores of students outside the EP areas by roughly 0.3 standard deviations, relative to mixing. Second, more surprisingly, quantile regression results reveal that sorting benefits students across the ability distribution.
Keywords: public education, sorting, mixing, peer effect, South Korea.
JEL Classification: H4, I0, I2
Suggested Citation: Suggested Citation
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In the competitive U.S. higher education market, institutions differentiate themselves to attract both students and tuition dollars. One understudied example of this differentiation is the increasing trend of "colleges" becoming "universities" by changing their names. Leveraging variation in the timing of such conversions in an event study framework, I show that becoming a university increases enrollments at both the undergraduate and graduate levels, which leads to an increase in degree production and total revenues. I further find that these effects are largest when institutions are the first in their market to convert to a university and can lead to negative spillover effects on non-converting colleges.
We present results from a meta-analysis of 37 experimental and quasi-experimental studies of summer programs in mathematics for children in Grades pre-K-12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs that included mathematics activities experienced significantly better mathematics achievement outcomes, compared to their control group counterparts. We find an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes. We find similar effects for programs conducted in higher- and lower-poverty settings. We undertook a secondary analysis exploring the effect of summer programs on non-cognitive outcomes and found positive mean impacts. The results indicate that summer programs are a promising tool to strengthen children’s mathematical proficiency outside of school time.
Private school choice policies have been enacted and expanded across the United States since the 1990s. By January 2021, 30 states plus the District of Columbia and Puerto Rico hosted 67 distinct private school choice policies. Why have some states adopted and expanded this education reform while others have demurred? Which states are more likely to adopt specific types of private school choice initiatives in the coming years? We present the results of an exploratory empirical analysis examining which state-level political, economic, and educational factors predict past policy decisions regarding the enactment and expansion of private school choice in 49 states from 2000 to 2016. The results from our most preferred statistical model further predict which states are more and less likely to take action towards such policies in subsequent years. The political factors involving Republican control of the governorship and legislature, prevalence of minority students in the K-12 population, and share of private school enrollment in the state prove to be highly predictive factors in school choice adoption. The economic factor of a comparatively low state per-capita GDP also consistently predicts school choice policy adoption in our models.
We examine the effects of disseminating academic performance data—either status, growth, or both—on parents’ school choices and their implications for racial, ethnic, and economic segregation. We conduct an online survey experiment featuring a nationally representative sample of parents and caretakers of children age 0-12. Participants choose between three randomly sampled elementary schools drawn from the same school district. Only growth information—alone and not in concert with status information—has clear and consistent desegregating consequences. Because states that include growth in their school accountability systems have generally done so as a supplement to and not a replacement for status, there is little reason to expect that this development will influence choice behavior in a manner that meaningfully reduces school segregation.
Hundreds of colleges have changed their names to signal higher quality. We estimate how this affects college choice and the labor market performance of college graduates. Administrative data show that name-changing colleges enroll higher-aptitude students, with larger effects for attractive-but-misleading name changes and among students with less information. A resume audit study shows that employer callbacks respond to the increased aptitude of recruited students at these colleges. We broaden these results using scraped online text data, survey data, and other administrative data. Our study demonstrates that signals designed to change beliefs can have real, lasting impacts on market outcomes.
In the United States, people with more education vote more. But, we know little about why education increases political participation or whether higher-quality education increases civic participation. We study applicants to Boston charter schools, using school lotteries to estimate charter attendance impacts for academic and voting outcomes. First, we confirm large academic gains for students in the sample of charter schools and cohorts investigated here. Second, we find that charter attendance boosts voter participation. Voting in the first presidential election after a student turns 18 increased substantially, by six percentage points from a base of 35 percent. The voting effect is driven entirely by girls and there is no increase in voter registration. Rich data and the differential effects by gender enable exploration of multiple potential channels for the voting impact. We find evidence consistent with two mechanisms: charter schools increase voting by increasing students’ noncognitive skills and by politicizing families who participate in charter school education.
The Covid-19 pandemic drastically disrupted the functioning of U.S. public schools, potentially changing the relative appeal of alternatives such as homeschooling and private schools. Using longitudinal student-level administrative data from Michigan and nationally representative data from the Census Household Pulse Survey, we show how the pandemic affected families’ choices of school sector. We document four central facts. First, public school enrollment declined noticeably in fall 2020, with about 3 percent of Michigan students and 10 percent of kindergartners using other options. Second, most of this was driven by homeschooling rates jumping substantially, driven largely by families with children in elementary school. Third, homeschooling increased more where schools provided in-person instruction while private schooling increased more where instruction was remote, suggesting heterogeneity in parental concerns about children’s physical health and instructional quality. Fourth, kindergarten declines were highest among low income and Black families while declines in other grades were highest among higher income and White families, highlighting important heterogeneity by students’ existing attachment to public schools. Our results shed light on how families make schooling decisions and imply potential longer-run disruptions to public schools in the form of decreased enrollment and funding, changed composition of the student body, and increased size of the next kindergarten cohort.
Cognition, a component of human capital, is fundamental for decision-making, and understanding the causes of human capital depreciation in old age is especially important in aging societies. Using various proxy measures of cognitive performance from a longitudinal survey in South Africa, we study how education affects cognition in late adulthood. We show that an extra year of schooling improves memory performance and general cognition. We find evidence of heterogeneous effects by gender: the effects are stronger among women. We explore potential mechanisms, and we show that a more supportive social environment, improved health habits, and reduced stress levels likely play a critical role in mediating the beneficial effects of educational attainment on cognition among the elderly.
We examine the causal influence of educators elected to the school board on local education production. The key empirical challenge is that school board composition is endogenously determined through the electoral process. To overcome this, we develop a novel research design that leverages California's randomized assignment of the order that candidate names appear on election ballots. We find that an additional educator elected to the school board reduces charter schooling and increases teacher salaries in the school district relative to other board members. We interpret these findings as consistent with educator board members shifting bargaining in favor of teachers' unions.
Over the last decade, more and more schools have adopted Universal Free Meals (UFM), a program that provides meals free of charge to all students, regardless of household income. Recent research finds UFM increases participation in school meals, improves test scores, and reduces incidences of bad behavior. Additionally, advocates cite stigma reduction as one of UFM’s many benefits, but to date, scholars have yet to provide empirical evidence of this claim. This paper fills the gap in the literature by being the first to examine whether UFM influences student perceptions of school climate. I use individual, student survey responses and school meal participation data from New York City Department of Education (NYCDOE) to investigate whether and to what extent UFM changes participation behavior and student perceptions of their school climate. Using a difference-in-differences design, I exploit students’ staggered exposure to UFM, among those that are ever exposed, to investigate if UFM influences participation and improves student perceptions of bullying, fighting, respect, and safety. I find UFM increases school lunch participation among students that were previously eligible for free meals but rarely participated, suggesting that UFM affects participation patterns beyond simply reducing the price of food. All students, regardless of socioeconomic status, report reductions in perceptions of bullying and fighting within school, as well as improvements in perceptions of safety outside of school. Notably, students ever designated as eligible for free/reduced price meals and those that ate school lunches last year report feeling safer inside the school cafeteria. Thus, not only does UFM improve perceptions associated with stigma for students who directly interact with UFM, but the program also has positive effects for all students regardless of their socioeconomic status. | https://edworkingpapers.com/index.php/topics/markets-vouchers-choice-profits-vendors?page=0 |
“What are we doing as researchers?” asks Stedman-Sumner Professor of Economics Tahir Andrabi. “We are uncovering people’s stories and telling them to the rest of the world.”
For more than a decade, Andrabi and a team of researchers have conducted a series of economic surveys on education in Pakistan’s Punjab province. About 35,000 primary schoolchildren were tested in math, language, civics and other subjects, with report cards of the results distributed to their families and, for parents who were illiterate, explained at village gatherings and town meetings.
“Giving Pakistani families information improved their welfare as consumers of education,” says Andrabi. “It lowered the fees private schools charge and induced lower quality private schools to improve their test scores. Public schools responded to this information by raising their quality and increasing their enrollment. We are also finding that these effects persist in these villages even after eight years.”
The surveys also exposed some problems, including the difficulty of retaining teachers and the need for better training and better resources.
For Andrabi, education is a “kind of ecosystem. It has teachers, textbook providers, policymakers, regulators. I can name 20 different actors,” he says. “Our job as researchers is to identify the frictions in all these relationships and to think about the barriers to innovation, so people can think about their solutions to their own problems.”
The initial problem for policymakers, says Andrabi, “had been how to get kids in school, particularly girls and the rural poor. As more children entered schools, construction increased and researchers started to notice that it was not enough. The demand for education, for women, for girls, the aspirations parents have for their children are very high. So the question now is how to respond to that need.”
Andrabi has been part of that response, traveling around the world and collaborating with colleagues in education and economics to “reimagine” a school of education. Invited by Pakistan’s leading philanthropist and a founding trustee of its largest private university to work on the project, Andrabi initially intended to lay the groundwork for the new school.
Instead, he is taking a sabbatical to become the inaugural dean of the Lahore University of Management Sciences School of Education, working with eight faculty members and 40 students in a master of philosophy program on educational leadership. | https://www.pomona.edu/news/2018/07/24-prof-tahir-andrabi-surveys-and-reimagines-education-pakistan |
LANSING, Mich. — The State of Michigan launched a school information website on Monday that allows users to look up test scores, enrollment and school “report cards,” and that eventually will report on how well high schools prepare students for college, according to the Detroit Free Press.
The site, www.mischooldata.org, was described as a “Consumer Report for schools” by Jim Ballard, executive director of the Michigan Association of Secondary School Principals.
“This is probably the most public-oriented piece we’ve ever done with education data,” Paul Bielawski, school data manager for the Center for Educational Performance and Information, told the Free Press. CEPI maintains a number of statistical databases about Michigan schools.
Previously, parents would have had to review three databases on two websites to compare test scores, graduation rates and report cards, the Free Press reported. By September, parents will be able to use the new site to determine how many graduates from each high school enrolled in college and how many needed remedial coursework, according to the Free Press.
Judy Pritchett, chief academic officer for the Macomb Intermediate School District, said the new site will help provide an overview of a school or district, but that it won’t tell the parents much about such things as the scope of programs at a school, parent involvement or quality of staff, the Free Press reported.
SOURCE:
Detroit Free Press, “Web site lets you compare Michigan high schools’ success,” Aug. 13, 2011
FURTHER READING:
Mackinac Center for Public Policy, “New Online Database Provides Unique ‘Context and Performance’ Information for Every Standard Michigan Public High School,” June 27, 2011
HAZEL PARK, Mich. — Hazel Park Schools has joined the list of public school districts seeking to attract new students by offering to pay for their first two years of college, according to the (Royal Oak) Daily Tribune.
The Hazel Park Promise begins with graduates of the class of 2012, according to the Tribune. Students will receive scholarships to any Michigan university, community college or trade school according to a sliding scale based on how long they have been enrolled in the district, the Tribune reported.
Anjanette Stinson enrolled her three children in Hazel Park recently, telling the Tribune, “I’m going to need all the help I can get with tuition.”
School officials would like other parents to follow suit, not just because of the additional state funding that each student brings to the district, but also in hopes that families will move to the city and increase the tax base, they told the Tribune.
A committee raised $180,000 in private contributions to cover the 2012 costs and is now raising funds for 2013, the Tribune reported. In subsequent years, the program is expected to be allowed to capture a share of property tax funding as well, according to the Tribune.
SOURCE:
(Royal Oak) Daily Tribune, “Promise of free college tuition spurs Hazel Park enrollment,” Aug. 12, 2011
FURTHER READING:
Mackinac Center for Public Policy, “The Kalamazoo Promise vs. School Choice,” June 17, 2010
SAGINAW, Mich. — Sandra Gonzales received so many requests to teach children in her Saginaw home that she and her husband decided to open a small, private school, according to The Saginaw News.
The New Millenium Center, a faith-based nondenominational school, has 43 enrollees as it enters its second year of operation, The News reported.
Gonzales, 53, and her husband home-schooled their own daughter, now 27, but when Gonzales offered to home-school other children last year on a donation basis, the demand was too high to accommodate, she told The News.
“I couldn’t put 14 kids in my living room — there was no way,” Gonzales told The News.
New Millenium is located in a former Catholic school in Saginaw; it currently has 10 teachers and much of the learning is done with computers, according to The News.
The small class size allows for more one-on-one attention, parents and students told The News. Tuition is $150 per month per student, according to The News.
SOURCE:
The Saginaw News, “Enrollment growing at New Millennium Center as it moves into former St. Andrew school in Saginaw,” Aug. 12, 2011
FURTHER READING:
Michigan Education Report, “Cristo Rey: A new option in Catholic education,” June 16, 2008
GRAND RAPIDS, Mich. — U.S. Census figures continue to show that public school districts with the highest poverty rates often have the lowest reading and math scores, according to a report by Booth News Service.
State and federal governments have tried to address that by providing extra funding to school districts for “at-risk” students, a state official told Booth, while two economic researchers said that boosting family income appears to boost test scores.
The problem is not that low-income children can’t achieve, Jan Ellis, Michigan Department of Education spokeswoman told Booth News. In addition to “at-risk” funding, she said that the state’s recent emphasis on early childhood development is meant to boost school preparedness.
Two economic researchers told Booth News that a modest increase in family income — about $1,000 a year — can result in higher math and reading scores among students from low-income families. The research, based on changes in the federal Earned Income Tax Credit, is pending publication in the American Economic Review, Booth News reported.
In contrast, earlier media reports have noted cases of Michigan school districts “beating the odds” by achieving high test scores among low-income students.
SOURCE:
Booth News Service, “School achievement closely tracks with family income in Michigan, Census 2010 figures show,” Aug. 14, 2011
FURTHER READING:
Michigan Education Digest, “Schools shouldn’t use race, poverty as excuse,” April 30, 2009
Michigan Education Report, “Charter report favorable, state board wants more,” Feb. 24, 2009
LANSING, Mich — Four graduates of Thomas M. Cooley Law School are suing the college for $250 million, claiming it uses misleading statistics on post-graduate employment and salaries as a way to attract students, the Lansing State Journal reported.
The alumni have been unable to find work in the legal field, the Journal reported, and their lawsuit alleges "dubious calculations and deliberate omissions” about jobs data by Cooley.
Cooley officials called the claims “simply baseless” in a written statement, according to the Journal.
The data isn’t an issue just at Cooley, but at all law schools, one attorney told the Journal. While American Bar Association rules call for law schools to report post-graduate employment, it does not require them to distinguish whether their alumni are employed in the legal profession or a different field, the Journal reported. Also, only self-reported salary data is required, which tends to skew toward higher wage-earners, the report said.
The ABA currently is reconsidering its reporting requirements, the Journal reported.
The "real" employment number among law school graduates “would shock people,” attorney David Anziska told the Journal. He is with the New York firm Kurzon Strauss, which is representing the plaintiffs.
SOURCE:
Lansing State Journal, “4 grads sue Cooley for $250M; saying job-finding, salary number inflated,” Aug. 11, 2011
FURTHER READING:
Mackinac Center for Public Policy, “Michigan has oversupply of new teachers,” Aug. 9, 2011
MICHIGAN EDUCATION DIGEST is a service of Michigan Education Report (http://www.educationreport.org), an online newspaper published by the Mackinac Center for Public Policy (http://www.mackinac.org), a private, nonprofit, nonpartisan research and educational institute.
Contact Managing Editor Lorie Shane at [email protected]
To subscribe or unsubscribe, go to http://www.educationreport.org/pubs/mer/listserver.aspx?Source=MED
The Mackinac Center for Public Policy is a nonprofit research and educational institute that advances the principles of free markets and limited government. Through our research and education programs, we challenge government overreach and advocate for a free-market approach to public policy that frees people to realize their potential and dreams.
Please consider contributing to our work to advance a freer and more prosperous state. | https://www.mackinac.org/15569 |
To the Senate Election Law and Municipal Affairs Committee Dear Chairman Gray and members of the committee:
My name is Debrah Howes. I am the president of the American Federation of Teachers -NH. AFT-NH represents 3,500 teachers, paraeducators and school support staff, public service employees and higher education staff across New Hampshire.
I write to oppose House Bill 1393. This bill would impose burdensome budget constraints on our schools at a time when they should be focused on helping students recover from the pandemic. By setting up a “fast track” process for local school budget caps to be proposed and voted on - potentially by only a small minority of residents - this bill could hamstring district budgets and drain funding from our public schools before most parents or voters even know the ramifications.
HB 1393 would:
- Permit rigid school budget caps to be proposed by any school board or as few as 25 voters in a school district.
- Require only a short 15-30-day window between a school board public hearing on such a proposed cap, and the school district meeting when it would be voted on.
- Allow a cap to pass by a 3/5th majority of the voters present and voting at the district meeting. (In other words, it’s possible that a very small minority of a town’s residents would have the power to impose a cap that would affect all children and families in a district.)
- Only allow voters to override the budget cap by a 3/5th majority town meeting vote (even if budget caps are clearly hurting the quality of education in a district).
- First, the bill pretends that districts can “manage” budget variables that are actually impossible to control. For example, during the pandemic, schools experienced sudden, dramatic enrollment declines. These enrollment losses were temporary—but under HB 1393, any temporary dip in enrollment would set off needless and painful belt- tightening, making it that much harder to attract students and families back. Another example: The bill does not take into account the overarching operational costs that are difficult to predict or control. Who knows what our nation’s heating costs or gas prices will look like next winter, for example?
- Because there is no budgeting flexibility in the bill (except for a nod to inflation), respecting the budget caps could force districts to cut important services and programs students rely on, such as transportation services; school nurses and social workers; and athletics, music, and art. It could also cause teacher and staff layoffs. These cuts would hit hard, especially in poor districts with less ability to make up funding gaps through other means of fundraising. As budget caps start to affect school quality and families leave a “capped” school district, less and less funding would be available to that district to address the very problems that are compelling families to leave.
- And there is no requirement that a cap be set high enough for a district to continue to provide existing educational programming and services. This could lead to students and families losing services, including the public schools they currently want and rely on with little notice or warning, possibly at the hands of a small number of voters. If that sounds extreme, consider the recent experience in Croydon.
These poll results were doubly validated by the recent school district elections across the state, which saw pro-public education school board candidates victorious, and most educator union contracts approved with significant raises. Granite Staters want a laser focus on funding education and giving our kids the schools, they deserve.
Sincerely, | http://nh.aft.org/state-house-news/testimony-aft-nh-deb-howes-sb-1393-school-budget-cap |
A total of 120 new schools are expected to open across Dubai, UAE, over the next 10 years, said a report citing Knowledge and Human Development Authority (KHDA).
Private schools in Dubai reported an average annual enrollment growth of 6.6 per cent over the last decade, reported state news agency Wam
KHDA, the educational quality assurance and regulatory authority of the government of Dubai, said its latest report illustrates how higher student enrollments have boosted long-term economic growth and the important role of private schooling in Dubai.
Student enrolments have grown by 89 percent in the last 10 years and total student enrollments are expected to reach 470,000 students over the next decade, stated KHDA in its report entitled Dubai Private Education Landscape.
The report was unveiled by KHDA in London at an event hosted for investors, educators and consultants by the UAE embassy in UK.
Addressing the gathering, Dr Abdulla Al Karam, the director-general of KHDA, said: "Dubai is a community which thrives on collaboration and it represents an opportunity for everyone."
"We have seen consistent and strong growth in private education over the years and this has contributed to an improvement in the overall standard of living and long-term economic growth for Dubai," he stated.
Dr Abdulla said: "By improving access to private education and enabling a wider choice for families we are opening more avenues for high-quality education with a focus on happiness, wellbeing and positive education."
"Dubai currently has 185 private schools with 273,599 students accounting for 88.6 percent capacity utilisation. An additional 10 new schools will open this year providing additional school seats to keep up with the growing demand for high-quality education," he added. | http://www.tradearabia.com/news/EDU_325409.html |
Private and parochial schools are striving to keep enrollments up as parents in Michigan struggle to keep their homes and balance their budgets, with little left for private school tuition.
But most private schools in Oakland County are finding a way to retain student enrollment and, in some cases, even increase it by providing more financial aid and maintaining the quality education that makes parents willing to spend the money for tuition despite sacrifice, said Dick Halsey, executive director of Association of Independent Schools.
The association includes schools with independent governing boards. Another association that represents Oakland County private and parochial schools is Michigan Association of Non-Public Schools.
Private and parochial schools meet a huge range of academic and religious needs.
Number of private schools and enrollment
According to Private School Review website, which lists all private schools in the U.S., there are 49 private and parochial schools for grades nine through 12 in Oakland County and 177 for pre-kindergarten through eighth grade. Private schools include religion-based schools and nonsectarian schools.
There has been a decline in Oakland County private school enrollment overall of about 2,100 students from 2004-2005, when 25,900 county students attended private and parochial schools, to fall 2010, when 23,766 were enrolled in private schools, according to Oakland Schools. At the same time, public school enrollment also has declined — from around 202,000 to 197,911 students.
“This has been one of the most difficult years to project in terms of enrollment,” Halsey said. “Overall, there was relatively little change in enrollment, but for individual schools it was a different matter. Some were up and some were down.
The average tuition nationwide for a school year ranged from $8,549 to $10,045, depending on school and grade level, with Catholic and religious schools significantly lower — $6,018 to $9,066 — than nonsectarian schools that ranged from $17,316-$27,302 for a full year.
Economy requires giving financial aid
“Our biggest focus in the last two to three years is on kids currently enrolled because so many people have had to move out of state,” Halsey said. “Virtually all schools have a financial aid program. At some, as high as 40 percent of students receive some financial aid. Even though people call them ‘rich kids’ schools,’ a lot are there only because of financial aid.
“There also has been the intention to maintain social and economic diversity. Now the intent is to help people with kids there to stay,” Halsey said. “If someone had told me a couple of years ago that GM and Chrysler would go bankrupt and our enrollment would be the same I would have thought they were crazy. I would have thought it would have had a much bigger impact on us than it has.
“There is certainly more pressure on financial aid and not necessarily for new parents. We have parents who have children in independent schools who are suffering from financial problems but definitely want to stay in the schools.
“Some of our schools’ enrollments depend on financial aid, sometimes from private donors or at the expense of the school. Anything not funded is an expense.”
However, despite the need for more financial aid, many children come from affluent families and the majority still pay full tuition, he said.
Some schools that have run into financial problems have found innovative ways to keep operating. For example, “the merger between the Academy of Sacred Heart and Kensington Academy is survival,” Halsey said.
Private schools maintain enrollment
At Eton Academy in Birmingham, which provides a unique program for children with learning differences, such as ADHD and dyslexia, enrollment was up this year to 184 students in grades first through fifth from five counties. Financial aid awards to families are up 22 percent from last year, said Dawn Frasa, spokeswoman for the school.
“Inquiries and interest in Eton Academy have increased over the past several months,” said Head of School Pete Pullen.
“Families are becoming more and more aware of the needs of their different learners and the transformational experiences that students have at Eton Academy.” The independent school is in its 25th year and serves children from five counties in grades 1-12 with learning differences.
Many students who weren’t doing well in traditional school graduate from Eton and go on to succeed in college and university, Pullen said.
At Roeper School for gifted and talented students, which has a lower school in Bloomfield Hills and an upper school in Birmingham, Lori Zinser, director of enrollment and marketing, said the school increased enrollment from 560 last year to 570 students in preschool through 12th grade this year.
Known to have provided financial aid for thousands of students throughout the years, Roeper increased the amount of financial aid even more this year.
“We felt we needed to do so due to the economic environment and our school’s commitment to social and economic diversity. We are a school for the gifted, and it goes across every group and we want to make our school affordable to those students who meet our school’s criteria,” Zinser said.
The school recently contracted with New York-based Wealth X, the world’s leading wealth intelligence firm to assist in the initiation’s fundraising.
High schools are doing better
Brian Broderick, executive director for Michigan Association of Non Public Schools, said member schools are “still hanging pretty strong.” There has been a decline in urban areas hit by the collapse of the auto industry and suburban schools tend to be more stable or even increasing enrollment.
Broderick said there is a new high school opening in New Hudson adjacent to South Lyon-St. Catherine of Sienna high school, starting with ninth grade. He said high schools are still doing well around the state.
“I think a lot of that has to do with the fact they do a good job marketing and their performance on Michigan Merit and other examinations are good and they have high academic requirements and the faith based nature of the school. Parents place a priority on high school.”
At University Liggett School in Grosse Pointe Woods, Kevin Breen, associate head of school for external relations, said enrollment is stable in the upper school, where there has been significant growth since the new head of school, Joseph P. Healey, came to the school with a mission to partner with Detroit three years ago.
“The Liggett tradition is one of academic excellence delivered through a strong, college preparatory curriculum, enhanced by innovative, hands-on, real-life experiences,” according to the school’s website.
“We seek the bright ninth-graders in Metropolitan Detroit,” Breen said, noting the number of students in that category has increased by 30 percent because of recruiting efforts and an endowment that provides financial help.
“We had 206 students in Upper in 2007 and we opened this year with 270,” Breen said.
Numbers at middle school are about even and lower school is down somewhat.
Broderick said the main reasons some schools close is because parents can’t continue to pay tuition. He cites Detroit for example. In the 1980s there were more than 80 Catholic and Lutheran high schools, and this year there are 12, he said.
“There needs to be a tax credit so parents can pay for education expenses. Other states have tax credit for private schools,” he said.
“If you look at it, it makes sense. We save the state $5 or $6 million a year.” If every nonpublic school shut down, the state would have to come up with $7,000 to $8,000 a year for every private school student to go to school,” he said. | https://www.dailytribune.com/2010/12/29/private-schools-pushing-on/ |
How to Increase College Enrollment for Your Higher Ed Institution
College enrollment has been hit by major social and economic happenings and admissions trends that colleges and universities must help students navigate in order to improve enrollment. Parchment can help you reach best-fit prospective students. Keep reading to learn about how to increase college enrollment this year.
How the decline in college enrollment is affecting higher ed institutions
If your college’s enrollment has declined over the last few years, you’re not alone. According to reporting by NPR, college enrollment is down by one million students since the beginning of the coronavirus pandemic. What’s going on in America? Why aren’t high school graduates enrolling in college? Let’s take a look at some of the reasons for the decline in enrollment in colleges and universities across the nation and how this reduced enrollment rate is affecting higher ed institutions.
Sheltering in place wasn’t kind to colleges across the country. When school reopened, however, enrollment did not bounce back — it declined. Only 2% of the 2020 high school graduating class enrolled a year later in fall 2021, slightly less than 2.2% in 2019, according to The National Student Clearinghouse Research Center’s (NSCRC) high school benchmarks report. What are the factors affecting college enrollment?
The 2021 High School Benchmarks report found income level correlates with college enrollment after graduation for recent graduating classes of 2020 and 2021 in the following ways:
- 65% of high school graduates from schools with higher-income families enrolled in college for the fall after graduation.
- Only 45% of high school graduates from schools with low-income families* made enrollment a priority immediately after graduation.
- 64% of graduates from high schools with a small minority population** immediately enrolled for the fall after graduating.
- 52% of graduates from high schools with a large minority population enrolled for the fall after graduating.
- Out-of-state enrollment: 15% of high school graduates from schools with higher-income families had out-of-state enrollment while 5% of their peers from schools with lower-income families enrolled in out-of-state institutions.
- 65% of higher-income high school graduates enrolled in college for the fall after graduation.
- Low-income high schools only saw 45% enrollment immediately after graduation.
- Low-minority high schools had an immediate enrollment of 64%.
- 52% of high schools with a higher rate of minority students enrolled for the fall after graduating.
- Out-of-state enrollment: 15% of higher-income high schools had out-of-state enrollment and only 5% of lower-income students.
*Low-income schools are defined as schools where at least 50 percent of the students are eligible for a free or reduced-price lunch. High School Benchmarks, December 1, 2021.
**High-minority schools are defined as schools where at least 40 percent of the students are African American or Hispanic. High School Benchmarks, December 1, 2021.
It could be argued that students with the means are able to find a way to pay for college and those with fewer resources are more likely to enter the labor force immediately after graduation, earning higher wages and not incurring debt. There is evidence to support that a strong economy is a large factor in lower college enrollment rates. In fact, community college enrollment is down 13.9% since 2019, compared to the 1.7% dip in private four-year institution enrollment levels.
So then, why has college enrollment been falling in recent years? A college education is still an important factor in career development and earnings potential. In 2020, the median weekly earnings with a bachelor’s degree was $1,305 or 67% higher than that of a high-school graduate. Additionally, unemployment rates are much higher (9%) for high-school graduates than college grads (5.5%) two years ago. What has changed?
The following are thought to be main drivers of the precipitous fall in college enrollment in the last two years:
- The open-close-reopen state of higher education institutions across the country is turning high-school graduates off from college.
- A tight labor market with higher-paying, entry-level positions and benefits is a viable alternative.
- Uneven recovery after the pandemic downturn has made access to higher education harder for students from low-income, high-minority high schools.
- The so-called “birth dearth” or the falling birth rates since 2008 have resulted in a drop-off in first-time college enrollment.
- Public universities and community colleges are receiving less of their state’s budget than before 2008. A reduction in public funding for public education can result in fewer high-school graduates who qualify for financial aid getting the assistance they need. It can also result in better-resourced students going elsewhere as competition for those students is higher than it’s ever been.
It’s tough to say how larger economic and social factors may play a role in the college enrollment levels in the future. Today, higher-education institutions are looking for new ways to stay competitive and attract the best-fit students. And it’s often up to the admissions department to come up with better ways to reach students where they are and make it easier to search for colleges.
Parchment’s leading college admissions software solution can help your admissions department improve its marketing and find better-fit students with an approach that meets young people where they are. Avoid outdated enrollment strategies and start increasing your college’s or university’s enrollment today.
24 ways colleges can increase enrollment
Strategies for increasing student enrollment are all about — you guessed it — the students! (Their parents or guardians are pretty important, too.)
We put together a list of ideas to get you started on guiding high-school students from all around the country and the world to your institution for an invaluable post-secondary education:
- Identify the students who aren’t coming to your school by geolocation, non-traditional students and remote-only enrollment.
- Develop a strategy to attract (and retain) those high-potential student enrollees.
- Regularly convene diverse working groups to address your enrollment management issues.
- Empower those working on increasing enrollment in post-secondary education to be ambassadors.
- Renew efforts to increase enrollment among minority populations and high-minority feeder high schools.
- Consider partnering with schools in other countries to boost enrollment numbers.
- Target communication around students who abandon their application.
- Promote financial aid assistance to students in low-income school districts.
- Improve the customer service of enrollment and financial aid discussions.
- Process applications as quickly as possible (ideally within 48 hours) to facilitate a successful enrollment.
- Look for ways to trend the enrollment numbers upward over time.
- Investigate using AI-powered chatbots to facilitate the enrollment process and reduce response times.
- Re-think your recruitment and enrollment process to incorporate virtual and augmented reality (VAR).
- Create student personas that speak to their motivations to enroll in college for targeted marketing.
- Use program-centric storytelling on a blog or social media to capture and keep your best-fit students in conversations with your institution.
- Consider Google and Yoast and search engine optimization (SEO) in all your digital marketing assets.
- Find and reach high-school students before their senior year to develop a relationship with the prospective student and parents.
- Pay attention to little details, like email subject lines and artwork used on social ads for greater personalization.
- Ready your enrollment for mobile-access to make it easier for students to submit on their smartphone.
- SMS reminders and notifications for greater connectivity.
- Develop packages that honor students who enroll early with easy transcript retrieval, VAR tours and networking.
- Incorporate microsite and personalized landing pages for student enrollment that provide a valuable and engaging experience all along their enrollment journey.
- Harness data to continually improve your enrollment customer service, target marketing and response times.
- Make applying easier for prospective students by requesting a transcript for the student using Parchment Receive.
Using recruitment data to improve college enrollment rates
The practice of buying student data or counting heads from college tours aren’t over — they’re outdated. For higher education to embrace the latest graduating classes (from all over the world), they have to embrace technological tools for analyzing student data. As we noted earlier in this post, there are some big systems (i.e., the economy and global pandemic) imposing changes to how higher ed recruits high-school graduates. In addition, as admissions strategies change — test-optional admissions and the whole-person approach — analysis of student data, both peer aggregate and individual, is even more important for college enrollment rates.
Tools for selecting the best-fit students
Since the dawn of the social media age, savvy admissions professionals have turned to social platforms such as Facebook and Instagram to find high-school graduates who will enroll and complete a degree. Other colleges have placed tracking software, otherwise known as cookies, to their college website that collects data on who visits their site.
Big data is a critical tool used to understand prospective students and to create personalized communications on those platforms. Institutions of higher learning are learning how to use predictive analytics to help answer the question, “What is the likelihood of that high-school graduate from De Pere, WI, who just visited our biological sciences programs page, enrolling here?”
Targeted marketing
Targeted marketing that reaches prospective students where they are, when they’re thinking about where they want to go to college, is powerful and possible. Today’s tools can analyze recruitment data and discover those best-fit attributes, demographic, academic and extracurricular information so you can have much more productive communication with the student. Engaging with a student doesn’t stop with placing a banner ad on Instagram for your award-winning international studies program.
When you partner with Parchment, your admissions department gets more than an email with a name, location and timestamp of a user’s visit to your arts administration program page. You get very in-depth details about prospective students so you can have meaningful conversations that make your admissions effort more effective and the students’ decisions easier which both lead to next year’s enrollment increase.
Let Parchment help your college reach enrollment goals
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Catholic schools have largely failed to attract Hispanic Catholics, but some parishes have found innovative ways to draw them in.
As her Puerto Rican immigrant mother had done with her as a child growing up in Chicago, Jennifer Bonesz sent both of her daughters to Catholic schools. Athena, 14, attended from preschool through eighth grade, and Damary, 8, from preschool through third grade.
But after a divorce coincided with a decrease in the financial aid she was receiving from her parish to put her daughters through the local Catholic grade school, the computer support supervisor says she was faced with a sad truth: The cost of Catholic education was suddenly beyond her reach.
Unable to afford the combined $1,350 monthly tuition—more than the mortgage on her home—for both daughters (one now in high school), plus preschool for 3-year-old Xavier, they moved from the city to suburban Des Plaines. The girls enrolled in a public school this year. Athena tells her mother that she now misses attending Mass on Fridays with her classmates, and Bonesz laments the loss altogether.
Increasingly aware of such situations, a growing number of the nation’s Catholic schools have launched a quest to attract more Latinos, by far the fastest-growing ethnic group in the U.S. Catholic Church. It’s a movement fueled by three converging trends: An estimated 70 percent of adult Latinos are Catholic, according to Georgetown University researchers. Just 63 percent of 24-year-old Hispanics surveyed had graduated from high school, compared with 87 percent of blacks and 93 percent of white non-Hispanics, according to census data. And numerous studies have found that Hispanic students in Catholic schools perform better than they do in public schools.
At the forefront of this new outreach effort, the University of Notre Dame in December 2008 commissioned a Task Force on the Participation of Latinos in Catholic Schools. The ambitious goal of this project, which reflects complementary desires to close the Latino academic achievement gap and to reverse enrollment declines in urban Catholic schools, is to double the percentage of Latinos attending Catholic schools, from 3 to 6 percent by 2020. Given population growth estimates, this goal means increasing the national enrollment of Latino children in Catholic schools from 290,000 to more than 1 million students over the next decade, according to the university.
Just more than a year into the campaign, Notre Dame’s Father Joe Corpora, the task force’s co-chair, says it’s too soon to see significant growth in Hispanic Catholic school enrollment, but he can tell that awareness already has heightened.
Notre Dame’s Alliance for Catholic Education so far is consulting with schools in Los Angeles, New York, Chicago, Brooklyn, and San Antonio. It has received inquiries from schools in at least 50 more cities but lacks the resources to partner with all of them, Corpora says, noting he has logged 80 trips to those five cities over the past 14 months.
While acknowledging that Bonesz’ predicament is very real, the task force has discovered that it’s more than financial constraints keeping most Hispanic families away from Catholic schools, Corpora says. Two other factors are at play: First, in most Latin American countries there is no such thing as a parish school, so the entire concept is new to many Latino immigrants. Used to Catholic “academies” serving only the most affluent families, families do not even check out local Catholic schools. “They have no idea there are scholarships and aid available,” Corpora says.
Also, Catholic schools in the United States have been slow to realize the differences between Latino immigrants and the descendants of Western European immigrants who founded the schools.
“They’re not culturally responsive to Latinos, which means the culture of the school looks nothing like the culture of their homes,” Corpora says. Because many Latino immigrants work hourly wage jobs, for example, they lack flexibility in their schedules to meet with school staff as needed. Also, many schools’ printed marketing materials never reach them, especially those only in English.
In an 18-month pilot project aided by consulting from Notre Dame’s ACE program, the Diocese of Brooklyn is targeting 30 of its schools situated in areas with large Hispanic population growth in recent years. The goal is to boost Hispanic enrollment 10 to 15 percent by this fall, says Brooklyn diocesan schools superintendent Thomas Chadzutko.
Among the most critical elements is a plan to implement a more personal outreach to Latino parents and adopting a more culturally sensitive outlook, Chadzutko says.
“It’s getting involved with Latino celebrations at the parish level, being a part of Latino prayer groups, and just providing them information on what Catholic education is in the United States,” he says.
That emphasis on personal outreach rather than more traditional marketing efforts has worked well for Holy Assumption School in Peekskill, New York, one of the many New York City suburbs along the Hudson River Valley that has seen its Hispanic population surge over the past decade, says Holy Assumption principal Jim Lyons. Enrollment at the school, founded in 1908, peaked at about 900 students in the late 1960s and bottomed out at 140 in the 2007-08 school year.
Enrollment, now about 80 percent Hispanic, has climbed back to 225, with waiting lists in the lower grades.
Lyons says there has been a “learning curve” for the school when it comes to understanding the different cultures of Latinos. For instance, Ecuadorians feel a strong devotion to Our Lady of El Cisne, while Mexican immigrants revere Our Lady of Guadalupe. Strong emphasis has been placed on properly celebrating their respective feast days.
Like many other parts of the country, the Diocese of San Bernardino, California has seen dramatic growth in the number of Latino youths who attend public schools while participating in parish religious education classes on nights or weekends. Miriam Padilla, director of religious education for the diocese, estimates that in her own parish, Sacred Heart in Rancho Cucamonga, about 60 percent of the 950 students in first through fifth grade are Hispanic. She says she recently had to make the classes bilingual so that parents who don’t speak English can help with homework.
Padilla says she thinks her students are “up to par in their religious formation,” but many would benefit academically from being in a Catholic school. She points to well-documented statistics indicating that Latino students who attend Catholic schools are far more likely to attend college than those in public schools.
Although the affordability of Catholic schools is an issue for many of her students’ parents, Padilla is trying to raise awareness of Catholic schools generally because many others have never even given Catholic education a hard look. She wants to elevate the expectations Latino immigrants have for their children.
Rosselle Azar, principal at St. Patrick’s Catholic School in North Hollywood, California, where about 80 percent of the school’s 191 students in kindergarten through eighth grade are Hispanic, credits several new initiatives for her school’s success.
Last March St. Patrick’s devoted entire sessions with parents of children in religious education classes to discussing why they should enroll their children in the school. About 90 families filled out forms saying they were interested in learning more. Fifteen of those families, accounting for 20 students, ultimately enrolled.
“One-on-one with the Hispanic community works much better than just sending out flyers,” Azar says. She has found that Hispanic parents respond best to testimonials from students who are already enrolled in the school and their parents.
This year St. Patrick’s also extended the school day. Students often work on homework during the extra time, allowing them more quality time at home with their families.
“We feel, with them spending more quality time at home with their family, they’ll do better in school,” Azar says.
Hispanic parents, many of whom work multiple jobs, also love the longer school day because it allows them to pick their children up from school after getting off work.
Rather than complaining about the added work, the longer day was the teachers’ idea, despite having had their salaries frozen for the past two years.
“It was very amazing for our teachers to do that,” Azar says.
Such efforts keep Notre Dame’s Corpora motivated as he flies around the country to meet with Catholic school officials.
While St. Patrick’s in North Hollywood has worked hard on the issue, it also has found some success by accident. When the school opened up its summer school program to public school students, several Latino families wound up so fond of the school, they enrolled their children in the fall.
Lucy Gonzalez says she couldn’t be happier. Her 12-year-old daughter, Jamie, had been bullied throughout much of her first five years in a public school. By fifth grade, it had gotten so bad that Jamie cried every morning before school. Lucy so dreaded the thought of putting Jamie in a public middle school that she was giving serious thought to homeschooling.
After trying St. Patrick’s summer program, Gonzalez enrolled her daughter in the school in the fall. Jamie has plenty of friends, her grades have improved, and she’s like a different girl, her mother says.
This article appeared in the February issue of U.S. Catholic (Vol. 75, No. 2, pages 12-16). | http://www.uscatholic.org/church/2011/01/unexcusable-absence-catholic-schools-recruit-hispanic-students?page=0,0 |
The Maine Senate has rejected Gov. Paul LePage's bill that would have allowed state vouchers to be used in religious schools.
Senators voted 24-8 against the bill Friday. It was rejected Thursday in the House by a vote of 84 to 59.
The bill sought to repeal a law that says only nonsectarian private schools are allowed to receive public funds for tuition purposes.
Democrats said the measure would have undercut public education by allowing public tax dollars to be used to send some children to private religious schools.
The education committee had recommended against the bill's passage.
Maine House rejects school voucher bill, AP, 3/30/12
Link
March 30, 2012
AUGUSTA, Maine—A Senate vote is pending on Gov. Paul LePage's bill that would allow state vouchers to be used in religious schools.
Senators could vote as early as Friday on the bill, which was rejected Thursday in the House 84-59 .
......more at the link
LePage school choice proposals divisive, Kennebec Journal, 3/16/12
Link
By Susan McMillan [email protected]
Staff Writer
AUGUSTA -- Representatives of public schools said Gov. Paul LePage's proposals to expand school choice would divert millions of dollars from struggling schools and create a two-tiered system of education in Maine.
At a public hearing Thursday, Maine Education Commissioner Stephen Bowen said the two bills would address inequity in the ability of families to choose the best schools for their children, even if those schools are in other communities or provide religious education.
"The school your children attend is determined by lines on a map, many of which, in this state, at least, were drawn centuries ago," Bowen said in support of L.D. 1854, which would create open enrollment in Maine.
Opponents of the legislation, however, said the two bills use public money to create an education system that would not provide equal opportunity to students with disabilities or those from low-income families.
L.D. 1854, "An Act to Expand Educational Opportunities for Maine Students," would allow school boards to open their schools to students from other districts without requiring agreements between superintendents for individual students.
For the purposes of state aid to education, students would be counted as residents of the public school district they attend, not the one where they live.
Private schools approved to receive public funding -- there are 28 in Maine, including the 10 town academies -- also could adopt open enrollment. The resident school district would pay tuition to the private school, up to a state maximum.
Open enrollment schools may limit the number of spaces in specific grades or programs, but they must use a random selection process to fill those spaces, with no regard to academic, athletic or other skill.
Parents are responsible for providing transportation to an open enrollment school unless the school decides to do so.
Several people testifying against the bill said it will harm small and rural schools, especially those near larger schools that can offer a wider range of educational programs.
A group of students who traveled from Hermon High School said they worry for the future of their school if L.D. 1854 passes.
"Instead of allowing students to choose one school over the other, we should make sure every school is good by providing the funding they need," senior Nash Roy said, "and allow students to receive an education in the community that has raised them."
Jack Wallace, a retired teacher from Brunswick, pointed to a study of Colorado's open enrollment system, which found that it may be increasing segregation among social classes and racial groups.
In Colorado, high-income students were most likely to use open enrollment, and to transfer to even higher-income districts, and white students were more likely to transfer from diverse districts to whiter ones.
Jill Adams, executive director of Maine Administrators of Services for Children with Disabilities said the bill "creates a real threat to the rights of students with disabilities" because of apparent gaps in the services that open enrollment schools must provide.
Augusta School Board Chair Susan Campbell, testifying on behalf of the Maine School Boards Association, said open enrollment can create a downward spiral for struggling schools and provide an advantage to schools with more resources.
"They can skim off the highest achievers or the best athletes," Campbell said. "What they leave behind, however, is a weakened district that may not have the enrollment or financial resources to provide an adequate education."
Several people at the hearing spoke in favor of competition between schools.
"Competition is not a bad thing," said Rep. Devin Beliveau, D-Kittery, who teaches at Thornton Academy in Saco. "If this lights a fire under some schools to innovate a little more, or whatever, I think that could be a plus."
Biddeford resident Renee Morin said her son didn't have any choices when his elementary school did not recognize his giftedness. He dropped out and is now in jail on a drug charge.
"If you are truly a good local school, you will not lose students," Morin said. "If you don't like the grocery store, you can go to a different one. If you don't like a job, you can get a new one. Our children should be able to have the same choices."
One group that provided testimony in favor of open enrollment, the national school reform organization Students First, said Maine should limit eligibility for private schools to low-income students at low-performing schools and must hold the private schools accountable to the same standards facing public schools.
Religious schools bill
L.D. 1854 could magnify the potential impact of the other bill that was before the Education and Cultural Affairs Committee on Thursday: L.D. 1866, "An Act to Remove Inequity in Student Access to Certain Schools."
The "certain schools" are sectarian religious schools, which have been barred from receving public funding since 1981.
By itself, L.D. 1866 would allow students from communities with school choice to attend religious schools, with the state paying at least a portion of the tuition, based on the same rules that govern the 28 nonreligious private schools now approved to receive public funding.
If both laws pass, religious schools could adopt open enrollment and receive public funding for students from any community in the state.
Bowen compared the proposal to the Cleveland voucher system upheld as constitutional by the U.S. Supreme Court in Zelman v. Simmons-Harris. The court ruled that the system did not violate the First Amendment's establishment clause because parents could use the vouchers for religious or secular schools.
"In the type of model before you, the government is not establishing anything," Bowen said. "Parent decides where student goes, and funding follows the student."
Bowen said he has not asked the Maine attorney general's office about the constitutionality of the proposal, but the office has not notified him of any problems.
Some legislators and an attorney for the American Civil Liberties Union of Maine questioned whether L.D. 1866 would pass the test set by Zelman.
The Maine bill would not give vouchers to parents, but have public schools pay tuition to religious private schools.
"My understanding of the Zelman case is that there is indeed a material difference in giving the money to parents, or having the school system sending the money to the school," said Rep. Mary Pennell Nelson, D-Falmouth.
Sister Rosemary Donohue, superintendent of the Office of Catholic Schools, said the Portland Diocese is not taking a position on L.D. 1866 because there are too many questions about the standards religious schools would have to meet.
The Rev. William Campbell, president of Cheverus High School, said he supports the bill because it would provide "some measure of financial relief" for students who attend religious schools. Leaders at Cheverus, he said, have not decided whether they would participate.
Rep. Stephen Lovejoy, D-Portland, said the bill would benefit families that have higher than average income, especially because there could be a gap of thousands of dollars between a school's tuition and the maximum provided by the state.
Like L.D. 1854, L.D. 1866 stands to divert money from public schools.
Lovejoy used the example of Cheverus, which has 126 students who live in Portland. City taxpayers pay more than $8,000 per pupil, so L.D. 1866 could transfer more than $1 million to Cheverus just for the students who are already there.
Other opponents of the bill questioned whether religious schools would be able to cherrypick publicly funded students rather than using the random selection process mandated for open enrollment schools.
Susan McMillan -- 621-5645
[email protected]
Bangor Daily News: School choice bills risk widening quality gap, 3/13/12
Link
Editorial
Posted March 13, 2012, at 5:19 p.m.
Two of the governor’s education bills deserve to be defeated and a third should be amended. The two bills, which would take the “public” out of public education and put schools in the marketplace, have the potential to widen, not bridge the gap between good schools and bad schools. The third, implementing a standardized teacher evaluation system, is sound in theory but needs tweaking.
Gov. Paul LePage genuinely wants to improve public education in Maine. Though some of his agenda seems based in a resentment for public sector workers, most of his ideas about schools are not aimed at punishing teachers but rather highlight other parts of the school picture.
These include the need to provide paths for students bound for trades and other skilled labor jobs, getting the most out of each state education dollar and building more accountability into the unwritten contract between taxpayers and teachers.
And Education Commissioner Steve Bowen has set the table for a vigorous debate about how schools should be structured in the 21st century, a debate that’s long overdue.
But the two school choice bills — allowing families to choose to send their children to schools in other administrative districts if there are openings, and allowing the state to send funds to private religious schools — have the potential to increase the gap between good schools and bad schools. Both will be the subject of public hearings before the Legislature’s Education Committee beginning at 1 p.m. on Thursday, March 15.
LR 2775, An Act to Expand Educational Opportunities for Maine Students, would allow schools to accept students from outside their town and district boundaries and still receive state education dollars. The idea is that parents whose local school is not performing well can enroll their child in another school.
Mr. Bowen and other proponents believe schools losing students will shape up. But how? They will be losing funding. They will likely end up with students whose families are unable or unwilling to get them to the “better” schools, thereby accelerating the downward spiral. Good teachers won’t want to take jobs in such schools.
Market forces are exactly what the early American proponents of free public education wanted to avoid, so that rich and poor would have the same opportunities.
The second bill, LR 2774, An Act to Remove Inequity in Student Access to Certain Schools, is similar. It would allow state funds to be used to pay tuition to private schools, including schools with religious curricula. For example, the city of Portland currently does not receive state education money for Portland students attending that city’s private Wayneflete School. Under the proposed change, the school would receive that aid.
The problem is that state education funding is not likely to increase, so the slices of pie being passed among the state’s schools would get smaller.
A third bill would implement a statewide teacher evaluation system. The Maine Education Association, which represents teacher interests, does not object to the concept of evaluating teachers. In fact, the MEA’s board of directors last year endorsed a teacher evaluation policydeveloped by the National Education Association.
In the governor’s bill on teacher evaluation, though, is a component that would allow superintendents to consider a teacher’s evaluation in laying off teachers when budgets call for such cuts. MEA Executive Director Rob Walker argues that a bad teacher should be removed based on job performance before such cuts are needed. The association wants to stick to seniority as the criteria for cuts required for budgetary reasons.
The MEA also objects to a part of the evaluation bill that allows appeals of evaluation on incorrect implementation of the process, not for subjective mistakes.
Both problems should be easily fixed.
The governor and commissioner want to see bold changes in education, but the school choice initiative carries with it unacceptable risks. The bills should be defeated. | http://www.dnhpe.org/maine |
To calculation the geometric mean go into values in the input crate by making use of our Geometric average calculator.
You are watching: Geometric mean of 5 and 20
Geometric median Calculator
Geometric median is a type of mean or typical that suggests the central tendency or usual value that a collection of provided numbers.
Geometric average is identified as the nth root of the product of the n devices in a data set.
Geometric typical is a kind of typical of a collection of numbers the is various from the arithmetic average. Geometric average is calculated for sets of hopeful real numbers. This is calculation by multiplying all the number (call the number of numbers n), and also taking the nth root of the total.
Geometric mean is supplied in the instance when finding an typical for set of numbers presented together percentages.
The geometric average is an average that is beneficial for sets of positive numbers that are construed according to your product and also not their sum (as is the situation with the arithmetic mean) e.g. Rates of growth. The digital Geometric mean Calculator is useful in calculating the geometric mean for the given collection of numbers.
See more: Which Objects Have The Most Similar Eccentricities? ? Eccentricity
Example: calculation the geometric median for the given set of numbers. 25,56,85,71,4,12,3,2,5
Solution: Apply Formula: Geometric typical = ((X1)(X2)(X3)........(XN))1/N N = 9 1/N = 1/9 1/N = 0.111 Geometric average = <(25)(56)(85)(71)(4)(12)(3)(2)(5)> 0.111 Total Numbers: 9
Geometric average = 13.20001
Some instances of Geometric average in the adhering to Table. | https://aramuseum.org/geometric-mean-of-5-and-20/ |
Grade 6 Math Quiz :
In this section, we will see some practice questions for 6th grade students.
Question 1 :
A train travels 18 km/hr. How many meters will it travel in 12 minutes.
(A) 3600 (B) 4200 (C) 5100
Question 2 :
The average age of 30 kids is 9 years. If the age of teacher is included, the average age becomes 10 years. What is the age of teacher?
(A) 26 (B) 58 (C) 40
Question 3 :
If the height of a cylinder is 7 cm and the radius is 3 cm, then the surface area of the cylinder is ?
(A) 150 (B) 132 (B) 143
Question 4 :
Jack purchases a calculator for $350 and sells for $420.Then the percentage of profit is
(A) 10% (B) 20% (C) 50%
Question 5 :
The average of 6 numbers is 8. What is the 7th number, so that its average will become 10 ?
(A) 15 (B) 22 (C) 12
Question 6 :
Find the number of prime factors of 610 × 717 × 5527
(A) 100 (B) 91 (C) 64
Question 7 :
If 12 man can do a piece of work in 36 days. Within how many days 18 men can do the same work ?
(A) 27 (B) 24 (C) 22
Question 8 :
A man traveled from the village to the post office at the rate of 25 kmph and walked back at the rate of 4 kmph. If the entire journey took 5 hours 48 minutes, determine the distance of the post office from that village.
(A) 20 (B) 13 (C) 20
Question 9 :
The sum of reciprocal of (3/2) and the reciprocal of 3 is
(A) 2 (B) 1 (C) 5
Question 10 :
It is 9 hours now in a 12 hour clock. What will be the time after 18 hours ?
(A) 2 (B) 4 (C) 3
Apart from the stuff given in this section, if you need any other stuff in math, please use our google custom search here.
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You can also visit the following web pages on different stuff in math. | https://www.onlinemath4all.com/grade-6-math-quiz.html |
2015 Fantasy Baseball: Fun with VORP –Catchers
One of the more interesting debates in the fantasy sports world is the appropriate place for advanced metrics. I’ve tried relying on them before and they’ve landed me in last place. So, there are two keys to using advanced metrics. The first is to find the appropriate metric to use and then you have to make sure you don’t overuse it. Enter value over replacement player. Several sites have similar numbers. The idea behind it is to determine how many more runs a player produces in a season than the replacement level player.
VORP is a good compromise statistic because it measures both quality and quantity. Last year, I thought about different ways to use it and had problems with simply ranking players on VORP. It doesn’t account for positional scarcity. In other words, some positions are stronger and deeper than others. So, for each player, I took the three year VORP average and then subtracted the median regular player and came up with a relative VORP total. In the case of catchers, we took the 30 projected regulars and a few players that are still listed as catchers in fantasy circles but are slated to play other positions.
|Player||AVG||Relative||Other||Yahoo||ESPN|
|Buster Posey||54.1||37.1||1B||1||1|
|Carlos Santana||37.5||20.5||1B,3B||4||NE|
|Yadier Molina||35.6||18.6||—||5||7|
|Jonathan Lucroy||33.9||16.9||—||2||2|
|Russell Martin||28.7||11.7||—||12||11|
|Carlos Ruiz||27.2||10.2||—||28||22|
|Salvador Perez||22.9||5.9||—||7||5|
|Miguel Montero||22||5||—||17||16|
|John Jaso||21.8||4.8||DH||21||20|
|Evan Gattis||21.1||4.1||OF||8||4|
|Jarrod Saltalamacchia||20.7||3.7||—||20||19|
|Matt Wieters||20.6||3.6||—||11||9|
|Jason Castro||20.3||3.3||—||18||18|
|Yan Gomes||19.8||2.8||—||6||6|
|Chris Iannetta||18.5||1.5||—||23||24|
|Devin Mesoraco||17.7||0.7||—||3||3|
|Brian McCann||16.8||-0.2||—||9||8|
|Wilin Rosario||15.9||-1.1||1B||10||10|
|Derek Norris||14.5||-2.5||—||16||17|
|Yasmani Grandal||14.4||-2.6||1B||25||12|
Positive Outliers
The key when looking at these numbers is to look for outliers and then determine whether the so-called experts are off base or whether there is something in the VORP numbers that would indicate why they are so different. We will start with the players that are ranked significantly better according to VORP than through Yahoo and ESPN.
Russell Martin— VORP (5th), Yahoo (12th), ESPN (11th)
The first thing we look for is to determine why the value is excessive. Sometimes a player’s third season is significantly worse than the first two. That doesn’t appear to be the case with Martin. Next, we look at statistics that are invisible in 5×5 leagues but are very much visible in real baseball. Since 2007, his walk rate has never dipped below 10.5 percent. Last season he had the best walk rate in this career since 2008.
If your league has a sixth category (walks or OBP) then you would be well-served to pay attention to Russell on draft day. Picking him as the fifth catcher overall is probably not the smart move. If you wait until nine or ten catchers are off the board, then you can pick him up and get top five production for the price of a lower round pick. If you are in a traditional league, he is probably appropriately ranked.
Carlos Ruiz— VORP (6th), Yahoo (28th), ESPN (22nd)
Ruiz is more of a classic combination between earlier career seasons and hidden value. His 2012 season might have been the best season by a Phillies catcher since they had Lance Parrish for two seasons in the 1980s. In real life, he is closer to Bob Boone than to Parrish, but he does bring a skill to the table that Boone never had. His career walk rate is at 9.9 percent. That’s not quite as good as Martin, but it is better than the league average.
All that being said, Ruiz should not be a regular fantasy catcher. He certainly won’t be picked in most leagues at all, so you can wait to add him on the waiver wire. For one, most of his positive value comes from that sterling 2012 campaign. He averaged 18 VORP in 2013 and 2014 which puts him barely above the median catcher. Furthermore, most of what gives him value (a solid OBP) is not recognized in 5×5 leagues. He ranks high in real baseball, but in fantasy baseball he is more middle of the pack.
Negative Outliers
This is a mirror image of the positive outliers. Usually one of two things happen. First, some players have two pedestrian seasons in 2012 and 2013 and then come on big time in 2014. We are left to decide whether 2014 was a coming out party or simply a career season. In the second instance, we get players that fill out that stat sheet, but struggle in numbers that matter to sabermetricians (like OBP).
Devin Mesoraco— VORP (16th), Yahoo (3rd), ESPN (3rd)
As you might suspect, Mesoraco falls squarely under the category of players that had pedestrian seasons in 2012 and 2013. Last year, he was legitimately a top five fantasy catcher whether you looked at traditional numbers or advanced metrics. His 42.9 VORP ranked fourth amongst fantasy catchers. If you are going strictly by 2014 numbers, you won’t be far off no matter who you trust.
The ultimate question is whether 2014 was the beginning of great things to come or whether it was simply a career year. If we knew the answer to that question we wouldn’t have our day jobs. We’d be working in someone’s front office or in Vegas. I’d suspect he will be markedly better than his three year VORP ranking, but I think third may be a bit too high. This is particularly true when you throw Carlos Santana into the equation in Yahoo leagues.
Yan Gomes— VORP (14th), Yahoo (6th), ESPN (6th)
Gomes suffers in terms of VORP value because of a very shaky 2012 campaign. He came of age in 2013 and continued to produce in 2014. Whether you trust the traditional numbers or the sabermetric numbers, he is a little ahead of Mesoraco because he has done it for two seasons. His rankings in Yahoo and ESPN look a lot more palatable than the overall VORP ranking.
If we were to use his two year average we would see that he would average 30.8 VORP and that would make him 13.8 above the median catcher. That would rank him fifth according to VORP. I think we can solidly put him either fifth or sixth on draft day based on everything we’ve seen. It all depends on which platform you are playing and who is eligible at the position. | http://thefantasyfix.com/fantasy-baseball/2015-fantasy-baseball-fun-with-vorp-catchers/ |
Paul Postma's shortened season is tough to gauge by the numbers. From the start Postma struggled to find a rhythm. He was in and out of the lineup early. In October he played the opening two games, then sat three, then played two, then sat one, then played four. Then news came out with a blood clot and he was shutdown until February.
The Basics
|GP||G||A||P||TOI/GP||S/60||Sh%||PenD|
|20||1||2||3||15.7||3.5||5.3||-1|
Numbers are for all minutes.
Postma just made the games played threshold to be evaluated in the Pilot's Logbook series, with the cutoff being at twenty games. His counting statistics are low, especially for someone considered an offensive defenseman. His points relative to ice time was 6th, falling behind Dustin Byfuglien, Jacob Trouba, Grant Clitsome, Tobias Enstrom and Mark Stuart(!). However, Postma did this with a 5.5 on-ice shooting percentage, which is about 2.4 less than what the average third pair defenseman experiences.
Usage
Player usage chart from extraskater.com.
|EV||Percentage of Team's Available TOI||5 on 5|
|ZS%||ZS%rel||EVTOI%||PPTOI%||SHTOI%||QoC TOI%||QoT TOI%|
|57.10%||5.4%||29.60%||14.20%||6.00%||27.40%||26.30%|
|2nd||2nd||7th||6th||8th||8th||8th|
Rankings are given for team out of 9 defensemen to play 20 or more games.
Paul Postma was given a huge offensive zone push against weaker competition, this is idea when a coach wants to optimize a player with Postma's strengths and weaknesses. On the other hand, Postma's quality of teammates and power play time were less than optimal. Postma played with the Jets top players less often than any defender not named Adam Pardy. This probably played a major role in Postma's low on-ice shooting percentage. Postma also placed 6th in power play ice time, an odd usage choice given that Postma is essentially a power play specialist and has the Jets second best 5v4 points per minute.
Underlying Numbers
The y-axis is given to show the typical 40-60 sustainable spread seen for NHL calibre players. Players are compared to particular line/pair depending on 5v5 TOI per game. Population mean (average), median (50th percentile), and other percentiles are relative to player performance between 2007-12.
|5v5 TOI||Corsi%||relCorsi%||dCF/20||dCA/20||dCorsi%|
|14.51
||47.4%
||-8.1%
||N/A
||N/A
||N/A
|
RelCorsi is team's percentage of shot attempts with player on ice minus shot attempts with player off ice. Delta Corsi values are team's shot attempt rates with player on ice, but relative to league norm given similar usage (quality of teammates, quality opponents, zone starts, and TOI). dCF/20 is shot attempts for -where a positive number is above average-, dCA/20 is shot attempts against -where a negative number is above average-, and dCorsi% is percentage of shot attempts.
Postma's underlying numbers were all over the place on the graph. From terrible, to exceptional, and then settling to below average. Of course, even the fanciest of stats need sufficient sample size.
To give a more realistic picture of Postma's abilities we can look at both of his seasons combined:
From here we see what we would expect: when Postma is given an offensive zone push against the other team's weaker lines, the Jets out-shoot their opponents at an impressive margin. Sounds familiar? Like a certain Grant Clitsome?
Conclusion
Paul Postma is a good power play defenseman that wasn't used on the power play. He suffered through injuries and inconsistencies, which led to him only playing twenty games.
Keep or lose?
Paul Postma and Grant Clitsome are two defenseman that can excel given cushy minutes in the offensive zone. Unfortunately though the Jets do not have to many soft minutes to give out with the only having three legitimate top 4 defenseman (well four if you count Byfuglien and force someone on their offside).
Bonus: Clitty-Post
As mentioned earlier, it was noted that Postma and Clitsome are similar players, in where they can play relatively big minutes for a 3rd pair, as long as they get a decent offensive zone push. When the Jets have had the two together, they Jets have directed 53.3% which put's them in the top 20% of 3rd pair defenders. On average, that Corsi% gives a team a +3 goal differential better than an average third pair (or about +12 better than the bottom 5%).
Essentially, the two are an optimal third pair. The problem is the Jets bottom pair depth is starting to become log-jammed - and it may be for a while now that Clitsome and Stuart have been extended. This is why I believe the Jets should have let Stuart walk. | https://www.arcticicehockey.com/2014/5/29/5743896/pilots-logbook-2013-14-paul-postma-winnipeg-jets-stats |
The last type of average you will look at briefly is called the median. Put very simply, the median is the middle number in a set of data. The only thing you need to remember is to put the numbers in size order, smallest to largest, before you begin. As this is such a simple process let’s just look at two examples.
Example: Finding the median 1
Find the median of this data set:
Method
- 5, 10, 8, 12, 4, 7, 10
Firstly, order the numbers from smallest to largest:
- 4, 5, 7, 8, 10, 10, 12
Now, find the number that is in the middle:
- 4, 5, 7, 8, 10, 10, 12
8 is the number in the middle, so the median is 8.
Example: Finding the median 2
Find the median of this data set:
Method
- 24, 30, 28, 40, 35, 20, 49, 38
Again, you firstly need to order the numbers:
- 20, 24, 28, 30, 35, 38, 40, 49
And then find the one in the middle:
- 20, 24, 28, 30, 35, 38, 40, 49
In this example there are actually two numbers that are in the middle, you therefore find the middle of these two numbers by adding them together and then halving the answer:
- (30 + 35) ÷ 2 = 32.5
The median for this set of data is 32.5.
If you want to see some more examples, or try some for yourself, use the link below:
https://www.mathsisfun.com/ median.html [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]
Well done! You have now learned all you need to know about mean, median and range. The final part of this section, before the end-of-session quiz, looks at probability.
Summary
In this section you have learned:
- that there are different types of averages that can be used when working with a set of data – range, mean, median and mode
- range is the difference between the largest data value and the smallest data value and is useful for comparing how consistently someone or something performs
- mean is what is commonly referred to when talking about the average of a data set
- how to find the mean from both a single data set and also a set of grouped data
- formulas and inverse operations to calculate missing data when given the mean of a data set
- what the median of a data set is and how to find it for a given set of data. | https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=85587§ion=6.6 |
Thanks to the nflFastR project and NFL NextGen Stats for the timely sources of data.
For those of you new to this, I will publish key QB stats each week judging how well the Colts passing game performed. Yes, O-Line, receivers, and play-calling impact these numbers but they are primarily QB measures. I will probably modify the charts throughout the season. Commentary will be brief but feel free to let me know in the comments that stats aren’t everything. (click charts for larger view)
NOTE: All references to rankings are of the top 32 QBs by attempts through current week.
HOW WELL?
Tom Brady is still putting up good numbers at age 44.
His cumulative season rankings for the above numbers are:
- 6th in epa/d
- 3rd in psr
- 4th in 1st%
- 5th in ny/d
HOW FAR?
In the first 5 weeks, Brady was throwing long passes, as one does in a Bruce Arian’s offense. However, since then, his passing depth has dropped back to just NFL average. The depth of his completions is actually below average.
Yards per attempt is 11th on the season and the air yards portion of that is about average.
TO WHO?
Chris Godwin has the most targets and yards, but Mike Evans has the most air yards, showing he is the deeper threat.
The next chart on the right has the top 2 receivers in the upper right quadrant which is exactly what a potent passing game should look like.
Brady’s TDs come from the same distance as most of the top TD volume QBs.
HOW ACCURATE?
Overall, his accuracy has been good (shocker) ranking 11th in cpoe on the year.
HOW FAST?
As always, Brady gets rid of the ball very quickly, yet he has thrown farther than average. That is exactly what you want your QB to do.
TO WHERE?
On passes longer than 10 yards, he is actually a bit worse than the average QB, but he more than makes up for it between 0 and 10 yards.
DASHBOARD
Against strong passing defenses (7th opd), Tampa Bay has one of the most pass heavy offenses (4th ed%) with a highly efficient rush game (6th wrsr).
Brady releases quickly (31st ttt), helping to avoid pressure (32nd pr%) while still throwing farther than average (11th adot, 9th 20+), but limited success on longer passes results in shorter than average completions (19th ay/c). His higher than average accuracy (11th cpoe) helps support a better than average yardage efficiency (11th ypa) and since he never scrambles or gets sacked (30th scr%, 32nd sk%) that translates to a 5th best net yardage efficiency (7.0 ny/d).
He turns the ball over less than the average QB, but not dramatically so (21st td%). He has the highest TD rate in the league (6.5% td%) and gets a lot of first downs (4th 1st%) showing his solid ability to move the ball down the field. This culminates in the 6th best epa per drop-back (0.22 epa/d).
GLOSSARY
drop-back: Attempts + Sacks + Scrambles + accepted Defensive Pass Interference (DPI)
opd: The epa/d given up by opponent defenses in all games other than the QB/team being measured
ed%: The % of plays on early downs(2) that are QB drop-backs.
wrsr: The % of designed carries that earn more epa than the median league value in similar game situations (down, distance, field position etc.) adjusted for 4th qtr game script and weighted by result (TD, first down, other)
ttt: The average time from snap to the point when a QB throws.
pr%: The % of drop-backs where the QB was pressured (per Pro Football Focus)
adot: The average air yards thrown per attempt.
20+: The % of attempts >+ 20 air yards
ay/c: The distance between the line of scrimmage to the point of reception.
cpoe: Completion % over an expected amount based on game situation (air yards, down, distance, field position etc.)
yac: The distance between point of reception and the spot of the football at the end of the play.
yacoe: The yac over the league average yac for a given game situation (yards thrown, down, distance, field position etc.)
ypa: Yards per Attempt
aa%: The % of drop-backs that result in a throw-away, sack or scramble.
ta%: Throw-Aways as a percentage of drop-backs
scr%: Scrambles as a percentage of drop-backs
sk%: Sacks as a percentage of drop-backs
to%: Interceptions and QB lost fumbles as a percentage of drop-backs
ny/d: Net Yards per drop-back. (Passing Yards - Sack Yards + Scramble Yards ) / (Att + Sacks + Scrambles)
1st%: Passing first downs as a percentage of drop-backs
td%: Touchdown as a percentage of drop-backs
rze: Expected Points Added per drop-back in the red zone
orze: Expected Points Added per drop-back outside of the red zone
20+e: Expected Points Added per drop-back on passes >=20 air yards
psr: The % of drop-backs that have epa> 0
epa/d: Expected Points Added per drop-back. | https://www.stampedeblue.com/2021/11/27/22803527/opposing-qb-stat-tracker-week-11 |
The most used functions in DAX have to be SUM(), COUNT() (and it’s colleagues) and AVERAGE(). There is no big deal with the first two. AVERAGE() however, has to be properly thought through before making use of it.
In statistics, we were taught different types of averages. Mean, Median and Mode easily come to mind.
But for some reason, in DAX, AVERAGE() function, which is just Mean is what most people use all the time to compute averges. Whereas, MEDIAN() is also available in the functions library.
Why then, is the AVERAGE() function more popularly used than the MEDIAN() function?
Must we use AVERAGE() function every time we need to compute Averages?
This is another one of those little things we need to be mindful of.
As mentioned earlier, AVERAGE() function in DAX is simply the Mean of a list of numbers. Mostly used to determine the average value of a column. This average is derived by summing up the values in the list and then dividing the result by the total number of values in the list.
So, for example, a column with these five numbers: 3, 7, 80, 8, 2 will have an average of 20. That is, the sum of 3,7,80,8 and 2 equal 100. That divided by 5 equal 20.
MEDIAN() on the other hand starts by ordering the numbers in ascending or descending order, then uses the mid number as the average.
When there is no single mid number due to having even number of items, the two mid numbers are added and divided by 2 to get average.
Using the same five numbers above (3, 7, 80, 8, 2), MEDIAN() will be computed by sorting the numbers first into 2, 3, 7, 8, 80. Then picks 7 as the average, being the number at the mid point.
As we have seen from the earlier illustration, Average for the same set of numbers provided us with two different results. And the two results are even far apart. AVERAGE() gave us 20 while MEDIAN() gave us 7. If I may ask, which of the two is more meaningful for an average in this scenario?
I wouldn’t want to answer that directly. So let’s start by restating the main reason for looking for average. Average is typically used to get the possible center of numbers. Like, Average days for delivery, Average age of students etc.
If the numbers 2, 3, 7, 8 and 80 happen to be number of days it took to deliver a product to 5 different customers, does 20 represent a good average number of days or does 7 make more sense in this case?
You get the idea. When the list of numbers have an outlier, like the number 80 in our case, Average will be skewed because we first add all numbers and divide by number of occurrence. Imagine if one of the numbers here is like 500. Our average number of days would have been over 100 which does not make sense.
Therefore, consider the possibility of having outliers in your column before choosing AVERAGE() over MEDIAN().
When the values in your column have a normal distribution, not too far apart from one another, you can use AVERAGE().
In such case, even if you use MEDIAN(), the value will not be far off from the value you’d get when you use AVERAGE.
On the other hand, if the column in question does not have a normal distribution or contains outliers. Where some numbers are way far off from some other numbers, MEDIAN() should be your go to function to calculate Average.
In conclusion, choose your Average function carefully by considering the range of values you have in the data column. It seems also that MEDIAN() can be a safer bet. Or what do you think?
Read about MEDIAN from DAX Documentation.
Ps: share these free intro courses with anyone you think can benefit: | https://foresightbi.com.ng/dax/is-average-the-right-dax-function-for-average/ |
Two numbers written in a certain order.
Usually written in parentheses like this: (2,3)
Can be used to show the position on a graph, where the "x" (horizontal) value is first, and the "y" (vertical) value is second.
Here the point (2,3) is 2 units along, and 3 units up.
surface area
the total area of the faces or other surfaces of a solid shape.
quadrants
the four regions of the coordinate plane, formed by the intersection of the x-axes and y-axes.
origin
the point where the x and y-axis intersect
net
a two dimensional pattern that can be folded to create a three-dimensional shape
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Equal distribution method: It is the easiest way to solve problems
Example 1:
Find the average of all prime numbers between 30 and 50.
Solution:
Example 2:
Find the average of first 20 multiples of 7.
Solution:
Example 3:
Find the average of first 40 natural numbers.
Solution:
Example 1:
Distance between two stations A and B is 778 km. A train covers the journey from A to B at 84 km per hour and returns back to A with a uniform speed of 56 km per hour. Find the average speed of the train during the whole journey.
Solution:
Example 2:
A motorist travels to a place 150 km away at an average speed of 50 km/hr and returns at 30 km/hr. His average speed for the whole journey in km / hr is.
Solution:
2. The sum of five numbers is 555.The average of first two numbers is 75 and third number is 115. Find the average of last two numbers?
Solution:
3. The average age of 20 students of a section is 12 years.The average of 25 students of another section is 12 years. Find average age of both the sections?
Solution:
4. The total of ages of class of 75 girls is 1050. Average age of 25 of them is 12 years and another 25 of them is 16 years. Find the average age of remaining girls?
Solution:
5. Average age of 50 girls 58. If the weight of one of the girl is taken as 45 instead of 65. What is the actual average?
Solution: | https://www.splessons.com/lesson/average-problems/ |
- The median and average selling prices for the month were above $1.5 million for the 6th time in the last 7 months.
- The average price per square foot of $788 was the highest ever. It has been above $780 the past three months. Prior to the recent run the previous high was $763 per square foot in August 2007.
- The sales price to list price ratio was 104.1%. It has been at or above 100% in 17 of the last 18 months.
- Inventory declined to 16 unsold homes, one of the lowest readings ever in Burlingame, especially for the middle of summer.
The chart below shows the 12 month moving average (to smooth out random month-to-month variation) of the average price, median price and average price per square foot in Burlingame. As of July 2013, all three measures are showing their highest recordings ever. Given that this is a 12 month moving average and that prices are on an upward trajectory this is a clear sign that prices have reached new territory. Another way to make the same point is that the median and average selling prices have been above $1.5 million in 6 of the 7 months of the year so far, and are clearly on pace to be above $1.5 million on an annual basis for the first time ever.
On a year-over-year basis, prices have increased by about 15%. Since reaching bottom in the middle of 2011, prices have risen more than 20%.
The average sales price to list price ratio remains well above 100% suggesting that buyers continue to bid against each other on a regular basis. In July 2013 the ratio was 104.1%. This ratio is often a leading indicator. When it rises and stays above 100% it often signals rising prices, and vice versa when it falls it can signal flat to declining prices. Right now the indicator is signaling continued price increases.
Steady Number of Sales in July
There were 25 homes sold in Burlingame in July 2013. In the first seven months of the year, there have been 155 homes sold, about even with the 157 sales in the first seven months of 2012. Sales activity is flat at the same time that the number of newly listed homes is down 14%.
Inventory, which is typically higher in the summer, unexpectedly declined in July to just 16 unsold homes at the end of the month. In the last ten years, July inventory has been between 30 and 70 homes, so having just 16 listings left is historically low. One measure of inventory that accounts for how many sales there are in an area is the months of supply. It shows how many months it would take to clear the current inventory at the most recent monthly sales rate, assuming there were no new listings. In July 2013, it was just over 0.6 months, the lowest in the last ten years in Burlingame. A lack of supply, coupled with continued strong buyer demand points to sustained upward pressure on prices.
Recent Home Sales in Burlingame
Below is a selection of recent Burlingame real estate sales, sorted by area of Burlingame. As you can see, most homes continue to sell above the asking price; of the 21 homes shown below, 14 sold for more than the asking price and 1 sold for equal to the final asking price. Of the 6 listings that went for less than the final list price, the average price per square foot was $669, well above the level seen in the past few years. The minority of homes that are going under the asking price are often cases where sellers are pricing too far ahead of the market, instead of examples of weakness in the market.
Homes continue to sell extremely fast. The majority of homes that end up selling are gone in less than two weeks, and only a handful remain on the market for more than four weeks.
Although still uncommon, the $1,000 per square foot is being increasingly breached. Three recent homes, 604 Bayswater, 807 Acacia and 1321 Paloma (a listing of mine) all sold for more than $1,000 per square foot. One thing they all have in common are smaller footprints with square footage in the 1,000 to 1,100 range. For comparison, there was only one home above the $1,000 per square foot mark in 2012.
To see all of the latest Burlingame neighborhood specific market updates, click here.
By The Numbers - Burlingame Real Estate for 2013
|Current Month||YTD Total or Average|
|July 2012||July 2013||Jan - Jul 2012||Jan - Jul 2013|
|Sales||31||25||157||155|
|Days on Market||38||25||34||27|
|Months of Supply||1.0||0.6||1.7||0.8|
|Average Price||$1,340,000||$1,608,000||$1,310,611||$1,656,232|
|Median Price||$1,300,000||$1,538,000||$1,221,248||$1,606,806|
|Avg $ per Sq Ft||$645||$788||$646||$754|
Thinking of buying or selling a home in Burlingame?
If you're interested in learning more about the Burlingame real estate market, considering selling your home in Burlingame, or thinking about moving to Burlingame, please drop me a line and I'd love to connect with you. | https://burlingameproperties.com/articles/1353-burlingame-real-estate-july-2013 |
Παν μέτρον άριστον [Everything in moderation] ~ Kleoboulos of Lindos, attributed, 6th ct bce
The ability to average over noisy data is essential for effective cognition and decision-making. Students introduced to the Gaussian error distribution are spoiled because this distribution is not only normal but also beautiful. The fact that there are different measures of ‘central tendency’ has not hit home yet, because with Gauss, they are all the same: the average (the arithmetic mean), the mode (the peak), and the median (the 50th percentile). When skew is introduced, the three part ways. For a negatively skewed distribution (with the thin tail on the left) and with numbers rising from the left, the mode is greater than the median, which is greater than the average.
When researchers present participants with a series of numbers and ask them to estimate the average, they do well to explain the three types of central tendency and make clear which of them they seek. Often researchers seem to assume that asking for an ‘average’ will be understood as ‘arithmetic mean,’ and when average estimates depart from true averages, the researchers conclude that something interesting is going on.
If average estimates always hit the true averages well, there would not be much of a psychology (Peterson & Beach, 1967). Discrepancies raise questions about what people actually do to solve the task and how to model that. Parducci (1965) presented a simple and elegant account of averaging. According to his range-frequency theory (RFT), estimates of averages arise from a compromise between a range principle and a rank principle. The range principle takes the halfway point between the smallest and the largest observed value, and the rank principle takes the median. If the two differ, split the difference. RFT has good success predicting human performance in averaging tasks in a wide variety of contexts (Wedell & Parducci, 2000).
From time to time, researchers try to reinvent RFT or improve on it – with limited success. In an earlier essay (Krueger, 2018), I described the efforts of a Harvard team to introduce a new concept of category expansion, only to find that RFT describes the data well without requiring a newfangled psychological process, let alone ‘bias.’
Now, researchers at Yale and Cornell tell us about a binary bias, a purported averaging heuristic that yields systematic error (Fisher & Keil, 2018; Fisher et al., 2018). The psychological sin du jour is dichotomization. Averaging is hard, and respondents are thought to divide the range of observed values into a left half and a right half (recall the range principle), and to then estimate the number of observations in each half and subtract one count from the other to arrive at an imbalance score. This sounds very much like RFT because it picks up on the range principle (by using the half-range as the criterion of dichotomization) and the rank principle (by using variations in distributional skew). Indeed, the critical dependent measure, the imbalance score, predicts estimates of the average over the entire range. Surprisingly, though, the computational model for the binary bias is mute on how the imbalance score translates into an estimated average; it only predicts that the two are correlated over pairs of distributions.
A tale of 2 menus
Source: J. Krueger
To test the binary bias hypothesis, the authors construct pairs of distributions where the two means are the same but the skew is different. Now, skew affects both the imbalance score and the median, thereby confounding the two. Consider the example of the two menus (shown in the first inserted figure). There are 10 items on the menu. Prices range from $12 to $20 in menu 1, and from $10 to $17 in menu 2. Thus, the midrange is $16 in menu 1 and $13.5 in menu 2. In menu 1, 7 items are cheaper than the midrange price, and 3 are more expense. This yields an imbalance score of 4 (7 – 3). In menu 2, 2 items are more expensive than the midrange and 8 are cheaper. This yields an imbalance score of -6 (2 – 8). The prediction is that respondents will estimate a lower average price for menu 1 than for menu 2, and indeed they do. Et voilà, bias yields error.
Yet, the median shows the same inequality. The price distribution for menu 1 is positively skewed (with most dishes being cheap), whereas the distribution for menu 2 is not skewed. The median price in menu 1 is $14, and the median price in menu 2 is $16. This part of RFT is doing well. If, however, respondents were to give the median and the midrange price equal weight when estimating averages, the estimated average for menu 1 would be slightly higher than the estimated average for menu 2.
The possibility that respondents simply take the median when estimating the average looms as a plausible psychological alternative. The authors repeatedly note the confound between binary bias and median-driven judgment, but do little to break it. The most direct test is found in study 7 of Fisher et al. (2018). Here, we find 3 types of distribution pairs. In all three pairs, the distribution with the positive skew has a slightly lower mean than the distribution with the negative skew. Since numbers present value in this experiment, all respondents should choose from the latter distribution; yet most do not, which is consistent with the binary bias. The findings are virtually the same when the 5 bins are labeled from ‘very poor’ to ‘very good.’ Here, the half-range coincides with the neutral label. In the third condition, however, respondents find a univalent scale running from ‘fair’ (1) to ‘extremely good’ (5). About half of these respondents still prefer the distribution with the lower mean but positive skew. The authors conclude that if skew where the source of error, introducing labels should not matter.
This is an astonishing claim and an almost bizarre attempt to separate competing hypotheses. The introduction of labels from ‘fair’ (1) to ‘extremely good (5) generates new competition for both the binary bias and the skew account. In this condition, the semantically suggested category boundary has moved from 3 down to 1.5. There is now a strong demand to cluster all the ratings containing the word ‘good.’ And as it turns out, the distribution with the lower average has fewer ‘fair’ items than the distribution with the higher average. This test is not strong because it settles for the idea that any significant effect refutes the hypothesis predicting no effect (Krueger & Heck, 2017). By deploying a strong, demand-suggesting, manipulation, the deck is stacked. With significance in hand, it is easily overlooked that even under these urgent circumstances, most responses were similar to rather than different from the responses in the other two conditions.
Let there be steak!
Source: J. Krueger
Though this test may not be terrible, it must be considered weak when it is asked to do all the work. It is not hard to find another, complementary, way to pit the binary bias hypothesis against the skew hypothesis. Let us return to the menu paradigm and add on expensive item (ribeye steak for $30) to each list. The second figure shows that the averages have gone up, and that the second list retains a higher median price. Critically, the imbalance score is now balanced, so no binary bias is predicted. The RFT, by using both half-range and rank information, predicts a tiny difference.
With a bit more research, then, we might learn whether we need the novel concept of binary bias. Part of the – misleading – appeal of this research as it stands is that it uses the noncontroversial observation that people spontaneously categorize continuous stimuli (Krueger & Clement, 1994; Tajfel, 1969) to claim that this tendency compromises cross-categorical cognition such as grand averaging.
Fisher, M., & Keil, F. C. (2018). The binary bias: A systematic distortion in the integration of information. Psychological Science. DOI:10.1177/09567718792256
Fisher, M., Newman, G. E., & Dhar, R. (2018). Seeing stars: How the binary bias distorts the interpretation of customer ratings. Journal of Consumer Research. DOI: 10.1093/jcr/ucy017
Krueger, J. I. (2018, Jul 16). Social problems and human cognition. Psychology Today Online. https://www.psychologytoday.com/us/blog/one-among-many/201807/social-pro…
Krueger, J., & Clement, R. W. (1994a). Memory-based judgments about multiple categories: A revision and extension of Tajfel’s accentuation theory. Journal of Personality and Social Psychology, 67, 35-47.
Krueger, J. I., & Heck, P. R. (2017). The heuristic value of p in inductive statistical inference. Frontiers in Psychology: Educational Psychology [Research Topic: Epistemological and ethical aspects of research in the social sciences]. https://doi.org/10.3389/fpsyg.2017.00908
Parducci, A. (1965). Category judgment: A range-frequency model. Psychological Review, 72, 407-418.
Peterson, C. R., & Beach, L. R. (1967). Man as an intuitive statistician. Psychological Bulletin, 68, 29–46.
Wedell D. H., Parducci A. (2000). Social Comparison. In: Suls J., Wheeler L. (eds.), Handbook of social comparison: Theory and research. (pp. 223-252). New York: Plenum/Kluwer.
Tajfel, H. (1969). Cognitive aspects of prejudice. Journal of Social Issues, 25, 79–97. | https://pushup24.com/2018/10/31/a-bias-of-averaging/ |
There were daily (Leviticus 23), weekly, monthly, and yearly festivals, and great stress was laid on the regular observance of them in every particular (Numbers 28:1-8; Exodus 29:38-42; Leviticus 6:8-23; Exodus 30:7-9; 27:20).
The weekly Sabbath (Leviticus 23:1-3; Exodus 19:3-30; 20:8-11; 31:12, etc.).
The 7th new moon, or the Feast of Trumpets (Numbers 28:11-15; 29:1-6).
The 7th year (the Sabbatical year) (Exodus 23:10-11; Leviticus 25:2-7).
The year of jubilee (Leviticus 23-35; 25:8-16; 27:16-25).
The feast of Pentecost, or of weeks.
The Feast of Tabernacles—or of ingathering.
On each of these occasions every male Israelite was commanded “to appear before the Lord” (Deuteronomy 27:7; Neh. 8:9-12). The attendance of women was voluntary. (Compare Luke 2:41; 1 Samuel 1:7; 2:19.) The promise that God would protect their homes (Exodus 34:23, 24) while all the males were absent in Jerusalem at these feasts was always fulfilled.
Of the post-Exile festivals, reference is made to the Feast of Dedication (John 10:22). This feast was appointed by Judas Maccabaeus in commemoration of the purification of the temple after it had been polluted by Antiochus Epiphanes. | https://christiananswers.net/dictionary/festivalsreligious.html |
Thoughtco.comApplication of the Median . Due to what we have seen above, the median is the preferred measure of average when the data contains outliers. When incomes are reported, a typical approach is to report the median income. This is done because the mean income is skewed by a small number of people with very high incomes (think Bill Gates and Oprah).
https://www.thoughtco.com/what-is-the-median-3126370
DA: 17 PA: 27 MOZ Rank: 44
Vocabulary.commedian: 1 adj relating to or situated in or extending toward the middle Synonyms: medial central in or near a center or constituting a center; the inner area adj relating to or constituting the middle value of an ordered set of values (or the average of the middle two in a set with an even number of values) “the median value of 17, 20, and 36 ...
https://www.vocabulary.com/dictionary/median
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En.m.wikipedia.orgThe sample median Efficient computation of the sample median. Even though comparison-sorting n items requires Ω(n log n) operations, selection algorithms can compute the k th-smallest of n items with only Θ(n) operations. This includes the median, which is the n / 2 th order statistic (or for an even number of samples, the arithmetic mean of the two middle order statistics).
https://en.m.wikipedia.org/wiki/Median
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Thebalancesmb.comDefinition: Median is a mathematical result that indicates that one half of the group is higher and one half lower. Median price of 101 sold homes would be that price which is lower than 50 of the prices and also higher than 50 of them.
https://www.thebalancesmb.com/median-price-in-real-estate-2866908
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Thoughtco.comThe Median . The median is the middle value in a data set. To calculate it, place all of your numbers in increasing order. If you have an odd number of integers, the next step is to find the middle number on your list. In this example, the middle or median number is 15:
https://www.thoughtco.com/the-mean-median-and-mode-2312604
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Khanacademy.orgPractice finding the median of a data set. Like the mean, the median gives us a sense of the middle, or center, of the data. If you're seeing this message, it means we're having trouble loading external resources on our website.
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/mean-and-median/e/calculating-the-median
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Thebalance.comMedian vs. Average . The median of a set of numbers is that number where half the numbers are lower and half the numbers are higher. In the case of real estate, that means that the median is the price where half the homes sold in any given area that month were cheaper, and half were more expensive than the median.
https://www.thebalance.com/median-vs-average-what-the-difference-2682237
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Dummies.comA statistical median is much like the median of an interstate highway. On many highways, the median is the middle, and an equal number of lanes lay on either side of it. In a numerical data set, the median is the point at which there are an equal number of data points whose values lie above and below the median value.
https://www.dummies.com/education/math/statistics/why-mean-and-median-are-both-important-in-statistical-data/
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Merriam-webster.comMedian definition is - a medial part (such as a vein or nerve). How to use median in a sentence. Did You Know? Synonym Discussion of median. | https://www.keyword-suggest-tool.com/search/what+is+median+math/ |
August 2015 St. Paul Real Estate Market Report
Posted by Kris Lindahl on Thursday, August 20th, 2015 at 2:21pm.
Sales are up, prices are up and our inventory of available homes is shrinking. This is the story in most of the Twin Cities’ real estate markets, so it came as no surprise to us when we opened up our copy of the latest St. Paul real estate market statistics.
Let’s take a look at St. Paul’s overall real estate statistics and then we’ll break out some neighborhood stats.
St. Paul’s Inventory of Available Homes
Anyone looking at homes for sale in St. Paul knows that our inventory of available homes is tight and that homes in good condition are being snatched up quickly. The number of homes to hit the market last month fell nearly 2 percent in July after an even larger, 9 percent tumble the month before.
Since the number of homes sold also increased (almost 16 percent) over this time last year, inventory dropped to a paltry 3.3 months’ supply of homes for sale. This is down 23.3 percent over July 2014’s inventory.
If you’ve been thinking of selling your home in St. Paul, this might just be the best time this year to get it on the market.
St. Paul’s Sale Price
There’s even better news in last month’s housing market numbers for St. Paul homeowners. The median price of a home in the city is up more than 10 percent over last year, to $175,000. The median price is down, however, from the previous month’s $181,500.
If you are a first-time homebuyer on a budget, you may want to start your search for a St. Paul home in Payne-Phalen, North End or Dayton’s Bluff, the neighborhoods with the lowest median sales prices right now.
A Look at St. Paul Neighborhoods
The three St. Paul neighborhoods with the largest jump in median sales price include:
- North End: Despite having some of the lowest median sales prices in St. Paul, home prices in North End took a hefty 28.4 percent jump from this time last year and the median price now sits at $135,000.
- Summit-U: Home prices here increased nearly 24 percent to $163,500.
- Hamline-Midway: The median price of a home here increased 22.5 percent to $189,900.
Although median sales prices decreased in five St. Paul neighborhoods, most of the drops were tiny. St. Anthony Park is the exception, however, because the median sales price dipped 42.3 percent over July 2014’s to $215,500.
Homes are selling the quickest in Battle Creek-Highwood (homes remain on the market an average of only 38 days) and Hamline-Midway where they spend an average of 36 days on the market before selling.
Two final notes: Como Park, Hamline-Midway and St. Anthony Park are the St. Paul neighborhoods where you can expect the most competition when shopping for homes.
Homeowners in Battle Creek-Highwood and Merriam Park / Lexington-Hamline are, on average, receiving more than 100 percent of their original list price. If you are planning on selling a home in one of these neighborhoods, jump into the market now. | http://www.saintpaulrealestate.com/blog/august-2015-st-paul-real-estate-market-report.html |
In this article, you'll learn how to use the median function. It can be used to calculate the median of given numbers in Excel.
The median is just the middle of a set of numbers. But if there is no mean value in the set, the median is the average of the two mean values.
- MEDIAN of (1, 2, 3, 4, 5) is equal to 3
- MEDIAN of (1, 2, 3, 4, 5, 6) equals 3.5, which is an average of 3 and 4
Syntax of Median function
The syntax for the MEDIAN function is:
=MEDIAN(number1, [number2, ...])
Number 1: This is required.
Number 2 – 255: This is optional, going all the way to 255, for which the user wants the median of.
You can use up to 255 numbers in your MEDIAN formula.
Examples of Median function
Median of an odd number of values
In case of odd number of values, median is just a middle value.
Median of an even number of values
For an even number of values, the median is the mean of the two middle values. Here it is average of 3 and 4, which is 3.5.
Median of selected cells
You can type addresses of cells for which you want to calculate median in Excel.
Median of typed numbers
Instead of addresses you can also use number. Using this methon you don't need any table of data. Notice that formula is not connected with column A in the picture.
Median - mix of above examples
You can also use all above methods together.
Simple Median Formula
We have different data of our sales management, and we would like to know the median of the sales department. This helps in acknowledging how we are averagely performing. It help in reaching our next goal.
Median and 25%
The goal has been set and we would like to know how we will handle the next goal. Each year we look at various aspects of our business and determine whether we have achieved our target for this year. We determined that we would like our median to increase by 25% each year and we want to know it, so we will use previous data to confirm whether it has increased by 25% or not.
Median and Sum
The company has to pay off its debt on an average level, and we have to make sure that the business works perfectly financially. That is why we look at business, but this time the tax office is much more interested in average results. Therefore, we decided to check whether the median is able to cover the expenses.
Median with Text
The whole data has been inputted in text, and it is crucial that we’d decide what would work best for the circumstances. Our data is layout, and now we would like to determine the median, using the label we have given to our data.
Medium Capacity
Medium Capacity: Phase 1
Generally, we believe that the medium should have the ability to pay at least the maximum expenses in the range of our total expenses. However, we do not know how the medium would perform under the circumstances, which is why we are using the medium and max to find out.
Medium Capacity: Phase 2
As it was shown in the previous example, the median is not doing well with the evaluation, which is why we believe that the evaluation should continue, because we cannot tolerate such high expenses. This is why we want to see how the median would perform in a different evaluation: median and min.
Medium Capacity: Phase 3
Phase three is now about being fair, using previous data, and use it to find the appropriate answer to how the medium is performing. This is why we are now going with a medium minus medium in the data.
IF and Median
We have a specific goal for the business and have been following the business process for many months of the year. We earn a certain amount each month, so we determine that if we earn a certain amount in the last month of the year, we need to know the median. So we can see if the median we set has been reached.
Median and Average
The data has been layout, and we are trying to see the median and average of both expenses and revenues, which is why we are using both formulas to find out how it would work out.
Double Median and Percentage
The company needs answers on how it will operate. We would like to know what would happen if we added 35% that the investor would pay us and then removed the median again. The firm may be able to determine the median for finding the desired responses. | https://best-excel-tutorial.com/58-excel-functions/182-median-function |
At Radcliffe on Trent Juniors we recognise the importance of children learning a language in today’s multicultural society. We look to build children’s confidence, communication and creative skills through the exploration of another language. Children progress from listening and responding in oral form to reading and writing French with the complexity increasing according to age and ability. Using metacognition learning strategies, children regularly revisit vocabulary, questions and conversations. Learning is differentiated to suit all abilities and made engaging and memorable through the use of games, songs and real-life scenarios.
Connecting with our community
Through learning a language, children are encouraged to develop an interest in all languages, and encouraged to celebrate their own and the language heritage of their peers. As our school expands we are embracing the number of EAL learners and celebrate the variety of languages and skills they contribute to our school. French is the core language taught at our linked Secondary School, South Nottinghamshire Academy, so children transfer to KS3 well prepared to continue and develop their language skills. We also promote languages, with extra-curricular clubs run by experience language specialists.
Connecting with others
Through learning another language, children are provided with a new perspective on the world, encouraging them to develop their awareness of cultural differences. With French being spoken in 29 countries across multiple continents, children are taught about and inspired by a variety of places, traditions and festivals. Applying our school value of ‘Be Understanding and Respect Others’ the children learn the similarities and differences of their own experiences compared to others.
Modern Foreign Language
Year 3
Year 4
Year 5
Year 6
Speaking and Listening
speak in sentences, using familiar vocabulary, phrases and basic language structures
understand familiar vocabulary and common phrases
Participate in short exchanges (questions and responses)
Imitate pronunciation of sounds, including intonation patterns
Participate in singing French songs
Recite French poetry from memory
Ask and answer greater variety of questions
Recite a short text with accurate pronunciation
Participate in more complex conversations (directions)
Express simple opinions (likes/dislikes)
Initiate and sustain conversations
Perform a short sketch in French
Present oral work with confidence and good pronunciation
Reading
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
Recognise how sounds are presented in written form
Match sounds to written words through visual clues
Participate in reading of short stories
Follow short stories using visual clues
Identify adjectives, nouns and verbs in a French text
Read words aloud with some accuracy
Begin to use a bilingual dictionary to aid understanding
Read words aloud with accuracy of pronunciation
Add expression and authenticity to dialogue
Use a bilingual dictionary to decipher word meaning
Read words aloud with accuracy of pronunciation
Identify prepositions in a French text
Understand the main points and opinions expressed in short written texts
Read authentic texts for enjoyment/information
Year 3
Year 4
Year 5
Year 6
Writing
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
Write or copy simple words and symbols correctly
Recognise links between some sounds and spellings (oi, eu)
Select appropriate words to complete short phrases or sentences
Write greater variety of words and symbols correctly from memory
Write simple sentences accurately
Select appropriate suffix to convert between singular and plural
Manipulate language by changing elements within a sentence
Write and deliver a short presentation on local area
Write a simple weather report
Recognise and write appropriate spelling of nouns regarding gender
Construct short paragraphs by adapting model
Write a short letter to book accommodation
Sticky Knowledge
knowledge to be carried through year groups to enable progression
Understand a few familiar spoken words and phrases:
Understand a few familiar spoken words and phrases:
hobbies
Understand a greater quantity of spoken words and phrases:
Understand a greater quantity of spoken words and phrases: | https://www.rotjs.notts.sch.uk/modern-foreign-languages/ |
As a parent, you are your child's first and most important teacher. When you help your child learn to read, you are opening the door to a world of books and learning.
Reading aloud to children is the best way to get them interested in reading. Before long they will grow to love stories and books. Eventually they will want to read on their own.
With the help of parents, children can learn how to read and can practise reading until they can read for their own enjoyment. Then they will have a whole world of information and knowledge at their fingertips!
Reading can be a family activity. Spending time with word games, stories, and books will help your child to:
It's natural to want to compare your child's reading abilities with those of other children of the same age, but not all children develop reading skills at the same pace. What's important is that you are aware of your child's reading level so that you can choose books and activities that will help him or her improve. Use the tips in this guide and work with your child's teacher and others to improve your child's reading skills.
What tips can I use to help my child learn to read?
Tip 1 – Talk to Your Child
Oral language is the foundation for reading. Listening and speaking are a child's first introduction to language. Talking and singing teach your child the sounds of language, making it easier for him or her to learn how to read.
Here are some things you can do to help your child build an appreciation for words and language:
Tip 2 – Make Reading Fun
Reading aloud can be a lot of fun, not just for parents but for all family members. Here are some ways to get the most out of reading to your young child:
The more you enjoy the reading experience, the more your child will enjoy it.
Tip 3 – Read Every Day
Children love routine, and reading is something that you and your child can look forward to every day. By taking the time to read with your child, you show him or her that reading is important and fun to do.
Tip 4 – Set an Example
As a parent, you are your child's most important role model. If your child sees you reading, especially for pleasure or information, he or she will understand that reading is a worthwhile activity.
You can also share many daily reading activities with your child. Here are some ideas:
Tip 5 – Talk About Books
Talking about the books you read is just as important as reading them. Discussing a story or a book with your child helps your child understand it and connect it to his or her own experience of life. It also helps enrich your child's vocabulary with new words and phrases.
Tip 6 – Listen to your child read
As your child learns to read, listen to him or her read aloud. Reading to you gives your child a chance to practise and to improve his or her reading skills.
As you listen to your child, remember that your reactions are important. Above all, listen without interrupting. Be enthusiastic and praise your child as often as you can. If possible, be specific with your praise so that your child knows what he or she is doing well.
Tip 7 – Show that you value your child's efforts
Remember, your child needs to know that you value his or her efforts. Children learn to read over time, with lots of practice and support from parents and teachers.
Here are some ways you can show your child that you have confidence in his or her ability to learn:
Your Child's Teacher
When children see their parents and teachers working together, they feel more secure and confident. Taking an interest in your child's education will help your child do better in school.
Your child's teacher can provide advice about helping your child learn to read. Here are some topics you could discuss with the teacher:
Your child's teacher can suggest a variety of strategies that your child can and should use to learn how to read, and especially to get through difficult passages.
For example, your child's teacher may suggest some or all of the following strategies for your child to try if he or she gets stuck on a word: | https://www.archbishopcourtenay.org.uk/literacy-at-home/ |
Fluency in English is equally considered as a mark of a learned person along with grammar and vocabulary. You might get enough time to repeat your thoughts in your head before writing or typing. However, while speaking, you have to be quick. The other person does not have all the time in the world to listen to you stammering and grope through words. By the time you actually finish your sentence, the listener would have forgotten what you began in the first place. Being fluent helps your thoughts to be heard clearly and correctly.
Simple tips to improve fluency
Listen carefully
Listen to the common phrases, words and diction. Repeat newly learnt phrases with a colleague or family member. Speak aloud because muttering in your head will not help as your mouth is not used to moving that fast to certain set of words. So, listen and repeat.
Read aloud
Read good quality books by famous authors and good English newspapers. You will find many new words by reading books to improve your vocabulary. Understand the context in which the new words are used. Use them in sentences while speaking to anyone.
Talk without hesitation
Communicate in English as much as possible. It is all right to be wrong. If you think that ‘I am poor in verbal expression’ can make you stammer. So do not just talk. Talk confidently and talk to convince. That is how you improve English. Once this mental block clears, your fluency will improve on its own.
Self-practice – talk to yourself
If you’re not comfortable speaking alone, how will you do it in a group? Think out loud in English or sing. You can also try saying out loud what you’re doing, as you’re doing it. For example: As you’re cooking breakfast, do you know the related vocabulary for the food and utensils? Can you use different verbs to explain your actions? This would be especially useful at work if you want to utilize English most while at work.
Record native speakers, and practice recording yourself too!
If you are not sure how the text should sound when you read, a great way to practice is to listen to one, and try to mimic. After all, this is more or less how children learn to speak. Use a recording device to record a TV show, movie, interview, etc, and listen to the accents, pronunciation, and intonation. After listening, record yourself trying to use the same style of speaking. When you compare it to the native there will definitely be differences that are expected between a native speaker and learner.
Try teaching someone else English
Trying to teach someone else the language will get you talking as well. Even if it’s basic words, sentences, or phrases, the more you teach someone…the more opportunities you’ll have to practice with them.
Follow these simple tips to improve fluency. Believe in yourself and never shy away from mistakes. Take them seriously and vow not to repeat the mistake ever again. | http://blog.bmconsultantsindia.com/how-to-speak-fluent-english/ |
Providing a combination of approaches is the best from of teaching literacy. Providing students with the benefits from a basal reader and using children’s books is the best way to teach literacy in a classroom. According to Pressley, a balanced literacy program is one that integrates effective skills instruction and a high awareness of holistic reading and writing. By integrating skills instruction and a holistic approach, the students will be provided with the skills and background knowledge that they will need to learn to read. A balanced literacy program in the classroom should involve explicit ... ... middle of paper ... ...ating technology provides students with opportunities to succeed in reading and writing.
Explain and comment on the methods taught in primary schools and at home used to help children learn to read and write. Children’s learning to read and write from an early age is essential to their growth in the educational and working aspects of their lives. There have been many theories and methods used to teach children to read and write and to develop that knowledge. This essay will explain and discuss some of these methods. This will include theories by David Crystal, Gunther Kress, Jeanne S. Chall and B.M.
Students will then tell me their sentences and I will write it word for word on the board. Once we have completed our sentences I would go through and read each sentence slowly and break down words ... ... middle of paper ... ...odels fit into my preference of the interactive reading model. The students need to learn literacy at the correct developmental level. In order to keep scaffolding with the interactive reading model you have to find what their reading readiness level is and set the correct scope and sequence of skills. Teachers also need to be aware that there has to be progress, and that certain students learn differently.
Introduction Reading may possibly be one of the most essential necessary skills academic success. Therefore, finding operational ways to teach reading is vital for educating people of all ages and demographics. Nevertheless, since reading weighs so heavily on education and core knowledge, there is great responsibility among educators of elementary school students to produce a concrete foundation of the basic fundamentals of reading, and teach students how to read properly. Reading instruction is a very complex process that requires a multi-dimensional approach. Effective teachers understand that reading instruction is not one-size-fits-all.
Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers.
304). I want to give my students the same opportunities to learn the development of literacy as their general education peers. I can do this by accommodating and modifying the instruction I am presenting to them. One way I can modify the instruction is by delivering to my students in a different way and by giving them different materials to use. Children can and should learn how to read in a variety of different ways and methods.
One way to pass on specific reading skills is through guided reading groups. This learning activity gives students the opportunity to develop their comprehension, reading fluency, and word recognition, while also providing an effective method of differentiating the curriculum to suit various student reading abilities (Bayetto, 2013). Guided reading programs are not only useful for improving students’ reading abilities, but will also provide useful data for teachers when planning class programs. It needs to be emphasised that running effective guided reading groups is a complex process which requires strong teacher scaffolding and prior knowledge and consideration of students’ abilities (Department for Education and Child Development (DECD),
Children naturally want to learn how to read and write. Literacy programs scaffold the progress of students, as Vygotsky’s zone of proximal development implies. Modelling shows children how to read and write, use different types of text, draw meaning, and at the same time develops listening, and viewing skills. Transition through the stages of reading and writing is very important for students, we need to constantly assess through both formal and informal means, ensuring that children continue to learn. Assessments such as running records for reading assess the level a student is at in terms of reading; some teachers then use these levels to create reading
Suggestions regarding measures that can be implemented to help students in learning to read include: providing print-rich environment, teaching letter-sound correspondence, encouraging children to write down their experiences and then asking them to read the same, for first generation learners, reading supplementary... ... middle of paper ... ...d phonics method for teaching how to read. The phonics method prepares the children to spell and pronounce limitless words correctly thus allowing them to read texts of varying levels. The whole language approach enables them to make meaning of texts without having to memorize a limited vocabulary. Students who undergo such a process of learning to read are able to read fluently and comprehend texts. This methodology is eclectic also in the sense that it focuses on children’s efforts to make meaning and not on their errors.
Literacy is the term used when talking about the ability to read and write. It leads to success in K-12 school, post-secondary school, the ability to compete in the job market, and participation in democratic process (Wei, Blackorby, & Schiller, 2011). Teaching young children how to read and write however is a very complex process that requires a teacher to employ a myriad of strategies to help students. When a teacher takes into consideration all the different abilities in a classroom having multiple strategies that help all students become proficient in speaking and listening, reading, and writing, is essential. Speaking and Listening One of the most often over looked yet essential part of literacy development is developing a child’s speaking and listening skills. | https://www.123helpme.com/essay/Teaching-Young-Students-216551 |
English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English, pupils develop skills in speaking and listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively.
The effectiveness of literacy teaching determines the success of the whole curriculum. Language is cross-curricular - it is an essential element of learning in all areas of the curriculum. We follow the National Curriculum and believe the development of literacy skills is best ensured by providing a rich and varied linguistic environment.
Talking is fundamental to a pupil’s learning. Pupils are encouraged and helped to talk clearly and confidently and with expression in order to communicate ideas and feelings. Similarly, and just as importantly, is the need to listen to others and respond appropriately. All children are provided with opportunities in all areas of the curriculum to develop skills in speaking and listening.
At Claypole CE Primary School our aim is not only to teach children the skills to read with confidence, fluency and understanding but, also to foster a genuine desire to read for pleasure and purpose. We want our pupils to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. All children are encouraged to take books home each evening to practise and reinforce the skills taught in school. Guidance is provided on how parents can best support their children’s learning in this area.
Pupils are helped to develop the ability to express their thoughts and ideas and communication skills through the written word. We believe it is important that children see their writing as having purpose and that they regard themselves as authors of their work. Opportunities are provided for children to develop the necessary writing skills required for different purposes and audiences. The link between reading and writing is strongly emphasised.
Read Write Inc.
Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme.
The programme is for pupils in EYFS, Year 1 and Year 2 who are learning to read and write and any pupils in Years 3 or 4 who need to catch up rapidly.
In Read Write Inc. Phonics pupils:
• Decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills
• Read common exception words on sight
• Understand what they read
• Read aloud with fluency and expression
• Write confidently, with a strong focus on vocabulary and grammar
• Spell quickly and easily by segmenting the sounds in words
• Acquire good handwriting.
In addition, we teach pupils to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code knowledge.
We group pupils homogeneously, according to their progress in reading rather than their writing. This is because it is known that pupils’ progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.
In Year R we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily. Pupils have frequent practice in reading high frequency words with irregular spellings – common exception words.
We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the common exception words. This is so that, early on, they experience success and gain confidence that they are readers. Re-reading and discussing these books with the teacher supports their increasingly fluent decoding.
Alongside this, the teachers read a wide range of stories, poetry and non-fiction to pupils; they are soon able to read these texts for themselves.
Embedding the alphabetic code early on means that pupils quickly learn to write simple words and sentences. We encourage them to compose each sentence aloud until they are confident to write independently. We make sure they write every day.
Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean.
Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.
For more information about Read Write Inc. please see the website:
http://www.ruthmiskintraining.com/home/index.htmlkinliteracy
To find out how to pronounce the sounds your children learn in school watch this clip:
http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/
Reading
On our website (following the link: Children - Reading for Fun), you will find a recommended reading list for each year group. The lists contain a range of books for different abilities. Books are not easily categorised by age, but by a child's personal interests and ability to read. Therefore you will notice that some books may appear on more than one year group list.
We have Oxford Reading Tree schemes, Read Write Inc books and many more titles in our class & shared libraries.
The lists are to help you be aware of the variety of good books out there, however it is more important that the child is able to read and enjoy their book. I would also recommend looking at reading lists for the years above or below your child's year group, especially if they are a strong reader or find reading difficult.
There is an additional attachment which is provided by RWI (our Phonics and Literacy program). This contains a list of books which support the texts covered in the Literacy & Language groups for each year.
Reading and comprehension are equally an important aspect of our curriculum too. Children are heard read as often as possible and whole class reading is completed at least three times a week. We are now in our second year of Whole Class Guided Reading and the children have taken on these sessions wonderfully.
Comprehending a text is integral to the enjoyment of reading it – if you don’t understand what the text is about then it just becomes words on a page! Comprehension skills are taught in our curriculum as specific lessons and also through our guided reading sessions.
We really encourage the children to read as often as possible, including at home. Every teacher reads aloud a class story book, which the children thoroughly enjoy hearing and sharing. Children also enjoy bringing in their own books that have been linked to our topics.
Writing
We understand the link between good talking and skilful writing. We also know that children will be motivated to write if the purpose is clear. Writing in English lessons is wherever possible linked to books and/or real-life scenarios, giving the children a secure context and purpose for their writing. Pupils are taught key skills to help them plan, draft and edit their work, learning to proof-read and improve their own writing, as well as having opportunities to discuss their writing with peers. Pupils’ stamina for writing is developed through extended writing tasks which are linked to other areas of the curriculum, whilst building upon the writing skills taught during English lessons.
Grammar and punctuation are taught explicitly through focused activities within the context of reading and writing. Once familiar with a grammatical concept, pupils are encouraged to explore and apply this concept to their own writing and speech.
Spelling
From years 2 to 6, the children take part in Spelling Shed. Spelling Shed is a scheme designed to meet the needs of the 2014 National Curriculum in a manageable way. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions, patterns and rules. Spelling Shed is an online programme, where the children can learn their weekly spellings, play games and have fun whilst learning.
Adjectives - Larry the Lion
Weather Adjectives /
All about Adjectives
BBC Starship - Describing Words /
Grammar Rule Songs Parts of Speech /
Ambleweb Word Type Sort - parts of speech
Sort Verbs, nouns & adjectives
Crick Verbs Word Links
Grammar Rule Songs Parts of Speech /
Ambleweb Word Type Sort - parts of speech
Adjectives BBC Skillswise /
Choosing Adjectives
Active and Passive verbs
Sort Verbs, nouns & adjectives
Nouns and pronouns
Balloon Joining Words
Sentence level activities LGFL /
Grammar Rule Songs Parts of Speech /
Capitals and Full Stops /
BBC Starship - Make a Sentence /
Alien Punctuation
Full stops /
Aliens Dialogue
Sentence level activities LGFL /
Capital Letters /
Questions /
Word and punctuation activities /
Commas and apostrophes BBC Skills wise
Punctuate the Sentences
Commas on Primary resources / /
Going to work on Commas game BBC skillswise
Speech Marks on Primary Resources / /
Speech Marks
Insert Speech Marks
The Apostrophe / /
Y4 Apostrophe Quizzes
Apostrophe & contractions Primary resources / /
Using Apostrophe for possession / /
Sentences make sense / /
BBC Starship - Make a Sentence /
Sentence level activities LGFL /
Are these sentences? BBC Skillswise
Making Sentences BBC Skillswise
Building Sentences BBC Skillswise
Basic punctuation BBC Skillswise
Identify Sentence Type / /
Is this a Compound Sentence? Game BBC Skillswise
Make a Compound Sentence Game BBC Skillswise
Key Stage One Word Work
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Interactive Alphabet
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Homophones 2
Key Stage One Sentence Work
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BBC Starship – Make a Sentence
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Capital Letters
Verbs PowerPoint Show
Key Stage Two Word Work
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LSCWC Spellings
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Spelling Rule Songs
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Homophones
Key Stage Two Sentence Work
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Are these sentences? | https://www.claypoleprimary.org/literacy/ |
How to improve your English language? sounds difficult for many people. But here you can find many easy ways. You are never too old or too young to start learning a new language. There are 4 basic language skills which you have to practice i.e. listening, reading, speaking, and writing. Don’t force yourself to improve it only in one day. Because your interest also matters a lot. Learn and practice step by step. Don’t worry to make your accent perfect. Following are some tips to improve your English language.
Speak
Always be confident and stay motivated while speaking. Speak as much as possible. Don’t be shy if you are making mistakes. The more you practice, the more you will become confident. Do not be afraid to make mistakes. Concentrate on your pronunciation and vocabulary. Make a routine and practice every day. Always note down new words you learn. Use them in sentences while speaking.
Read
Read the magazine, novel, article, or newspaper. Reading is a good way to practice pronunciation. School books or children’s books have easier words. You can relate to each word While reading a newspaper, do not worry about understanding each and every word. If you don’t understand any word then you can ask someone like a teacher, friend, or any family member. Do not hesitate to ask. Also, look at the other words around it. These words will give you a hint. Always try to guess the meaning.
Listen
Listening is also an important part when you are learning a new language. Always try to listen to English songs. If you do not understand words, then find out the lyrics. Listen when you are busy with other things. Find your favorite YouTube video or speaker and listen to it while walking, running, or working out. This will help you to get used to English words, pronunciation, and how other people talk.
Write
Without writing you can not practice anything. Make a notebook and write down words, phrases, sentences with their meaning, and examples. Grammar is an important part when you are writing and speaking in English.
Find a partner
It is very important to find a partner with whom you can speak freely. Surround yourself with English speakers where you can learn new words. Use English whenever you can. Do not try to translate from your own language into English. Always think in English to improve your fluency. Try to guess the meaning of words in the conversation, rather than looking into your dictionary.
Movie with English subtitles
Watch any unseen horror movie, documentaries, or any favorite T.V. shows with English subtitles. You can watch movies and read subtitles on time. Learn new words and sentences with the help of subtitles. This will be effective to improve your language.
Make mistakes and learn
All learners can make mistakes. So if you are making mistake while speaking in English, then do not be afraid. Rather than note those words or sentences in your diary and correct them with the help of the internet or dictionaries. Add efforts to revise it. I am sure this will help you and you will not do the same mistake next time.
Comment below if you are still facing any difficulties while speaking or writing in English. | https://gyanuniverse.com/tips-to-improve-your-english-language/amp/ |
Speaking and listening is central to the Wheatley Curriculum. It is developed from EYFS through to Year 6 across the whole curriculum. Speaking and listening involves more than analysing your ability to talk and hear other people. It is about adapting language to suit the situation and linking your listening and speaking skills to be able to respond to any argument. By developing pupils' vocabulary, we can offer them the vital academic tools for school success, alongside the capability to communicate with confidence in the world beyond the school gates.
We aim to teach our pupils to speak clearly and convey ideas confidently using Standard English. This includes the ability to justify their ideas, ask questions, develop vocabulary, build knowledge, negotiate, and communicate effectively. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing. Speaking and listening is built into every subject area, through subject-specific vocabulary and the encouragement for children to discuss and ask questions.
We want to inspire children to be confident in the art of speaking and listening and to use discussion to communicate and further their learning.
From Early Years upwards, we encourage children in the development of the skills they need; to communicate how they feel; to talk about themselves and their experiences; to hold conversations with adults and other children; to develop their own narratives and form questions and demands to cater to their own needs. There is a strong emphasis on adults modelling, speaking clearly in full sentences using Standard English. Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone.
The readiest way of working on understanding is often through talk, because the flexibility of speech makes it easy for us to try out new ways of arranging what we know, and easy also to change them if they seem inadequate.
Exploratory Talk for Learning
Douglas Barnes
We recognise that spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers ensure the continual development of pupils’ confidence and competence in their knowledge of spoken language and listening skills. They are assisted in making their thinking clear to themselves as well as to others and teachers ensure that pupils build secure foundations by using discussion to probe and remedy any misconceptions.
Building on this foundation, we teach literacy and the wider curriculum using a range of strategies which include:
● Group Discussion – Children discuss and interrogate new ideas in a small group or whole class setting. They listen to and value each other’s ideas whilst taking on board feedback so as to improve their own explanations.
● Partner Talk – Children work in partners to discuss their ideas. They are able to explain their ideas about texts they have read and orally rehearse and prepare their ideas before they write.
● Questioning – Teachers use a range of questioning strategies to establish children’s current understanding and develop their learning. Higher level questioning is used to elicit a deeper understanding.
● Modelled Writing – Teachers model writing and editing to demonstrate the high expectations they have. They verbally ‘think aloud’ in order to make the writing process explicit and provide a rich and varied vocabulary for the children to utilise in their own work.
● Shared Writing – Teachers use the ideas from the children to create shared pieces of writing. This enables the children to see the writing process in action as well as having pride and ownership over the finished piece.
● Comparing, Analysing and Evaluating – Children review written texts, speech and drama and compare, analyse and evaluate them. They establish the strengths and weaknesses of different examples and incorporate these ideas into their own work.
We believe it is vitally important to increase pupils’ vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics. Vocabulary consists of the words we understand when we hear or read them (receptive vocabulary) and words we speak or write (expressive vocabulary). We build vocabulary by picking up words that we read or hear and through direct instruction. Knowing a variety of words is important for language development and reading comprehension.
Most children begin school with about 6,000 words of spoken vocabulary. They will learn 3,000 more words per year. However, not all words have equal importance in language instruction. So, how do we know which words we need to teach?
Tier one consists of the most basic words: book, girl, sad, run, dog, and orange.
Tier two consists of high frequency words that occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. Tier two words are the most important words for direct instruction: examples of tier two words are: compare, fortunate, industrious, measure, hilarious and endure.
Tier three consists of low-frequency words that include words that occur in specific subjects in school, occupations, technology etc. We usually learn these words when a specific need arises, such as learning continents during a geography lesson. Examples of tier three words are: economics, atom, sedimentary, respiration, and Neolithic. | https://www.wheatley.oxon.sch.uk/speaking-and-listening/ |
Whenever a student gets admission to any school in India, he/she is taught English as a second language. Usually, a teacher begins teaching by the writing of alphabets. The next stage is ‘reading’ and the final stage is ‘speaking’. Unfortunately, listening as a skill is not given its due importance in the learning process and is usually ignored. However, this is not a suitable method of teaching language.
The proper sequence of language learning should be listening, speaking, reading and then writing.
FUNCTIONS OF LANGUAGE
The primary functions of a language are given below:
► Expressive function: Language is a means of expression and communication. It helps us to express our feelings, emotions and ideas. It is also used to arouse similar feeling among our readers or audience. Authors, poets and dramatists are very skilful in this aspect of the language. They are able to express their feelings and invoke deep emotions through their skilful use of the language.
► Informative function: Language is a means of providing information to others. For example, when a history teacher describes a battle to his/her class, he/she is making use of this function of the language.
► Directive function: Language is used to perform an activity or direct others. An example of this can be asking a student to write on the blackboard.
► Poetic function: This function combines certain sounds that are phonologically similar, such as rhyming words – drain/brain, tall/wall and cub/pub/tub.
► Metalingual function: When a listener does not understand the words spoken by a speaker, the listener asks the speaker to explain them to him/her. The speaker repeats what he/she had said, but this time, explains the meaning to make sure that the listener is able to understand.
► Social function: According to Ben Johnson, “Speech is the only instrument of society.” So, language is used not only for providing and obtaining information, but also to interact with each other socially in various ways, for example, while greeting each other, enquiring about something and having discussions or debates.
► Referential function: This function of language is also known as the cognitive function. According to this function, the speaker expresses what he/she feels and the meaning is derived on the basis of the context, for example, in a conversation.
► Cultural function: Language is also a part of culture. The content or substance of every culture is expressible in its language. Language helps to express rituals, norms or festivals of a culture or its people.
► Emotive function: Language is used to express one’s emotions, real or imaginary.
► Phatic function: The phatic function is used to prolong or discontinue communication. For example, while giving a lecture, a teacher may ask questions such as “Do you understand?”, “What is this?”,
etc. These questions represent the phatic function of language.
► Conative function: This function of language can be seen in vocative and imperative sentences, such as ‘Stop it’, ‘Read carefully’ and ‘Stand up’.
LISTENING
The skill of listening is a counterpart of the skill of speaking because verbal communication is a two-way process, i.e., without listening, speech has no meaning.
To be an effective listener, one needs to concentrate on what is being said and should know what is important and what is not.
Most importantly, the person should be receptive and attentive, lack of which implies that he/she is just ‘hearing’, not ‘listening’.
Listening skills are required to understand messages, content, concepts, facts and ideas, which the listener receives through his/her auditory organs.
Some important points about listening are given below:
► In a classroom, students mainly learn and understand by listening to their teacher.
► Speech verbally communicates feelings but it should be accompanied with non-verbal actions as they help to understand these feelings. Listening, therefore, also involves observation of non-verbal actions (like facial expressions and gestures) that are used to convey feelings.
► Listening facilitates perception.
Let us now move on to some of the objectives of developing listening skills in students. They are given below:
► Understanding texts being read.
► Understanding the question asked verbally by the teacher and respond accordingly.
► Completing tasks based on oral directions.
► Obey and do as told.
► Communicating and conversing effectively in society.
How Children Use Listening Skills
Listening is a very important tool or skill to understand what people say or mean. In communication, listening is as important, if not more, than speech.
Children use their listening skills to:
► Understand concepts, facts, ideas, feelings, etc.
► Understand the world around them.
► Focus on and comprehend the speaker’s meaning.
► Understand the characteristics of English speech and sounds, including stress and intonation patterns.
► Know the correct pronunciation of words.
SPEAKING
Speech is a natural gift that we polish and improve through education. A child speaks words in the same way as he hears them being spoken. In a school, the teacher is a role model for students as far as speech is concerned. Therefore, the teacher should be careful of his/her own pronunciation and sentence construction while speaking.
The primary objectives of teaching speaking skills are:
► Verbally answer the questions asked.
► Express ideas and thoughts in debates, speeches, etc.
► Be able to communicate and converse with others in the society.
► Diagnose the speaking-related problem of the learner.
► Provide remedial teaching on the problem diagnosed.
Speech helps to communicate feelings. Non-verbal actions, such as facial expressions and gestures that accompany speech help to make our feelings easier to understand.
How Children Use Speaking as a Tool
Children begin learning a language through speech. They use it as a means of communicating their thoughts and feelings.
Children use speaking as a tool to:
► Know and learn correct pronunciation of different words.
► Develop and enhance their vocabulary.
► Express their feelings and emotions to others.
► Gain fluency and proficiency in the language.
► Improve their diction and learn from mistakes made while communicating with others.
PRACTICE QUESTIONS
Answer the following questions by selecting the most appropriate option.
15. Who said, “Writing is a tool which enables us to express what is in our mind and for some people, it is almost as important as speech.”?
(1) Gandhi
(2) B.S. Bloom
(3) Bell
(4) Freud
Ans: (3)
1. Which of the following is the proper order of learning a language?
(1) Listening-Speaking-Reading-Writing
(2) Speaking-Listening-Reading-Writing
(3) Listening-Speaking-Writing-Reading
(4) Speaking-Listening-Writing-Reading
Ans: (1)
2. The teacher and students discuss a topic and the former starts the conversation by asking a question.
Then the student/s respond/s by giving examples and explanations. The speaking assessment here is to grade how well students
(1) speak fluently and creatively
(2) process information and respond appropriately
(3) express themselves
(4) respond in an appropriate tone and express themselves fluently and creatively
Ans: (2)
3. The primary objective of using role-play is
(1) to promote the reading habit
(2) to improve the communicative competence
(3) to develop acting talent
(4) to evaluate dialogue writing-skills
Ans: (2)
4. Correct speech habits can be developed most effectively through
(1) vocabulary practice
(2) quizzes
(3) dictations
(4) pronunciation practice
Ans: (4)
5. When young learners are asked to read a text silently, they should be instructed
(1) to infer the meaning of new words from the context and read with comprehension.
(2) to pay special attention to grafe-eh-ar items used in the passage.
(3) to read fast even if they don’t comprehend the meaning.
(4) to stop reading whenever they encounter a difficult word or phrase.
Ans: (1)
6. During the process of language learning, students lack confidence in their pronunciation. How can one overcome this?
(1) Correcting mistakes immediately.
(2) Reading aloud in the classroom.
(3) Organising play-like tasks in which children can talk to one another.
(4) Providing scope for special activities with the help of language experts for removing speaking defects.
Ans: (2)
7. In order to drive home the point that listening skills matter, students should be
(1) exposed to popular English films and reviewing them.
(2) taken to the language lab once a week for practice and feedback.
(3) allowed to listen to CDs of poetry read aloud by wellknown voices-artists.
(4) reminded that listening skill practices relate to real life.
Ans: (4)
8. Challenges like homophones, phrasal verbs, etc. faced by English learners are categorised as
(1) spelling-related challenges
(2) vocabulary-related challenges
(3) pronunciation-related challenges
(4) reading challenges
Ans: (2)
9. One of the sub-skills that is assessed for speaking would be
(1) understanding, and responding in a paragraph, to literary works
(2) using appropriate volume, clarity and gestures in individual or group situations
(3) spelling common, frequently used words correctly
(4) listening actively and responding to others in small and large group situations
Ans: (2)
10. Find out the odd one with respect to reading importance.
(1) It helps during the process of speaking.
(2) It makes a person knowledgeable.
(3) It enhances one’s vocabulary.
(4) Lack of freedom in proper hand movement.
Ans: (4)
11. To enable students to distinguish between academic and spoken forms of a target language in a bilingual class, they should be encouraged to
(1) speak in the target language.
(2) read more books written in the target language.
(3) write more in the target language.
(4) watch more related bilingual films.
Ans: (2)
12. One way of helping students improve their spelling is through the ____________ reading method.
(1) extensive
(2) intensive
(3) imitation
(4) silent
Ans: (1)
13. The basic components of speech are
(1) stress, rhythm, intonation, fluency and vocal cord.
(2) tongue, lips, intonation, fluency, juncture and pause.
(3) stress, rhythm, intonation, fluency, juncture and pause.
(4) stress, rhythm, tongue, lips and vocal cord. | https://mocktime.com/books/chapter-4-role-of-listening-and-speaking-language-english-for-ctet-tet-exams/ |
Are you unsure where to begin to improve your French reading skills? Here are eight books that every beginner should read.
Why Read?
Reading in a different language can help you to learn new vocabulary and examples of how to use it. This means that when you can read in the language that you are learning you will be able to pick up and use new terminology in different ways.
Some tenses only appear in written form, so by reading different literature, you will begin to understand how these tenses work as well.
Reading French fiction will also allow you to embrace some of the country’s culture. Writing is a medium for people to document political and social issues that are affecting them at the time, so by reading their works you will have a deeper insight into these.If you want more information on how to build sentences in French, you can take a look at this article.
French Books for Adult Beginners
L’Étranger by Albert Camus
L’Étranger is the first novel written by Albert Camus, and it follows its protagonist, Meursault, a Frenchman who lives in Algiers.
It is a modern story that has been published in several languages since its release in 1942. L’Étranger is thought to touch on aspects of philosophy beginning with Meursault’s mother’s death at the start of the book and later on his lack of emotions when he is in trouble with the law.The language that is used in L’Étranger is simple enough for a learner at a high beginner level, but you will be testing your comprehension skills with this read. It is not a matter of what is being said, but of what you can read between the lines with the story’s deep plot points.
La Nuit des Temps by René Barjavel
Set in Antarctica, La Nuit des Temps follows French Polar Expedition members as they make a ground-breaking discovery. The discovery that creates the plot for the whole story, as it creates a media circus and many questions about the past. This story contains romance, adventure, and loss.
This book is good for those beginners who have a little bit of experience but are still getting the hang of reading in a second language.
Vingt Mille Lieues Sous Les Mers: Tour du Monde Sous-Marin by Jules Verne
A lot of people may recognise the title, Vingt Mille Lieues Sous Les Mers: Tour du Monde Sous-Marin. That’s because this book has been translated into English and published as Twenty Thousand Leagues Under the Sea.
For those who are not familiar with the book, it is a science fiction novel written by the French author, Jules Verne. The story’s protagonist is a French marine biologist, Pierre Aronnax, who joins an expedition to find a sea monster.
Sometimes it can help to read a familiar story in the language that you are studying, because you already know the plot. This can mean that you are able to focus more on the language that is being used, although in this case it is wise to check if the vocabulary that you are learning is still in use given the publication date of this story.
French Short Stories for Beginners by Frédéric Bibard
This suggestion is one of our books, but we are promoting it for some good reasons.
If you are looking for short stories that will help you to learn grammar and vocabulary while also offering you the opportunity to improve your listening skills at the same time, French Short Stories for Beginners is a great place to start.
The page is split so that the French version of the story is on the top, while the English translation is below it. This feature will help you to identify the vocabulary that is used instantly if you are uncertain without having to use a dictionary.An added benefit of French Short Stories for Beginners is the ability to download the stories as audio files at two different speeds. So, you are able to listen to the stories and improve your audio skills as well at your own pace.
French Children’s Books for Beginners
A lot of people who are just learning to read in a second language find it easier to start in the same way that they began to learn to read in their native language. So, while the stories listed here are primarily mentioned as children’s books, they aren’t exclusively for children.
Reading aloud to your children when they are learning French can be a great help as well, just as it is when they are learning their native language. It will not only help their understanding of the story but also their listening skills as well.
Le Petit Prince by Antoine de Saint-Exupéry
Le Petit Prince is a children’s classic that was Antoine de Saint-Exupéry’s most famous work. It is another story that has been published in both French and English, so the storyline may be familiar to those who have read it when they were young.
The story begins with the narrator talking about the differences between adults and children, before he goes on a journey and crashes his plane which is where the reader meets “Le Petit Prince” for the first time. The Little Prince proceeds to tell the narrator of his travels to the other planets in the universe.
This children’s classic is a great French book for beginners as it isn’t very long and has pictures to help readers understand what they are reading.
Le Petit Nicolas by Rene Goscinny
Published in 1950 Le Petit Nicolas is a prime example of a book that both allows you to learn to read in French but also provides details about the culture that surrounded growing up in the 1950s.
The novel talks about what it was like to go to school in that time period, so readers learn of the separation of girls and boys for their education at that time, as well as different slang phrases that were popular then.
Because of when it was published, like with Twenty Thousand Leagues Under the Sea, it is advisable that you look up any vocabulary that you learn from Le Petit Nicolas because it may be a little outdated. While it is good for you to learn new words from reading in French, it wouldn’t be a good idea to start using words that aren't said anymore.Le Petit Nicolas actually started out as a comic strip before it grew to become a series of short stories. The stories are told from Nicolas’ viewpoint and show a child’s view of the world complete with a stylistic choice to make the writing contain run on sentences and slang.
Learn French for Children Through Stories by Frédéric Bibard
This is another example of one of our books, which we are promoting.
Learn French for Children Through Stories is a collection of ten short stories that are designed for children between seven and twelve. While the storylines are more appropriate for younger learners, this book holds the same benefits that its adult equivalent by Frédéric provides.
There is the benefit that Learn French for Children Through Stories is split between French and English, so that you complete reading the paragraph in French and automatically get to read it again in English. This means that the reader can immediately check whether they have understood it correctly or check the meaning of words they don’t recognize.
Another reason this is one of the best French books for beginners, particularly children, is that it provides the audio as well as the text. This means that you are able to listen to the stories, either following along with the text or while you do something else. By listening to the stories, you are able to improve on your listening comprehension as well.
Poetry
Reading fiction isn’t for everyone. Sometimes reading a novel or even a short story in a foreign language can seem daunting. If the length of the text makes you feel anxious, it may be best to start learning to read in French by reading poetry.
Reading poetry to improve your understanding of French is advisable because it allows you to focus more on the vocabulary that has been used than you do when reading stories. While you will pick up the odd word or phrase when reading it as a part of a paragraph, with poetry there aren’t huge blocks of words so those that are used make more of an impact.
Calligrammes by Apollinaire
Calligrammes is a collection of poetry that reflects the experiences of the author, Guillaume Apollinaire, fighting in WW1 and in the Parisian art world. It was first published in 1918 and can be described as visual poetry.Visual poetry means that the poems found in Calligrammes are all laid out in different shapes depending on the subject of the poem. The way that the words are laid out in this form of poetry influence the work just as much as the words.
Other Tips for Reading and Finding Books
Some Tips on Reading in French
- When you are beginning to read in French, the temptation to look up every single word can be strong. This is not the best way to go about it, though. If you are going to spend your time constantly checking the meaning of each individual word, then you are quickly going to lose the plot.
- Look for words and phrases that you do recognise and see if you can work out the general meaning of the sentence that way. This can also be a great way of testing yourself to see how much you have learned in your language studies.
- Don’t let yourself get overwhelmed. If a book seems too long for you, break it up into sections, so you only read a chapter at a time.
- Take plenty of breaks. It won’t do you any good if you start to become stressed over misunderstandings because as a beginner there are going to be moments when you are struggling with your understanding.
- Start small and work your way up. You will notice that many of the recommendations for the best French books are collections of short stories, or short stories on their own. This is because this is a better way to start than choosing a novel straight away.
- Choose a genre that interests you. It’s the same as if you were picking something to read in your native language – if you are reading a genre that doesn’t appeal to you, it will be boring.
How to Find French Books
The simplest ways to find French books are to use a search engine, an online shop (such as Amazon), or going into a bookstore.
Typing “French Books for Beginners” into a search engine or the search bar of an online shop will bring up multiple recommendations for you that you can sort through to find one that interests you.
If you are going into a bookstore, it is slightly more challenging. Most shops will have a limited number of books in foreign languages, if any, aside from those that are being used as coursebooks. So, if you are going out to buy your French books, I would recommend researching exactly what you want and where it’s stocked beforehand.
Regardless of how you find the books that you plan to read it is important that you ensure they are appropriate for your reading level. There would be nothing worse than purchasing a new book and being unable to get through the first sentence because it is too hard for you.
Conclusion
All eight of the books named above are great pieces of French literature that will help you on your journey to learn how to read in French. Whether you are looking to start with children’s books, classics, or a novel which you are already familiar with, there is something for everyone.
When you begin reading, bear in mind the tips that we’ve mentioned. You don’t want to lose your confidence because you have chosen to read a novel or something well above your skill range and been unable to do so.If you want to push yourself and use stories to develop your listening comprehension skills as well – either before, during, or after reading the text – there are books that are specifically geared towards this as well. | https://www.talkinfrench.com/the-8-best-french-books-for-beginners/ |
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Some of my fondest memories as a mom center around reading with my children. Let’s explore 101 reasons to read to your preschoolers!
There is nothing I loved more when my kids were little than the time I spent reading to them. And, now that my first grandchild is due any day, I look forward to making memories with him. But, taking the time to read to your preschoolers is about more than making memories.
There are so many reasons – academic and beyond – to read to little ones. Let’s explore them now.
101 Reasons to Read to Your Preschoolers
1. Reading aloud helps the brain to make phonic connections.
2. Reading with your children is fun.
3. Seeing their eyes light up as you read with the different inflections is a delight.
4. As you read stories, like The Mitten, you can also teach your child a valuable life lesson.
5. You can enhance seasonal learning by reading stories that relate like the books you’ll find in this Spring Learning Pack post.
6. Reading early to your children helps them to begin building comprehension skills.
7. When children listen to us read aloud, they are building their concentration skills.
8. Reading is exercise for the brain.
9. Reading helps children to learn about the world around them.
10. When kids listen to the written word being read they begin to process spoken language better.
11. Read aloud books like This Is How We Do It can show your preschooler how seven kids from around the world live their daily lives.
12. Reading develops empathy skills.
13. Letting preschoolers participate in read-alouds, by turning the pages or saying words they know, help them to learn how to develop active participation skills.
14. Children can build their vocabularies just by listening to mom and dad read to them.
15. Read-alouds like My Mouth Is a Volcano! can teach your preschooler the good habits of patience, not interrupting and waiting their turn.
16. Reading together is a bonding experience.
17. Letting older children read to their younger siblings helps them to form friendships.
18. Children learn to trust when they are brought onto the lap during reading time.
19. Read aloud books like Books Don’t Need Batteries can teach your already tech-addicted preschooler that books are just as exciting as devices.
20. Children learn cadence and rhythm when books and stories are read aloud.
21. Preschoolers’ curiosities are piqued when we read to them.
22. Read-alouds like Those Shoes can help our children learn to be thankful for what they have.
23. Use books as a foundation for larger studies. For example, before a visit to the zoo read lots of books about the zoo.
24. You can use read aloud time to teach basic math principles with books like One Fish Two Fish Red Fish Blue Fish. Then, be sure to check out this activities post, as well.
25. While children shouldn’t have to sit totally still, they do need to be quiet so they can focus on the story.
26. Before taking a family trip with your preschoolers, you can use reading time to prepare them for what to expect.
27. Reading calms your child, especially when they may be tired, or not feeling well.
28. Reading to your child promotes communication between the two of you.
29. It is never too early to learn about money management. The read aloud book Lily Learns About Wants and Needs can help your preschooler understand the difference between something he or she wants and truly needs.
30. Reading aloud is a great way to celebrate holidays all year long.
31. Picture books are full of colors and graphics which serve to build foundational skills.
32. We hear about superstitions all our lives and read-alouds like Black Cats get a Bad Rap will help your preschooler to understand how most of these are completely unfounded.
33. Use of expressive tones and allowing the child to see and touch the book creates an interactive experience that creates lasting memories.
34. Reading to your child helps them to formulate speech patterns.
35. Children begin to develop their own interests and curiosities when reading books with their moms and dads.
36. You can use a book’s illustrations to bring even more attention to words, ideas, and help them to formulate reading comprehension skills in a deeper way even in the preschool years.
37. “Today a reader, tomorrow a leader.” – Margaret Fuller
38. Bedtime stories delight and prompt curiosity through fairy tales and magical stories.
39. Sometimes you can retell the story in your own words to see if they remember words spoken in previous readings. This prompts both memory and listening/recall skills.
40. Books allow us to explore cultures and situations that we might not encounter in our own communities.
41. You can use photos in the book as prompts to teach vocabulary by asking “where is the___” or “point to the blue block.”
42. “There is more treasure in books than in all the pirate’s loot on Treasure Island.” – Walt Disney
43. Reading to preschoolers can help you to set moral foundations through reading fables.
44. Reading to preschoolers helps them to have a good foundation in grammar.
45. They develop their own thoughts and opinions of characters, and it helps them to improve thought processing skills.
46. Reading to your preschoolers both delights and entertains them.
47. The more young children are exposed to books, the better they’ll be prepared for educational success in all levels of learning.
48. Reading picture books to children early helps them to develop a correlation between visual association with imagination.
49. Preschoolers learn best when interacting with parents rather than a video screen.
50. Children begin to comprehend what they hear long before they can read it themselves.
51. During the first six years of life, a child learns and grows at a faster pace than any other time in their life. As you read, their brains are learning faster than when they are read to later in life.
52. Reading opens the door to your child’s early academic success.
53. If you read to your child for just 20 minutes a day, you’ll expose them to nearly 2 million words in a year.
54. A child who is read to joyfully at an early age, by a loving parent, grows in self-confidence and independence.
55. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” ― Dr. Seuss, I Can Read With My Eyes Shut!
56. Reading early to your kids helps them to develop the necessary skills to be good writers later in life.
57. Having a regular reading time with your preschoolers helps them to develop routines.
58. Reading time with preschoolers helps to form family traditions which will be passed from generation to generation.
59. Reading facilitates teaching moments where you can teach concepts for behavior, sympathy, expectations, and even consequences in a gentle, loving way.
60. Carefully chosen books that are age appropriate can serve to teach difficult topics to young children or prepare them for something difficult such as the death of a grandparent, or an illness in the family.
61. Reading with your preschoolers will build lasting childhood memories for them.
62. Reading good literature from an early age helps children to learn how to be discerning in choosing good literature later in life.
63. Reading aloud to your preschoolers is critical for their cognitive development.
64. Reading to young children helps them to develop auditory perception, the ability to hear and understand.
65. “Children should have the joy of living in far lands, in other persons, in other times – a delightful double existence; and this joy they will find, for the most part, in their story books. Their lessons, too, history and geography, should cultivate their conceptive powers. If the children do not live in the times of his history lesson, be not at home in the climate his geography book describes, why, these lessons will fail of their purpose.” ~ Charlotte Mason
66. Reading nursery rhymes with your preschooler helps them to learn vowel and consonant sounds and helps them to begin to annunciate syllables.
67. Nursery rhymes are goofy and silly and prompt laughter but teach valuable language lessons as well.
68. Nursery rhymes help preschoolers to develop voice inflection, volume, and pitch.
69. Reading aloud is a great opportunity for snuggling time.
70. As your preschooler grows up, they will look back fondly and remember how much time mom and dad spent reading to them
71. Through reading, kids can learn about the different cultures and traditions of countries around the world.
72. Through reading, kids can learn about the different cities, states, and countries around the world. This may spark their interest in visiting there someday.
73. Short books, especially those with rhyming patterns, are a great way to start your child on the path to memorization. Dr. Seuss books are great for this.
74. Page turning will help your preschooler with fine motor skills.
75. Reading books that show characters pursuing hobbies may spark a passion in your preschooler to begin that hobby as well.
76. Books may spark an early career interest in your preschooler that sticks with them throughout their life, like being a doctor or police officer.
77. Read aloud times are a great opportunity to let your child build the scene with LEGO bricks.
78. Bedtime stories build lasting memories that will remain with your child forever.
79. Read-alouds can teach your child how to perfect certain foreign accents (if you are good at them, of course).
80. Taking your child to the library to check out read aloud books will instill in them a great love and appreciation of the local library and all it offers.
81. If you read your preschooler a book that contain a song, that song and tone will remain with them forever.
82. This read aloud about real-life NASA geniuses Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden can inspire your children to never let anyone tell them something is impossible.
83. “So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.” — Roald Dahl, Charlie and the Chocolate Factory
84. Read-alouds can make history come alive for your little ones and inspire them to dream big about the future.
85. Read-aloud times are a great opportunity to let your child build characters or objects from the story out of Play-doh.
86. Taking your child to the library to check out read aloud books will teach them how books are stored and categorized.
87. Read-alouds can teach your child how to imitate animal noises.
88. Books like The Monster at the End of This Book can help your preschooler get over their fear of closet or under-the-bed monsters.
89. When you read to your preschooler you are teaching by example.
90. Reading to preschoolers help them to form neural pathways that aid in the development of language
and communication skills.
91. Books like Groundhog Day! can teach your child about the origins and traditions of obscure holidays.
92. Reading with your preschooler helps them to develop spelling skills.
93. Understanding of STEM skills starts with comprehension which begins with reading, starting early is foundational to building knowledge for science, technology, engineering, and math.
94. Read aloud time helps a kid develop a longer attention span.
95. Books like Last Stop on Market Street will introduce your children to wonderful life morals such as “Sometimes when you’re surrounded by dirt, you’re a better witness for what’s beautiful.”
96. Being silly while reading with your preschoolers will make the book/story more memorable and help them to see that there are times when silly behavior is appropriate.
97. Reading aloud books from the series Ordinary People Change the World can inspire your preschooler to become a changemaker for good.
98. Reading helps children to develop imagination skills.
99. Books with diverse characters help them learn about the world.
100. You’ll be helping your little ones develop a lifetime love of reading.
101. More than anything, reading to a preschooler is fun!
What is your favorite reason for reading to your preschoolers? | https://homeschoolpreschool.net/read-to-your-preschoolers/ |
Reading Horizons: A Line-item Program Match With Some Current Language Learning Premises as Described in Overcoming Dyslexia, by Sally Shaywitz, MD.
Throughout this overview, page numbers cross-referenced from Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level signify a correspondence with methods, materials, and learning
Explicit and Systematic
(Overcoming Dyslexia, p. 200)
Reading Horizons instructional methods, in line with the National Reading Panel Report, employ explicit, systematic strategies structured into a logical, sequential, and cumulative
Converting Print Into Phonetic Code
(Overcoming Dyslexia, p. 50)
Reading Horizons demonstrates how print converts into linguistic code - via phonetic code. The instructor pronounces a letter sound then dictates the sound to students. Students verbally mime the dictated sounds then write the corresponding letter match, either on the chalkboard or on individual lapboards. This exercise demonstrates the relationship between the spoken phoneme and its printed correspondent. In the next step, phonemes are blended with a feature vowel sound. At this point, within the first two lessons, students begin forming three letter words. Letters are no longer meaningless marks on a paper but are transformed into meaningful bytes of language.
The Brain's Reliance on Patterns
(Overcoming Dyslexia, p. 84)
Reading Horizons has developed a unique, hands-on marking system, which helps students:
- scrutinize internal word composition recognizing sound/symbol letter patterns;
- refine overall word attack skills.
(Research shows that rapid association between sound/letter patterns not only increases sight recognition but also accelerates the speed at which words are retrieved and stored in the brain.)
Identifying Internal Details of Words
(Overcoming Dyslexia, pp. 103, 210)
Reading Horizons, in conjunction with the introduction of selected consonants, introduces short vowel sounds before the long sounds. Following the introduction of long vowel concepts, students learn what this program describes as the Five Phonetic Skills. These skills are simply the main phonetic patterns forming most English words.
Engaging the same marking system used throughout the course, students learn to prove why vowels are either long or short, based on the surrounding word structure. Students mark and identify the letter sounds and patterns. Students read and pronounce the new word. Students emerge from the exercises empowered by language. Overcoming Dyslexia relates that learning to read is like solving a mystery, and the more clues (tools), we give students, the better they can perform. For most students, marking the five skills equips them with the clues necessary for breaking the code of English.
Storing Letter Chunks
(Overcoming Dyslexia, p.104)
Reading Horizons engages a unique instructional sequence wherein new letters are introduced in sets consisting of four consonants and one vowel. The first letter set introduced consists A, B, F, D
(For purposes that better match the learning objectives of Reading Horizons, the short vowel sound of /Aa /, and of the other vowels, are applied during the instruction of this particular early phase and its accompanying skill sets.)
Students first learn the name, sound
At this point, using the four consonants and the vowel A/
Each time new words are dictated, students examine word structure identifying letters, blends, and vowels, (later digraphs, R-controlled vowels, etc.). Spelling becomes a natural extension of listening to dictation and of writing corresponding letter sounds and words. Through
Decoding Unfamiliar Words
(Overcoming Dyslexia, p.104)
A review of the instructional sequence of Reading Horizons:
Students
- hear words correctly pronounced, as dictated by the instructor,
- write and analyze the inner structure of words using the unique marking system employed throughout the course,
- talk about the meaning of words and use them in orally constructed sentences,
- use Reverse Listening Cards developed to give additional practice and to strengthen independent work,
- read words in guided, oral reading.
At this point in structured language learning, students have experienced many explicit exposures to words that have joined other words, which constitute their internal lexicon.
Phonologic Memory and RAN
(Overcoming Dyslexia, pp.145-6)
The direct instruction, dictation, employed within Reading Horizons requires
The RAN test is found on Reading Horizons computer courseware practice sessions. Students are given 1/10th of a second to view a slide, letter, or word to which they have been exposed and properly identify it. RAN helps students identify familiar combinations, quickly. If unable to make the correct identification, the computer automatically allows a little more time until correct choices are made.
Segmenting
(Overcoming Dyslexia, pp.144, 182-7)
Reading Horizons employs direct instruction, a dictation process in which letters, blends, words are dictated to students. The student must then segment the spoken word into its sounds and transform each sound into a letter. In reading, the letters are again converted into sounds, which are then blended together to form the word. Through the dictation process, students are actively engaged in both segmenting and blending - encoding and decoding - on a regular basis.
Sight Words
(Overcoming Dyslexia, p.190, 218-20, 263)
Reading Horizons teaches 139 high-frequency words referred to as Most Common Words. Many of these words are commonly referred to as sight words. To aid in the memorization of these words, Reverse Listening cards, Most Common Word wall
Handwriting
(Overcoming Dyslexia, pp.38, 124, 329-30)
Reading Horizons strongly encourages children to actively participate, writing at the chalkboard. Teachers dictate the name or sound of a letter (later words) twice. Students repeat the sound twice then turn and write the appropriate letter, once, on the chalkboard. This process employs students' learning modalities: listening, speaking, fine-tuning motor skill tasks at the chalkboard (kinesthetic), and also using the tactile functions while writing. Many kindergarten teachers relate that daily board work helps children transfer handwriting skills more readily to paper and that they exhibit a higher quality of handwriting from regularly using the larger motor skills.
Enrichment/Enhancement Activities
(Overcoming Dyslexia, pp.305-6)
Reading Horizons provides a complete section
Each section in the manual provides lists of literature
Vocabulary Development
(Overcoming Dyslexia, pp.54-8, 103-5, 236-41)
As soon as the first three letter word, bag, is formed, the Reading Horizons process requires the
Self-Esteem
(Overcoming Dyslexia, pp.116-17)
Reading Horizons builds confidence and self-esteem. Younger students move through the material with understanding; special education students can be mainstreamed back into the classroom; older students and adults recognize that within the first few lessons they, too, can learn to read and that the logic of English makes sense.
Fluency
(Overcoming Dyslexia, pp.230-5, 270-81)
Reading Horizons is not marketed as a comprehensive reading program, rather, a strong supplementary phonics intervention. However, some aspects of the program aspects lend themselves, strongly, to accomplishing the goals of fluency and guided reading.
The teacher selects a sentence or paragraph from a Reverse Listening Card, appropriate for the class skill level. Students have already been exposed to many words included within the paragraph during dictation portions lessons. Students decode or 'prove' the words on the board, talk about word meanings and apply them in orally composed sentences. Following dictation, the teacher models by reading the paragraph aloud, and the students read along, aloud, also. The paragraph can then go home with students to be read to parents, and, can be practiced the following day, in class, with other students.
The advantage of this type of guided reading is that students have experienced examining the inner details of words while working at the board. They understand how feature words work and know their meanings. All words within the paragraph - even sight words - have been introduced, analyzed, and fall within students' skill levels. Students experience success, and their confidence grows!
Overall Essentials of an Effective Intervention Program
(Overcoming Dyslexia, pp.30-1, 258-60, 262-8)
Reading Horizons meets all essential requirements outlined for early intervention for potential reading problems. Our goal, however, we recommend it used by entire classes, K-3. In several elementary schools, it is initially used in K through 6, because so many children have not been exposed to the benefits of phonics. In schools where Reading Horizons is taught K-3, student scores show tremendous gains: the program is also used widely in middle schools, high schools, community colleges, workplace literacy centers, corrections facilities, and other adult settings. | https://readinghorizons.com/reading-method/reading-research/dyslexia/overcoming-dyslexia-dyslexia-program-helps |
When we live in a time where technology is directly effecting the education of students in an adverse manner, there should be greater emphasis put on the importance of reading for pleasure in order to counteract the declining abilities of students. This is true of very young children, too. We should read such books and derive the greatest pleasure the books can give us. No one can afford to miss what is happening in other parts of the world. Kids watching cartoons and entertainment television during pre-school years have poorer pre-reading skills at age 5.
In this essay I will explain why I believe that literature is important. Writing these words down and reciting them aloud also help to establish them in memory. It is th… My home is the most important place in my life. Reading can be especially helpful to your children when they are going through difficult times in their lives, such as the separation of parents, starting a new school, the death of a loved one, bullying, or puberty. These are: Kinesthetic Auditory Visual Kinesthetic Kinesthetic learning is a style in which a person learns through doing. If you even read one book a month, you will see a drastic change in your personality within a year. For example, as a parent, I would do my best to read to my children and introduce new and exciting books to them, but my job prevents me from doing so because I have other needs to take care of.
They connect us to our roots and are a window through which we are able to see the history of the world. The computer's ability to process and analyze data means that endless variations on reports and other types of documents can be and are generated. Its front look is my most familiar sight in my eye. Parents should show children the many ways that they use reading. Importance of reading and writing In my home country of Pakistan, the literacy rate for men and women is 60% and 40% respectively. Having confidence in reading only comes from the daily practice of reading.
The Sydney Morning Herald, 2 January 2012. I prefer hard cover books, nothing can beat that. It enhances the development of their spoken language skills, their ability to express themselves verbally. She now writes, illustrates and publishes childsafe animated stories and fairy tales for children, which are sold through her publishing company, Baby Bird Productions. If you are regularly reading to your kids, they will hear more words and increase their vocabulary from an earlier age. The site also includes a free list of suggestions for creative reading related children's activities, plus free children's games and activity pages. The author of Study Finds Reading for Pleasure Puts Child Ahead in the Classroom, an inside look at.
It has also made life itself so much easier because reading and writing are so beneficial for school and for life. The best way for a kinaesthetic learner to take in information is. Reading books will make you a better thinker and a better man. Children advance quickly at a cognitive level and reading maximizes the results. It is really hard to read books daily, but we can read books whenever possible as well as time permits. There's no harm in that.
Not only is it necessary for survival in the world of schools and later on universities, but in adult life as well. Read aloud early — and keep it going! I love my country and I am proud of country. In short, building reading comprehension skills requires a long term strategy in which all the reading skills areas phonics, fluency, vocabulary will contribute to success. One bad habit you should avoid while reading is never leave a book half-read. The importance of reading desperately needs acknowledgement. It is to be noted that reading exposes our mind to different cultures and languages of the world.
Reading gives them the opportunity to hear new words in the correct context and learn their pronunciations. Thanks to technology you can easily find good articles to read on the internet. He can stand his ground. This practice increased to 40 percent in 2016 from 30 percent in 2014 among parents who read aloud before their baby is 3 months old. The paperless society is a myth.
Reading immerses kids in language, exposing them to new words and to ideas and experiences outside their own day-to-day lives. These Essays are written in very simple and easy language using very easy words. Sometimes it is also designated by Hindustan. It is because the need of dominance on other can only be achieved by knowledge and we know it comes from reading. All of the pragmatic reasons above aren't at all necessary to justify reading's place in children's lives. I usually read the great magazine authorized by the government.
The practice of telling stories at bed time compensated to some extent for the lack of reading. Even if that hero is a hobbit with hairy feet. For kids ages 8 and beyond — who still love being read to, according to our research — go for modern classics like the Harry Potter series by J. If you cannot read well than you will find it hard to have a successful career, earn people's respect, and even operate in your daily life. This is because children learn new words as they read but also because they unconsciously absorb information as they read about things like how to structure sentences and how to use words and language effectively. Doing puzzles and playing games such as chess have also been found to be helpful with cognitive stimulation. Books enable us to know the best of different countries. | http://keplarllp.com/importance-of-reading-essay-for-kids.html |
Are you unsure where to begin to improve your French reading skills? Here are eight books that every beginner should read.
Why Read?
Reading in a different language can help you to learn new vocabulary and examples of how to use them. This means that when you can read in the language that you are learning you will be able to pick up and use new terminology in different ways.
Some tenses only appear in the written word, so by reading different literature, you will begin to understand how these tenses work as well.
Reading French fiction will also allow you to embrace some of the country’s culture. Writing is a medium for people to document political and social issues that are affecting them at the time, so by reading their works you will have a deeper insight into these.
If you want more information on how to build sentences in French, you can take a look at this article.
French books for Adult Beginners
L’Étranger by Albert Camus
L’Étranger is the first novel written by Albert Camus, following its protagonist, Meursault, a Frenchman who lives in Algiers.
It is a modern story that has been published in several languages since its release in 1942. L’Étranger is thought to touch on aspects of philosophy beginning with Meursault’s mother’s death at the start of the book and later on his lack of emotions when he is in trouble with the law.
The language that is used in L’Étranger is simple enough for an advanced beginner, but it is said that you will be testing your comprehension skills with this read. It is not what is being said, but what you can read from between the lines with the story’s deep plot points.
La Nuit des Temps by René Barjavel
Set in Antarctica, La Nuit des Temps follows French Polar Expedition members as they make a ground-breaking discovery. The discovery that creates the plot for the whole story, as it creates a media circus and many questions about the past. This story contains romance, adventure and loss.
This book is good for those beginners who have a little bit of experience but are still getting the hang of reading in a second language.
Vingt Mille Lieues Sous Les Mers: Tour du Monde Sous-Marin by Jules Verne
A lot of people may recognise the title, Vingt Mille Lieues Sous Les Mers: Tour du Monde Sous-Marin. That’s because this book has been translated into English and published as Twenty Thousand Leagues Under the Sea.
For those who are not familiar with the book, it is a science fiction novel written by the French author, Jules Verne. The story’s protagonist is a French marine biologist, Pierre Aronnax, who joins an expedition to find a sea monster.
Sometimes it can help to read a familiar story in the language that you are studying, because you already know the plot. This can mean that you are able to focus more on the language that is being used, although in this case it is wise to check if the vocabulary that you are learning is still in use given the publication date of this story.
French Short Stories for Beginners by Frédéric Bibard
This suggestion is one of our books, but we are promoting it for some good reasons.
If you are looking for short stories that will help you to learn grammar and vocabulary while also offering you the opportunity to improve your listening skills at the same time, French Short Stories for Beginners is a great place to start.
The page is split so that the French version of the story is on the top, while the English translation is below it. This feature will help you to identify the vocabulary that is used instantly if you are uncertain without having to use a dictionary.
An added benefit of French Short Stories for Beginners is the ability to download the stories as audio files at two different speeds. So, you are able to listen to the stories that are available and improve your audio skills as well at your own pace.
French Children’s Books for Beginners
A lot of people who are just learning to read in a second language find it easier to start in the same way that they began to learn to read in their native language. So, while the stories listed here are primarily mentioned as children’s books, they aren’t exclusively for children.
Reading aloud to your children when they are learning French can be a great help as well, just as it is when they are learning their native language. It will not only help their understanding of the story but also their listening skills as well.
Le Petit Prince by Antoine de Saint-Exupéry
Le Petit Prince is a children’s classic that was Antoine de Saint-Exupéry’s most famous work. It is another story that has been published in both French and English, so the storyline may be familiar to those who have read it when they were young.
The story begins with the narrator talking about the differences between adults and children, before he goes on a journey and crashes his plane which is where the reader meets “Le Petit Prince” for the first time. The Little Prince proceeds to tell the narrator of his travels to the other planets in the universe.
This children’s classic is a great French book for beginners as it isn’t very long and has pictures to help readers understand what they are reading.
Le Petit Nicolas by Rene Goscinny
Published in 1950 Le Petit Nicolas is a prime example of a book that both allows you to learn to read in French, but also provides details about the culture that surrounded growing up in the 1950s.
The novel talks about what it was like to go to school in that time period, so readers learn of the separation of girls and boys for their education in that time as well as different slang phrases that were popular then.
Because of when it was published, like with Twenty Thousand Leagues Under the Sea, it is advisable that you look up any vocabulary that you learn from Le Petit Nicolas because it may be a little outdated. While it is good for you to learn new words from reading in French, it wouldn’t be a good idea to start using words that aren't said anymore.
Le Petit Nicolas actually started out as a comic strip before it grew to become a series of short stories. The stories are told from Nicolas’ view and show a child’s view of the world complete with a stylistic choice to make the writing contain run on sentences and slang.
Learn French for Children Through Stories by Frédéric Bibard
This is another example of one of our books, which we are promoting.
Learn French for Children Through Stories is a collection of ten short stories that are designed for children between seven and twelve. While the storylines are more appropriate for younger viewers, this book holds the same benefits that its adult equivalent by Frédéric provides.
There is the benefit that Learn French for Children Through Stories is split between French and English, so that you complete reading the paragraph in French and automatically get to read it again in English. This means that the reader can immediately check whether they got their understanding right or check the meaning if they don’t recognise a word.
Another way that this is one of the best French books for beginners, particularly children, is that it provides the audio as well. This means that you are able to listen to the stories as well, either following along or while you do something else. By listening to the stories, you are able to improve on your audio skills as well.
Poetry
Reading fiction isn’t for everyone, sometimes having a novel or even a short story in a foreign language can seem daunting. If the length of the text makes you feel anxious, it may be best to start learning to read in French by reading poetry.
Reading poetry to improve your understanding of French is advisable because it allows you to focus more on the vocabulary that has been used than you do when reading stories. While you will pick up the odd word or phrase when reading it as a part of a paragraph, with poetry there aren’t huge blocks of words so those that are used make more of an impact.
Calligrammes by Apollinaire
Calligrammes is a collection of poetry that reflects the author’s, Guillaume Apollinaire, experience fighting in WW1 and the Parisian art world. It was first published in 1918 and can be described as visual poetry.
Visual poetry means that the poems found in Calligrammes are all laid out in different shapes depending on the subject of the poem. The way that the words are written in this form of poetry influence the work just as much as the words.
Other Tips for Reading and Finding Books
Some Tips on Reading in French
- When you are beginning to read in French, the temptation to look up every single word can be strong. This is not the best way to go about it though. If you are going to spend your time constantly checking the meaning of each individual word, then you are quickly going to lose the plot.
- Look for words and phrases that you do recognise and see if you can work out the general meaning of the sentence that way. This can also be a great way of testing yourself to see how much you have learnt in your language studies.
- Don’t let yourself get overwhelmed. If a book seems too long for you, break it up into sections, so you only read a chapter at a time.
- Take plenty of breaks. It won’t do you any good if you start to become stressed over misunderstandings because as a beginner there are going to be moments when you are struggling with your understanding.
- Start small and work your way up. You will notice that most of the recommendations for the best French books are mainly collections of short stories, or short stories on their own. This is because this is a better way to start than choosing a novel straight away.
- Choose a genre that interests you. It’s the same as if you were picking something to read in your native language, if you are reading a genre that doesn’t appeal to you it will be boring.
How to Find French Books
The simplest ways to find French books are to use a search engine, an online shop (such as Amazon), or going into a bookstore.
Typing “French Books for Beginners” into a search engine or the search bar of an online shop will bring up multiple recommendations for you that you are able to sort through to find one that interests you.
While if you are going into a bookstore, it is slightly more challenging. Most shops will have a limited number of books in foreign languages, if any, aside from those that are being used as coursebooks. So, if you are going out to buy your French books, I would recommend researching exactly what you want and where it’s stocked beforehand.
Regardless of how you find the books that you plan to read it is important that you ensure they are appropriate for your reading level. There would be nothing worse than purchasing a new book and being unable to get through the first sentence because it is too hard for you.
Conclusion
All eight of the books named above are great pieces of French literature that will help you on your journey to learn how to read in French. Whether you are looking to start with children’s books, classics, or a novel which you are already familiar with, there is something for everyone.
When you begin reading, bear in mind the tips that are mentioned, you don’t want to lose your confidence because you have chosen to read a novel or something well above your skill range and been unable to do so.
If you are wanting to push yourself and develop your comprehension skills, either before, after or while you are reading works of fiction. Then there is the option of buying books that are specifically geared towards this as well. | https://www.talkinfrench.com/the-8-best-french-books-for-beginners/ |
Most children enter second grade with a solid grasp of reading fundamentals. Some children are still developing basic reading, while others are already reading fluently from chapter books. In second grade, your child will work on strategies to “decode” unfamiliar words so that she can learn to read with understanding, expression and confidence. These strategies include recognizing:
- The sounds made by letters or groups of letters
- Words that sound correct in the context of the sentence
“In addition to ‘decoding’ strategies, your child will also learn to derive meaning from the context of stories and make sense of what is being read,” notes Jane Ann Robertson, our consulting teacher and Arizona’s 2004 Teacher of the Year. “As your child learns to use all of these strategies, she will move into the world of the fluent reader!”
This year you can expect the teacher to help your child learn to identify plurals, contractions and compound words, as well as apply knowledge of prefixes, such as un, re and pre; and suffixes, such as er, est, and ful, to determine the meanings of words. Second grade is when these skills are simply introduced so don’t expect mastery yet.
Using the building blocks of language, your child will learn that groups of words make a sentence, sentences make a paragraph and paragraphs make a story. Your child’s teacher will consistently read literature that helps your child understand how an author paints a picture with words.
Your second-grader will begin to learn to paint her own pictures with words, and the results will no doubt be memorable!
Writing skills
Your child will improve her writing skills as she improves her reading. As a child, you may have practiced spelling, handwriting and punctuation as separate lessons before you began to write; your child will learn the mechanics as she writes her own stories. By the end of the year, she should be able to spell frequently occurring words correctly and write legibly, using capitalization and punctuation at the end of sentences.
What to look for when you visit
- A variety of reading experiences to accommodate a range of skill levels and learning styles, including books read aloud by the teacher, independent reading and small-group activities
- Writing, writing everywhere: labels for materials, attendance charts, a daily schedule, signs about classroom rules, posters about what the class is studying, and samples of student work
- Children writing for different purposes and in different styles, from poems and fairy tales to nonfiction reports and descriptions of science experiments.
- A classroom library that changes periodically to keep students enthusiastic about reading. Look for examples of fiction, nonfiction, poems, magazines, chapter books, picture books, menus and brochures. | https://www.greatschools.org/gk/articles/second-grade-language-arts/ |
How to Improve Foreign Language Skills: 20 Secrets to Find Balance and Build Fluency
If I asked you how many languages you speak fluently, what would your answer be?
Now, if I asked how many of those languages you write fluently, would your answer still be the same?
Maybe. Maybe not.
Just because someone can speak a language, it doesn’t always mean their reading and writing abilities are on par with their verbal communication skills.
Language proficiency is measured in several different ways.
In order for you to reach native-level fluency, you need to balance your time between all the foreign language skills.
Find out how to do that in this post!
Contents
- What Are the 4 Foreign Language Skills?
- How to Improve Speaking Skills in a Foreign Language
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- How to Improve Listening Skills in a Foreign Language
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- How to Improve Reading Skills in a Foreign Language
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- How to Improve Writing Skills in a Foreign Language
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- How to Improve Grammar and Vocabulary in a Foreign Language
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Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)
What Are the 4 Foreign Language Skills?
The four language skills are speaking, listening, reading and writing, all of which are interconnected in some way, shape or form.
Here are the ways that these skills relate to each other:
- Working on your language listening skills helps you mimic sounds for speaking.
- Reading helps you recognize more vocabulary and grammar structures to improve writing.
- Speaking and writing are known as active or productive skills.
- Listening and reading are known as passive or receptive skills.
Looking at all these different language skills, you might be wondering if it’s necessary to devote equal amounts of time to develop each one.
Because the whole point of learning a new language is to communicate, many linguists argue that speaking is the most critical language skill. This is often why active skills are highly emphasized in the beginning, with the development of passive skills following later in the language journey.
But does that mean you should only focus on speaking and listening? The answer is no.
Besides, language proficiency tests measure your ability in all four areas, so you’re really shooting yourself in the foot if don’t put any effort into developing your reading and writing skills.
Isn’t it difficult working on all four skills at the same time?
Remember that none of these skills are ever isolated—when you put in the work for one skill, you’re automatically improving another.
It also helps to diversify your learning activities for foreign language practice to minimize the boredom and frustration with repetitive exercises. The variety also takes away the monotony of studying.
As you move onto the intermediate and advanced levels of foreign language acquisition, you might start focusing on certain skills over others, depending on your endgame. It’s the difference between an aspiring interpreter and a striving translator, where the former would need to be a fluent speaker and listener, while the latter would need to be advanced in reading and writing.
Whatever your motivation may be, we’ve outlined all the best tips to develop all four foreign language skills.
How to Improve Speaking Skills in a Foreign Language
Speaking in a new language can be intimidating, but it doesn’t have to be! To boost your speed, confidence and overall fluency in speaking, keep the following tips in mind.
Improve Your Pronunciation and Accent
One of the biggest reasons why people feel uncomfortable when speaking in a new language is because they sound drastically different from natives. That discomfort goes away once you perfect your foreign language pronunciation.
It’s completely normal to sound awkward when you’re a beginner or an intermediate learner. To be honest, there are even advanced learners out there who still haven’t quite nailed their accents yet. Rather than obsessing over that awkwardness, put the work in to improve your accent. By taking the time and effort in refining your pronunciation, communication between you and native speakers will eventually improve, ultimately boosting your confidence in the language.
Therefore, don’t overlook those seemingly tiny pronunciation issues. Whether you need to learn how to roll your Rs or how to pronounce Chinese pinyin, acknowledge those issues and make a conscious effort to mimic the proper mouth and tongue movements for better pronunciation.
Find a Language Exchange Partner
If you aren’t ready to casually converse with native speakers or are too anxious to attend language meetups, find a language exchange partner instead. This language exchange partner could be a friend who happens to be a native or fluent speaker of your target language. It could also be a fellow learner interested in studying a language you’re proficient in.
Aside from meetups, you can search for a language partner online through language exchange websites and apps, perhaps participate in some language exchange on Skype. You can also go on WhatsApp for language exchange to connect with like-minded language learners.
The great thing about online interactions is that they take away the social anxiety of being face-to-face, allowing you to discuss a variety of language exchange topics without the stress of small talk.
If this type of social interaction is just not your thing, you can always find a language tutor to help you with speaking, in addition to the rest of the language skills.
Always Read Out Loud
Why only work on one language skill when you can kill two birds with one stone?
Reading is obviously a very important language skill. Though if you ask me, silently reading in your head is a missed opportunity for improving your verbal communication skills.
Whenever you find yourself reading any kind of text in your target language, say the words out loud! It doesn’t matter if you have a book in front of you or if you randomly spot a vocabulary sticker on your fridge—if you see words in your target language, vocalize them.
Volume isn’t totally necessary for this exercise. If you’d rather whisper because you’re reading in a public space, that’s totally fine. What’s important is that you practice the mouth movements to help you feel more comfortable when speaking in a foreign language.
Speak Often—and Make Mistakes!
If you want to know how to speak a language fluently, be vocal as often as possible. Any opportunity you have to speak in a foreign language, do so! Talk to fluent speakers, make those mistakes and learn from them.
And when you fumble on a word or translation, try your best to describe it in conversation rather than resorting back to English. By doing this, you stop translating in your head and start having a natural conversation instead of spitting out textbook responses. It’s achievements like these that push you closer towards language proficiency.
I should add that you don’t have to be with other people to practice speaking. In fact, when you’re on you’re own listening to or watching foreign media, you’re more than welcome to do language shadowing exercises to learn how to speak as naturally as the natives.
How to Improve Listening Skills in a Foreign Language
Your speaking ability depends on your listening, so let’s discover how to improve listening skills in a foreign language for better verbal communication.
Listen According to Your Interests
Listening may be a passive skill, but that doesn’t mean you can’t be an active listener.
Active listening requires you to be engaged with the audio. To make sure you pay attention during your listening activities, choose resources that you’re actually interested in. You’ll be more devoted to the content when you listen to language audiobooks that aren’t only appropriate to your level but also fall under genres that you genuinely enjoy.
The same goes for foreign language audio and video clips. When you listen to and watch foreign language videos that align with your interests, hobbies and whatnot, you tend to pick up new words and concepts quicker because you’re invested in the topic.
Whether you enjoy pop culture or like to keep up with the news, FluentU has an extensive library of authentic audio and video clips. On this platform, you get to learn languages through your interests, making your language learning journey entertaining yet educational.
Every video is equipped with both foreign language subtitles and English subtitles, so you have all the information you need for comprehension. In case you need more info, you can also click on individual words in the captions to read extended definitions and sentence examples.
You can start learning through your interests in ten different languages by signing up for a free trial.
Diversify Your Listening Resources
Podcasts and audiobooks are great and all, but they aren’t the only listening resources at your disposal. Don’t forget that while you’re watching foreign news and movies, you’re also listening to the language. Although some might consider those examples as unconventional ways to learn, you’d be surprised with how much you can pick up from unlikely sources, such as international films and foreign language cartoons.
Diversity keeps you on your toes, so don’t hesitate to branch out from podcasts to mix up your listening activities.
Don’t Forget about Passive Listening
Active listening is crucial for learning a new language. Arguably, so is passive listening.
Passive listening language learning is language immersion for the subconscious mind where you’re mentally disengaged with the audio. An example of this would be listening to foreign language audio for entertainment purposes or falling asleep to foreign language songs.
Although passive language listening is hotly debated as a method of learning, you can’t deny that it’s an effortless way to immerse yourself in the target language. By immersing your subconscious, you’re basically covering all the bases in order for your brain to retain the language.
Multitask!
Continuing the idea of mindless learning, our final tip on how to improve language listening skills is by putting on foreign music or language podcasts while carrying out other tasks, such as household chores, silent hobbies and workouts.
This isn’t a typical immersion language training technique per se, but if it allows you to learn outside of your designated study hours, why not give it a go? And on days where you’re too busy to squeeze in a quick study sesh, you can at least listen to a podcast while you’re driving, on a coffee break or even on the treadmill.
How to Improve Reading Skills in a Foreign Language
While language audiobooks are a godsend for learners on the go, they aren’t a substitute for the written literature. Reading, both foreign language e-books and books on paperback, broadens your understanding of the target language as you discover the subtleties between the written and spoken forms.
Here are the best tips for learning a language by reading books.
Take Advantage of Parallel Texts
Reading in a foreign language can sometimes be discouraging for language learners, especially for beginners. But you can’t really blame them, considering how much time it takes when you have to continually pause your reading to look up unknown words in a dictionary.
Thankfully, bilingual e-books exist for you to transport yourself into the world of foreign literature without having to toggle between the story and a dictionary. Additionally, parallel texts allow you to see how words interact with each other in a descriptive setting.
Parallel texts are perfect for both intensive and extensive reading purposes. For an intensive reading activity, treat each chapter as a lesson where you take notes on new vocabulary, grammar or syntax. Once you’ve got a good grasp on vocab and grammar, you can move onto extensive reading, which simply means reading for pleasure.
Read Like a Child
Need another less intimidating way to practice reading in a foreign language? Go for easy language books. You know, the ones that use simple language and are filled with tons of pictures.
That’s right. I’m talking about children’s books.
Dual language children’s books let you embrace your inner child, learning language basics in the most adorable, imaginative and uncomplicated context. In all honesty, learning a new language as an adult can be complex and boring at times. Thus, reading children’s stories helps you dial back on the seriousness of language acquisition. It also lets you have some fun with it.
Children’s literature is an escape and an easy way to track your progress. Just as teachers do in school, you can use graded readers to level up your reading and thinking skills in your target language.
Venture into Comic Books
Believe it or not, you don’t have to love superheroes or be a graphic novel collector to benefit from foreign language comics. In fact, comics are ideal for visual learners, as the graphics offer picture translations of the comic captions.
Comics are a quick read, yet they also can function as extensive reading activities for teaching language. Instead of immediately blitzing through the comics, read through them in two stages.
First, skip the pictures, skim through the captions for unknown vocabulary, do basic translations and make a prediction about the plot. Next, read through the story, compare it to your prediction was and then reflect on the story overall.
Read Literature You’ve Read Before
Bilingual parallel texts are blessings for language learners. But once you reach a certain stage of fluency, you need to progress from bilingual books and move on to foreign language reading material.
To ease the transition, don’t dive into the deep end with new literature. Instead, opt for stories and books that you’ve read before. That way, you don’t get lost in all the foreign words since you already know the plot of the text.
What if you want to read the news in your target language?
For news articles, one of the foreign language reading strategies you can implement is reading related articles in English beforehand. Doing so will provide you with contextual information needed to understand the foreign language headlines.
How to Improve Writing Skills in a Foreign Language
Lastly, let’s discuss the ways to enhance your writing skills.
Write by Hand Whenever You Can
Writing in a foreign language can be quite challenging, especially character-based languages such as Japanese or Mandarin Chinese. But whether your target language uses symbols or the Latin alphabet, the fastest way to improve your writing skills is simply writing by hand. There’s really no other way around it.
Because many of us are learning through our gadgets these days, it’s more important than ever to put a pen to paper as much as we can. Take all the chances you can to write things down. If you don’t have a pen and paper, just handwrite it on your phone’s notetaking app.
Now, improving your writing skills doesn’t mean you have to write an essay by hand every day. Daily writing exercises can be as small as jotting down a list of groceries or as extensive as writing a book review. It’s less about the word count of each writing exercise and more about the frequency of writing to build that muscle memory.
Keep a Journal
A language learning diary is an effective way to monitor your writing skills and generally very convenient for daily writing practice.
If you have no idea how to keep a language journal because you can’t even write full sentences in your target language just yet, that’s okay! The truth is that you don’t have to be fluent to keep a language journal. The earliest entries in a journal always begin as a tracker for new words you’ve learned in your lessons. Once you’ve obtained enough knowledge to formulate sentences, you can start using foreign language writing prompts to guide your entries.
When you’re comfortable enough with your writing skills, you can treat the language journal like a regular journal, sharing your daily thoughts, feelings, accomplishments and happenings in your target language instead of English!
Install Foreign Language Keyboards
This seems counterintuitive considering the emphasis on the physical act of writing in the first two tips. Let me explain.
In order to write in a foreign language, not only do you need to learn how to write by hand, but you also need to learn how to type in that language. Typing Cyrillic on your phone or computer is a completely different experience from typing in English.
Foreign language keyboards aren’t just about the symbols. Even if your target language does use the Latin alphabet, having that foreign language keyboard installed on your devices is still extremely helpful since it instantly detects the right spelling in that language.
Have a Native Speaker Provide Feedback
You could be writing every day. However, that daily foreign language writing practice wouldn’t be as productive without feedback.
Traditionally, feedback comes from language teachers and tutors. So what happens if you’re studying independently, with no authority figure to grade your assignments?
Text exchanges with a language partner would take care of that. If you want to go old-school, another option would be to have a foreign language penpal and communicate via snail mail. Whatever method you choose for feedback, be sure to pay attention to the colloquialisms in the correspondences and request for your language partner to mention any glaring mistakes in your writing.
How to Improve Grammar and Vocabulary in a Foreign Language
You don’t have to be a walking, talking thesaurus to communicate with native speakers of your target language. However, that doesn’t change the fact that your ability to communicate with them depends on your grammar and vocabulary knowledge.
Let’s face it. Without a strong grasp on vocab terms and sentence structures, your foreign language skills will never move beyond the beginner stage.
Vocabulary and grammar are the building blocks of language skills. Proficiency in those areas automatically improves reading and writing. Moreover, it increases your confidence in speaking and helps you recognize words and structures in conversations. Enhancing your grammar and vocabulary is critical for boosting foreign language skills, and there’s a myriad of language learning systems you can experiment with to help build that foundation.
Regardless of what language system you set up for yourself, make sure you keep these tips in mind.
Immerse Yourself in the Language
Language acquisition isn’t about adding another skill to your CV. To learn a new language means to open yourself up to an entirely new, unfamiliar world, as language intertwines with its country’s history, culture and social customs.
It’s essentially a lifestyle change because you can’t immerse yourself in the language without immersing yourself in the environment.
Think about how children learn a language. They learn it in school with teachers and friends, and they learn it at home with their parents. Children absorb new words and phrases quickly because they’re completely surrounded by the language. Immerse yourself likewise and you’ll be acquiring a language like them in no time.
Language immersion requires effort on your part. Luckily, this lifestyle change becomes more accessible when you have the right tools and resources to push you forward in your journey.
Apps like FluentU, which is stocked with real-world interactive videos, reveal the world your target language exists in, allowing you to learn the language in a natural context rather than through typical scripted phrases.
Turn Language Learning into a Game
Tests and quizzes totally take the fun out of learning a new language. Yes, assessments are necessary to see if you actually know your stuff, though why go with the common vocabulary quiz when you can challenge yourself with a game?
Foreign language games are board or card games that can be played with native speakers or fellow language learners. They’re also great as a family bonding activity if you’re learning a language together.
Games can also be a solo activity. There’s a whole collection of language learning video games and apps you can find online to fit your needs.
Watch Foreign Language Media
Don’t let a textbook or language course limit which words and grammar points you learn.
If you want to know which phrases are used in real life, you have to see how they’re used in a realistic setting. And what’s more realistic than foreign news, music, television shows and movies?
The truth of the matter is that foreign language media is one of the most underutilized secrets of grammar language learning.
If you’re wondering how to learn a language by watching movies, there are tons of ways to do so. You can watch dubbed versions of movies you’ve already seen, memorize songs from the soundtrack or change the captions on the streaming service to your target language.
Pressed for time or don’t have the patience for an entire movie? Another strategy is dividing the film into half-hour chunks, writing down new words and structures as you watch each segment. This also works well with television shows since episodes are much shorter. Ergo, they’re more digestible as vocabulary or grammar lessons.
Give Yourself a “Word of the Day”
To stay on top of vocab practice, make it a habit to learn one word a day.
By giving yourself this little language learning challenge, you’re turning passive vocabulary into active vocabulary. Rather than memorizing words on flashcards, you find ways to apply the new terms in your day-to-day. You can do this by incorporating your “word of the day” in conversations or in an entry in your language journal.
You don’t even need to read or write the word down, although it’s good practice to do so. Just thinking about the word is enough, given that you’re recalling the definitions and formulating sentences with the word in your head.
Wow, that was a lot to go through but so worth it! By separating the language skills, you have a better understanding of how to develop each on its own, as well as a skill in conjunction with another.
Now that you have all the tips and tricks to advance your foreign language skills, fluency is just around the corner! Just keep at it! | https://www.fluentu.com/blog/how-to-improve-foreign-language-skills/ |
I. Phonemic Awareness-This awareness provides the foundation for reading and writing. Children begin to see how oral language matches print. They learn that spoken words can be broken apart. They learn to manipulate these sounds and to represent them using written language.
II. Decoding Including Phonics and Structural Analysis-Children learn that there are sound symbol correspondences and these are made up of consonants and vowels. They begin to learn the differences between the way consonants and vowels operate in the English language. They also begin to learn that the English language has some regular structures that are used in consistent ways to convey meaning.
III. Print Awareness-Children learn to use book parts knowledgeably.
IV. Fluency-As children are learning to become proficient readers they learn to read many words "automatically." That is, they know these words so well, that little attention has to be spent to figure out what these words are.
V. Background Knowledge and Vocabulary Development-Children’s oral vocabulary and their understandings about how things in the world work must continue to expand at a rapid rate. This knowledge will prepare them to understand the words and concepts they will hear and read about in first grade. It will also enable them to make connections to and within the texts they read enabling them to comprehend at a deeper level.
VI. Comprehension Strategies-Children learn about the elements of literature and the structure of stories. This knowledge enables them to empathize with characters, determine the setting of stories and make predictions about what might happen next. They continue to learn to monitor their own reading to be sure that it is making sense.
VII. Motivations to Read-Children choose to interact with books in a meaningful way demonstrating that they read for enjoyment and to locate information.
WRITING WORKSHOP
I. Spelling-Children learn that English has many written words that follow regular patterns and that these words map to oral language sounds. They also learn that there are some irregular words that don’t map to oral language and must be memorized. They learn to spell grade-level words conventionally. They also continue to spell unfamiliar longer words using temporary spelling by articulating these words slowly and representing the sounds that they hear with the symbols they understand represent those sounds.
II. Handwriting-Children continue to learn the conventional formation and use of the manuscript-alphabet. They learn that the writer must write legibly so a reader can easily read their written text.
III. Composition-Children continue to learn that writing is used for different purposes in real-life situations. Writing can look different depending on the form and the purpose of the writing. They learn to write in some of these forms.
IV. Motivation to Write-To be effective communicators, children need to be risk-takers. They learn to write for extended periods of time developing stamina in order to express their thoughts and feelings. They are then willing to share that writing with others
LISTENING
I. Listening-Children continue to learn that listening attentively means that they listen with purpose. They are expected to think actively about what is being said and to compose a response mentally in order to be prepared to respond appropriately.
SPEAKING
I. Oral Language-Oral language is the foundation upon which reading and writing is built. It is extremely important that a child develops a good oral vocabulary and speaks using conventionally constructed English sentences in order to produce and read written language. | https://educatorpages.com/site/charlem/pages/81104 |
Athletes are some of the most superstitious people around — only gamblers can outdo them in this category. When I played college baseball, I had one teammate, a pitcher, who wore the same undershirt without washing it for as long as he kept winning. Some of us kind of hoped we’d lose so he’d wash his shirt. Other athletes carry lucky charms, perform rituals, or engage in elaborate routines to keep a winning streak alive.
I had a couple of superstitions of my own during my college baseball years. For starters, I couldn’t knock the dirt off just one of my cleats (shoes) with my bat. I had to do both, even if the other one was clean. And when running in from the field, I never stepped on the chalk line. The other players never questioned me about my superstitions; they had their own weird habits.
When I started studying psychology, I began to wonder where this stuff comes from. What convinced me that I’d have a bad game if I stepped on the chalk line? At some point in time, I must have stepped on the line and then had a bad game. I saw a connection between what I did (stepped on the line) and what happened to me (had a bad game). I drew a connection between my behavior and a consequence, in this case, a negative consequence. Psychologists call this superstitious learning.
When an actual connection exists between what you do and a particular event that follows, be it positive or negative, a specific type of learning takes place. You learn that when you do something, the action is followed by consequence. Behaviorists use the acronym A-B-C: Antecedent (what happens before)→Behavior (the action performed)→Consequence (what happens after the action). All learning is a process of conditioning, a type of learning in which an association between events is made.
In this chapter, I describe the learning process and point out how learned behaviors apply to classical conditioning, a type of learning in which in which two events become associated with each other, as well as operant conditioning, learning in which an important consequence follows a specific response, leading to that response being more or less likely to happen again.
Both classical and operant conditioning lead to learning. What is “learned” in classical conditioning is that two previously unassociated stimuli are now “related” or associated. A good example is something called taste aversion learning. I once ate a shrimp cocktail and got ill and vomited. From that point on, just the thought of shrimp cocktail has made me nauseated. I learned that shrimp cocktail and illness are related, at least for me. I learned that the taste of shrimp was aversive because it was associated with nausea.
In operant conditioning, the learned association is between a particular behavior and what happens after it, the consequence. If you’ve ever caught a fish in a particular spot on a lake or river, you know from that point on you will continue to try that spot first every time you go fishing. What you learn is that your behavior of fishing (behavior) in spot X (context) resulted in a positive consequence, or a reward. The receipt of that reward increases the likelihood that you will repeat the behavior that triggered the reward when you are next in the same situation.
Classical conditioning is about two stimuli becoming related to each other. Operant conditioning is about the relation of two stimuli increasing the likelihood that a behavior will occur again (or not).
Learning to Behave
You’ve been there or at least you’ve seen it, and I’m not judging — too much. It’s the public tantrum with all the key ingredients: parent shame, onlooker disdain, child out of control. And only the coveted toy, piece of candy, or permission has the power to end it. Desperate, you give in and appease the hostile creature.
Most people seem to agree that throwing a public tantrum to fulfill an emotional or physical goal is a learned behavior, a response that is taught or acquired through experience. So when a tantrum erupts, parents tend to bear blame for teaching the child that tantrums work. Because work they do! A screaming and flailing child often does get what he wants; children see it work for others (observational learning), and they experience results when they do it (operant conditioning). So why not create a spectacle?
More than a hundred years ago, a group of British philosophers asked this very same question and tried to figure out the nature of learning. They observed that when two experiences occur together in time (temporal contiguity) and space (spatial contiguity), they become associated with each other. In other words, people learn that when event or object A occurs, so does event or object B. It sounds gossipy — “A and B are always together!” The freeway and traffic stay together; hamburgers and French fries don’t make individual plans; and tantrums go hand-in-hand with new toys. They go together. They’re associated!
Public tantrums capitalize on associations. The child realizes, “Every time I’m in the store, my terrible behavior leads to a new toy in my hands.” And unfortunately for the tired, stressed out, and impatient parent, frequency is at play as well. The parent learns that buying a toy stops the tantrum — quick relief for the weary! As this scene continues to play out over and over again, an ever-stronger association forms.
The good news is that learned behavior can be unlearned through the same learning processes, which is also known as conditioning.
Drooling like Pavlov’s Dogs
Kind of a gross visual, huh?
Personally, I would rather go to the dentist than conduct research on the salivation patterns of dogs. That’s just me. But one brave man, Russian physiologist Ivan Pavlov, was up for the job. Pavlov was actually studying digestion with dogs when he became interested in how the presentation of food automatically activated the salivation response in the dogs that he was studying. He found that the formation of saliva was automatic.
Try it. Think about something really tasty and see if your mouth waters automatically. Did it work? It should have because salivation is a reflexive response to food. It’s the body’s way of preparing to receive food. Saliva helps break down food into digestible bits.
In this section, I describe how Pavlov figured out why certain associations trigger certain natural responses and thereby discovered classical conditioning. I also point out how associations can change to alter certain learned responses.
Conditioning responses and stimuli
Pavlov constructed a device to collect the saliva directly from the dogs’ salivary glands as the glands went to work. He could then measure how much saliva the dogs reflexively produced. Picture a dog strapped into a cage with a tube attached to its salivary glands and this wacky scientist counting each drop. Not even Hollywood could have imagined a more eccentric scene.
At this point, Pavlov was probably happy with his canine digestion research; but one day, he noticed something strange — the dogs salivated sometimes even when the food wasn’t presented. What was going on? Was something else causing the salivation?
Pavlov came up with an associationist explanation. That is, the dogs had learned to associate other stimuli with the food. But what was triggering this response?
Pavlov conducted a whole series of experiments to figure out how the dogs had learned to automatically associate non-food stimuli with food in a way that produced salivation. A typical experiment went something like this:
1. Pavlov placed his dogs in their harness with the saliva tubes attached to the dogs’ salivary glands.
2. He rang a bell and observed whether the dogs salivated or not. He found that they didn’t.
3. Then he rang the bell, waited a few seconds, and then presented food to the dogs. The dogs salivated.
4. He repeated the bell plus food presentation several times. These pairings, by the way, are called trials.
5. After Pavlov was satisfied with the number of trials, he presented the bell alone, without the food.
6. He found that the bell by itself produced salivation!
Conditioning refers to learning through the associative process, learning through experience. Pavlov’s discovery became known as classical conditioning.
After conducting his experiments, he identified four necessary components of classical conditioning:
Unconditioned stimuli (US): The food that Pavlov presented to his dogs, the unconditioned stimulus, is the thing that triggers the unconditioned response. Food prompts salivation.
Unconditioned responses (UR): Pavlov’s dogs automatically, or reflexively, salivated when presented with food. They didn’t need to learn or be conditioned to salivate in the presence of food. Pavlov called this response the unconditioned, or not-learned, response. It happened without learning. It was a reflex.
Conditioned stimuli (CS): The bell that Pavlov rang in a typical experiment, called the conditioned stimulus, is the item that the dogs learned to associate with the food through the process of pairing trials. After enough trials, a conditioned stimulus produces a response on its own.
Conditioned responses (CR): After the CS begins producing the UR without the US, the response is called the conditioned response. In symbolic form, this system looks something like Table 8-1.
Table 8-1 Classical Conditioning
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Trial Number
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Result
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US→UR (food automatically produces salivation)
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1
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CS + US→UR (bell + food produces salivation)
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2
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(bell + food produces salivation)
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3
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(bell + food produces salivation)
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4—9
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(bell + food a few more times produces salivation)
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10
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CS→CR (bell alone produces salivation)
Becoming extinct
The power of classical conditioning is pretty impressive. Just think — if you appropriately pair two stimuli, the CS alone will eventually get the job done. But when the pairing stops, and the CS is producing the response by itself, the power of the CS eventually fades. If a CS is presented enough times without the US, the CS eventually will cease to elicit the CR.
This phenomenon is called extinction, and it is a way to reverse the process of classical conditioning. For example, Pavlov’s dogs learned to salivate at the sound of a bell. But if the bell continued to be presented without the delivery of food, the dogs would eventually stop slobbering to the bell.
But wait, there’s more!
Something even more interesting happens if the US is reintroduced sometime after extinction — spontaneous recovery. At this point, the CS’s ability to elicit the response comes bouncing back, and once again the CS triggers the CR. This means that you can use classical conditioning techniques to teach an old dog new tricks, and you can reverse the process through extinction. With this skill, you’ll never be the boring guy at the party sitting in the corner. You can dazzle your newfound friends with classical conditioning tricks and come to the rescue of parents of a toy-hungry tantrum king by teaching them to just stop giving in and let extinction take over.
Here’s a fun party trick if you’re thinking about testing your own classical conditioning prowess.
1. Gather a few people together — family, friends, coworkers, whomever. Get some packets of powdered, lemonade drink mix. This stuff is really sour without sugar. Give one packet to each participant.
2. Ask each person in the crowd to dip a finger in the lemonade and take a lick. (This is the US.) Ask them to observe if their mouths watered. They should have. If not, get yourself some better droolers.
3. Now choose a CS (a bell, a light, a whistle, whatever). Go through the process of pairing the CS with tasting the lemonade (CS→US→UR over and over again).
4. After 10 to 20 trials, go through a couple of trials where you present just the CS and ask the participants to observe if their mouths watered. They should have! That’s classical conditioning.
5. If your crew is really into spending this kind of time with you, you can now start playing around with extinction and spontaneous recovery!
One more way to reverse the effects of classical conditioning is worth mentioning. You’ve conducted the lemonade test, and you’ve successfully taught your Pavlovian subjects to drool on command. If you want to change the effect, choose another US that produces some other response (UR) and classically condition your subjects with the new US. This process is called counterconditioning.
Counterconditioning works especially well if the new US produces a response that is incompatible with the old CR. If the old CR was a watering mouth, maybe you pick a new US that produces a dry mouth. I don’t know what that may be — maybe eating sand.
I guarantee that if you classically condition the bell with the eating of sand, the bell will have a very hard time triggering a watering mouth ever again . . . unless, of course, you reverse the process all over again. Just be sure to give your subjects a break from time to time, and don’t actually try the sand-eating thing as a parlor game; it’s just an example!
Classic generalizing and discriminating
You may be thinking, “Big deal. Dogs learn to salivate to a bell; so what?”
Well, if you’re going to be so tough to impress, you should know that classical conditioning is actually a very important phenomenon in terms of human survival. It helps people learn things simply by association, without effort; and this can be very beneficial. In other words, after a CS becomes associated with a US to the point where the CS produces the CR by itself, that learning can expand automatically through a process known as generalization.
Generalization happens when something similar to the CS — I’ll call it CS-2 — elicits the CR, even if CS-2 has never before been associated with the original US. For instance, if you learn to associate certain facial gestures, like a snarl or a sneer, with eventual violence, then the snarl or sneer (CS) produces fear (CR), whereas only a flying fist or a verbal threat (US) elicited fear (UR) in the past. You may then generalize the snarl and experience fear in connection with direct and non-averted eye contact (CS-2). This generalization can save your tail. Generalization helps people adapt, because learned responses are applied to new situations.
Generalization can backfire, though. If, for example, I am attacked by a gray-colored pit bull, I may get scared every time I see a gray dog of any type, even a Chihuahua. This “over-learning” can limit my behavior and cause unnecessary suffering because I become afraid of dogs that pose no actual danger to me, so instead of just avoiding gray pit bulls I avoid all dogs.
Another example of generalization backfiring comes from the traumatic experiences of war veterans who suffer from post-traumatic stress. If they’ve experienced loud explosions and heavy gunfire and developed a strong fear reaction to these events, these veterans may respond to hearing a car backfire or some other loud noise in the same way they responded to gunfire in a war zone. This can make life pretty difficult, especially for people living in an urban area with a lot of loud noises.
When people begin to overgeneralize learned behaviors, a process known as discrimination is absent. You know how to discriminate, or tell the difference, between stimuli such as the sound of a potentially fatal gunshot and the merely annoying sound of a car backfiring. Discrimination is learned when a CS-2 (or 3 or 8 or 25) is presented enough times without eliciting a response. It becomes apparent that only the CS, and not the CS-2, is necessarily going to produce the CR.
Conditioning rules!
If all it takes to trigger a natural response to an unnatural stimulus is pairing a natural stimulus with an unnatural stimulus and presenting them together for a while, it can’t get much easier.
But not so fast! The process sounds as straightforward as it gets, but some specific rules must be followed in order to achieve conditioning.
In order for associations to form, they must conform to the following two very important rules:
Contiguity: Associations are only formed when events occur together. For example, I feel depressed when I wake up every Monday morning and think about going back to work. Therefore, for me, work and waking up are associated.
Frequency: The more often that two (or more) events occur together, the stronger the association becomes.
Contiguity, when one event follows another in time, is absolutely required for classical conditioning to occur. Think about it: What if Pavlov had presented the bell (CS) after he presented the food (US)? Or what if he had presented the bell 15 minutes before the food? The CS must come immediately before the US in order for the association to form.
Each of these sequence and timing scenarios represents conditioning techniques that aren’t very effective. If Pavlov presented the US before the CS, which is a process known as backward conditioning, the dogs would have either made no association at all or an extremely weak one. If he presented the bell well in advance of the food, a process known as trace conditioning, the dogs may have formed a weak association, if any.
The best way to ensure that a strong or more quickly formed association is formed during the conditioning process is to follow these guidelines:
Present the CS just before the US and keep the CS on or around until the US appears. This way, the CS is perceived to be contiguous with the US.
Conduct a lot of trials with the CS and US paired frequently. The strength of the association is a direct product of the frequency of the pairing.
Use a strong or intense CS to condition faster. A bright light conditions faster than a dim one. A loud bell conditions faster than a faint one.
But I don’t want to mislead you into thinking that all you have to do is frequently present an intense CS before a US to achieve classical conditioning. Even though the rule of contiguity states that if two stimuli are contiguous, an association will form, it’s actually not that simple.
Blame it on a pesky graduate student named Robert Rescorla who questioned whether contiguity was enough. Maybe he thought it all seemed too simple.
Rescorla proposed that another rule — the rule of contingency — be added to the list of conditioning requirements. His idea was that a CS not only has to be contiguous with a US; it also has to be an accurate predictor of the US. In other words, if the CS is presented at random times (at 1 minute, 7 minutes, 2 minutes, or 12 minutes, for example) with the US, then the CS isn’t a credible predictor of the US. The learner (animal or human) gains no predictive power from experiencing the CS, so the CS fails to trigger the CR. Therefore, the CS must be presented with the US in a way that the learner can anticipate, with a fair degree of certainty, that the US is soon to come.
Adding another rule to the requirements of Pavlov’s classical conditioning is quite the accomplishment for a graduate student. But Rescorla wasn’t finished. Later, he and another psychologist, Allan Wagner, made another huge contribution to learning theory. Ready?
The Rescorla-Wagner model (1972) simply states that in order for a CS to be maximally effective, the US must be unexpected. The learning process is dependent on the element of surprise. If a learner expects the US every time she sees the CS, then she learns to associate it properly; but eventually, the strength of the association reaches a maximum. The strength increases dramatically at first and then levels off as the novelty of the CS wears off and it becomes more “expectable.” Therefore, the power of an association to elicit a CR is a function of surprise. The more novel the CS, the stronger the association.
Battling theories: Why does conditioning work?
Knowing how to perform classical conditioning is useful (check out the Conditioning responses and stimuli earlier for the how-to on this trick), and the conditioning response enables people to learn about their environment in ways that improve adaptability and a little something called survival. But why does conditioning work? Why do previously unrelated stimuli become associated with each other?
Pavlov believed that the simultaneous activation of two distinct areas in the brain form associations between a CS and a US. This activation results in the formation of a new pathway between the two areas. It’s like sitting next to a stranger on the bus and, through some polite chitchat, realizing you both know the same person. These two previously unrelated people become associated through this common association and a new connection is born.
Clark Hull presented an alternative account. He believed that the association formed is actually between the CS and the UR, which then becomes the CR. Scientists are at their most creative when they figure out how to make two different theories compete with each other in predicting the outcome of an experiment. This creativity makes it possible for them to dream up a critical experimental test. Holland and Staub set out to test Hull’s theory. They conditioned rats by using noise and food pellets.
According to Pavlov, the rats learned to associate the noise with the food. But Holland and Staub pitted Pavlov’s idea against Hull’s by trying to make the food an unattractive US. First, they taught the rats to associate noise (CS) with food (US). Then they put the rats on a turntable and spun them around to make them nauseous. Here, they taught the rats to associate food with nausea. Then, after spinning them for a while, they presented the noise again, and the rats didn’t respond to it. This “devalued” the food by associating it with nausea.
Pavlov thought that the original connection was between the noise and the food. But Hull predicted that devaluing the US would not make a difference in the rats’ response; he suggested that the critical association forms between the noise (CS) and eating (UR). Devaluing the US did make a difference, though. Spinning the rats on the turntable and making the food less attractive to them as a result should not have made a difference, according to Hull, but he was wrong. A connection must exist between the CS and the US; the CS can’t be left out of the loop for conditioning to occur.
So, Pavlov rules the day!
This isn’t just rigid tradition. It actually has predictive value. Learning doesn’t stop here, however. Check out Chapter 9 for new adventures in learning about learning.
Studying Thorndike’s Cats
Operant conditioning takes place in all facets of everyday living — in homes, the workplace, and public spaces. Parents use rewards, or operant conditioning, to get their children to do their homework or follow through on chores. Here’s how operant conditioning works.
Every month I get paid at my job. Am I paid just to sit around and take up space? No, I’m paid for performing the duties of my job, for working. I do something, and something happens. I work, and I get paid. Would I work if I didn’t get paid? Probably not, for two reasons.
First, I have better things to do with my time than to work for free. (My credit card debtors wouldn’t be too happy with me either.) Second, according to operant conditioning theory, I work because I get paid. The “something” that follows my working behavior is a reward, a positive consequence.
When I do something like work at my job, something happens; I get paid. Then what happens? I keep going to work every month, so that paycheck I get must be having an effect on me. Way back in early 1900s, Edward Thorndike created a theory, known as the law of effect, that addressed this idea of a consequence having an effect on behavior.
Thorndike decided to look into this phenomenon by doing research with cats. He constructed the puzzle box made from a wooden crate with spaced slats and a door that could be opened by a special mechanism. Thorndike placed a hungry cat inside the box and closed the door. He then placed some food on a dish outside of the box that the cat could see through the slats in the crate. Sounds kind of cruel, doesn’t it? The cat would reach for the food through the slats, but the food was out of reach. The only way for the cat to get the food was for Thorndike or the cat to open the door.
Obviously, Thorndike wasn’t going to open the door; he was conducting an experiment. The cat had to figure out how to open the door himself. You don’t see a lot of cats going around opening doors. So what did he do? It’s suspenseful, isn’t it? What will the little hungry cat do there in the puzzle box? Will he open the door and feed voraciously on the prized food that was just beyond his reach only moments before? Or will he meet his demise and starve at the hands of a fiendish psychologist?
The cat had to figure out how to open the door, and Thorndike was a patient man. He waited and watched, waited and watched. The cat wandered around the box, stuck his little paw out, meowed, bounced off the walls, and acted in any number of random ways inside of the box. But then, something remarkable happened. The cat accidentally hit the latch that was holding the door shut, and the door miraculously opened! Hurray! The cat got to eat, and everyone lived happily ever after.
What did Thorndike learn from his little experiment?
Nothing. He wasn’t done yet.
So he put that poor cat back inside the box to go at it again. No problem, right? The cat knew what to do; just hit the latch, little kitty! But when it got back into the box, the cat acted like he didn’t know that he had to hit the latch to open the door. He started acting in the same random ways all over again.
Never fear, eventually the cat triggered the latch by accident again and was again rewarded by gaining access to the food. Thorndike kept performing this experiment over and over again, and he made a remarkable observation. The amount of time that it took for the cat to figure out that the latch was the key to freedom — well, food! — got shorter and shorter with each subsequent trial. Why was the cat getting faster? Thorndike proposed that the food helped the cat learn the association between the triggering the latch and the escape.
Thorndike’s law of effect states that a response that results in stronger satisfaction to an organism (for example, animal or human) will be more likely to be associated with the situation that preceded it. The greater the satisfaction, the greater the bond between the situation and response.
Basically, the consequence of getting the food served as a reward for learning how to open the box. The cat’s opening-the-box behavior is like my job, and his food is like my paycheck.
So getting back to my original question of whether my paycheck has an effect on me or not — the fact is, I keep working, just like Thorndike’s cat kept opening the box to get the food. Therefore, the consequence of my action does appear to lead me to perform that action again.
Reinforcing the Rat Case
When a consequence of an action or event increases the probability that the event or action will happen again, that consequence is called a reinforcer. It’s like a reward, and rewards often motivate a repeat of actions that earned the reward. Operant conditioning is all about the effects of reinforcers on behavior.
B. F. Skinner, one of the most famous psychologists of all time, followed in Thorndike’s footsteps in using animals to investigate operant conditioning. He constructed a box with a lever inside and called it a Skinner box. When an animal pressed the lever, a food pellet fell out of a feeder and into the box. Skinner wanted to see if rats placed in the box could learn to press the lever in order to receive the food.
This task was a lot harder than one may think. Rats aren’t used to pressing levers to get food. Skinner had to facilitate the process a little bit with a procedure known as shaping, a technique of rewarding successful approximations to the goal. Skinner rewarded the rats with food for performing a behavior that was close to, but not exactly, the required response. Shaping was done gradually so that the rats eventually got to the point where they pressed the bar and received their reinforcers of food.
After the rats got the hang of it, they learned to press the bar for food the same way Thorndike’s cats learned to open the door. The rats learned because the reward of the food taught them how to press the bar.
Finding the right reinforcer
In the cases of both Thorndike’s cats and Skinner’s rats, the subjects learned because they were rewarded with food. Food is a powerful reward for animals, but it’s just one type of reinforcer. Anything that increases the likelihood that a behavior will occur again can be used as a reward or reinforcer. It can be food, money, recess, or vacations. It can also be something intangible like approval, praise, or attention from another person.
There are two basic types of reinforcement:
Positive reinforcement is the use of any reinforcer that increases the likelihood that a behavior will occur again.
Negative reinforcement occurs when the removal of negative stimuli leads to an increased likelihood that a behavior will occur again. A good example of this is when a student gets disruptive in class during an assignment he is trying to avoid or escape. The teacher sends him out of the room and negatively reinforces the disruptive behavior. The teacher thinks she is punishing the student but he is actually getting out of an aversive demand.
The basic idea of operant conditioning is that behaviors that are reinforced (either positively or negatively) are more likely to occur again. But is this true for all reinforcers? Are all reinforcers created equal? If Skinner had given the rats five dollars each time they pressed the lever, would they still have learned the response?
Probably not. Differences between reinforcers exist and affect the impact that the reinforcers have on responses. Not all consequences are rewarding or reinforcing as they vary from person to person (or animal to person).
Two types of positive reinforcers are effective:
Primary reinforcers are rewards that don’t require shaping or prior training to be effective. Examples may be food or pleasurable physical sensations.
David Premack in 1971 came up with the interesting idea that primary reinforcers can be identified by looking at what people spend most of their time doing. If they spend a lot of time watching television, riding bikes, or sleeping, then these activities may be considered primary reinforcers. His Premack principle states that high probability responses can be used to reinforce lower probability responses. This is like using ice cream to get your child to eat his or her vegetables. If they want the ice cream (high probability response), they’ll eat their vegetables (low probability response).
Secondary reinforcers are things that become reinforcing through experience and learning. This result happens by associating the secondary reinforcer with a primary reinforcer by using classical conditioning techniques (see the section Conditioning responses and stimuli earlier in this chapter).
The best example of a secondary reinforcer is money. We aren’t born knowing the value of money (and some of us never get it). But, eventually we learn the value of money as we experience its association with the things we like such as food, clothing, shelter, and expensive cars. So, money “acquires” its value to us as it becomes associated with primary reinforcers. In some institutions, like schools and hospitals, caretakers reward appropriate behaviors with tokens, which may be cashed in for specific rewards later. This type of system is called a token economy, like local money.
After identifying what a subject considers to be reinforcing, it becomes possible to influence behavior by providing rewards for performing the appropriate responses.
For example, consider an office manager who is having a difficult time getting her employees to come back from lunch on time. What can she do? First, she needs to figure out what is reinforcing for the group or each individual. Not all rewards are the reinforcing to all people. Then, she has to start rewarding anyone who performs the desired behavior, coming back from lunch on time. She could give them little gifts, money, or smiley-face stickers.
Or, the office manager could use negative reinforcement. For instance, she could send a really whiny employee out to lunch (who complains profusely and gets everyone’s anxiety up at the thought of being late) with the latecomers. The latecomers hate hearing the whiny employee complain so much that they start returning on time just to avoid hearing him go on and on.
This concept of negative reinforcement confuses a lot of people. How can taking something away or removing a noxious stimulus increase the probability of a behavior? You may have some experience with this tactic if you’ve ever had a new puppy in your home that wouldn’t stop whining while you tried to sleep. If you kept the puppy in another room or in the garage, you probably responded to the whining by getting up and checking on the cute little creature. What happened when you went to the puppy? It probably stopped crying. If you then went back to bed, I bet the crying woke you again less than ten minutes later.
The problem in this situation is that your behavior was under the control of negative reinforcement. The puppy’s whining was a noxious (and annoying) stimulus. When you went to the garage, the whining stopped, increasing the likelihood that you kept going to the puppy every time he cried. You were negatively reinforced for going to the puppy — and that puppy got positively reinforced for whining! Oops.
Using punishment
Both positive and negative reinforcements are consequences that are likely to increase certain behaviors. But what about that other consequence, punishment? Punishment is any consequence that decreases the likelihood of a response and not necessarily something typically thought of as a punishment. For example, if every time you call a certain friend he seems distracted, like he’s not listening to what you’re saying, you may experience negative feelings of not being valued; this “punishment” is likely to lead to you calling at person less often.
One type of punishment is straightforward — the introduction of something noxious or aversive.
Another type of punishment, negative punishment, involves removing a reinforcer, such as taking away a child’s bicycle. Again, as for reinforcement, punishment can be a very individual matter; what one person experiences as aversive or punishing may not apply to the next person.
Punishment is used to influence people’s behavior all the time. Parents punish children. Courts punish convicted criminals. Credit card companies punish people for late payments. But does punishment work?
Punishment can be a very potent and effective means for decreasing the frequency of a behavior, but keep a few things in mind:
Punishment should be the least intense form necessary to produce the desired response. Recipients may acclimate to each subsequent increase in punishment, however, and overly intense punishment is problematic as well. In order for punishment to be effective over a long period of time, you have to adjust its intensity in a meaningful way.
To be effective, punishment must occur as close in time as possible to the response being punished. If a parent waits three weeks to punish a child for breaking a lamp, the kid’s likely to be completely clueless about why she’s being punished; therefore, the punishment has no effect on deterring future behavior.
Punishment should be firm, consistent, and accompanied with a clear explanation of why the punishment is being administered.
There are ethical issues associate with punishment which mean it has to be considered very carefully in all circumstances.
Of course, a lot of people are uncomfortable with the idea of inflicting pain or suffering on another person in order to alter behavior. The use of punishment can have some negative consequences:
Fear: When people are effectively punished, they may learn to anticipate future punishment and develop severe anxiety while waiting for the next shoe to drop. This can have a disruptive effect on the life of a punished person, which can lead to avoidance and apathy.
Aggression: I’ve worked in both jails and prisons, and I’ve seen men become angrier and more aggressive as a result of the harsh conditions that they face while incarcerated. When the time comes for these people to be released and face the world in a reformed manner, they are dysfunctional and institutionalized, often unable to make the transition to the outside world as a result of their punishment.
The person delivering the punishment may become an aversive CS through conditioning. For example, a child may avoid a parent who punishes the child frequently. Contiguity does its thing — that person is there every time I get scolded (“Just wait until your father gets home.” Thanks, Ma).
Scheduling and timing reinforcement
Have you ever wondered why people keep going back to places like Las Vegas and Atlantic City time and time again to donate their money to the casino expansion fund? The bottom line with gambling is that the big winner is always the house, the casino. Everyone knows this, but some people can’t stay away.
People keep going back because of something called a schedule of reinforcement, a schedule or determination for what responses to reinforce and when to reinforce them. There are four basic schedules of reinforcement, each with different effects on the response in question:
Fixed ratio (continuous and partial types)
Variable ratio
Fixed interval
Variable interval
Ongoing rewards
Perhaps the most common form of reinforcement is called continuous reinforcement, in which the ratio is one-to-one. One behavior, one reward. It involves reinforcing a behavior every time it occurs. Every time I pull the slot machine handle, I win! Yeah right, I wish.
Continuous reinforcement is good for the shaping phase of learning (see “Reinforcing the Rat Case” earlier for a discussion of shaping) or for what is called the acquisition phase. Learning a new behavior takes time. Continuous reinforcement speeds up the learning process.
The problem with continuous reinforcement, however, is that it extinguishes quickly. If I’m reinforced every time I return to work on time from lunch, then I’m likely to stop returning on time as soon as my boss stops reinforcing me for this behavior.
Patting heads sporadically
Often, reinforcement in our world is intermittent and sporadic. Of course we don’t win every time we pull the lever on the slot machine. B. F. Skinner didn’t design slots.
B. A. Loser, the casino behavioral psychologist, did. Reinforcement on a less frequent basis (for example, requiring more than one response) is called partial reinforcement. There are two types of partial reinforcement schedules, and each is further divided by how predictably or randomly the reinforcers come.
The first type of partial reinforcement is called a ratio schedule that involves more than one response being required to gain a reward. With a ratio schedule, reinforcement is only given after a specific number of responses have been given. If a parent is using this schedule with his children, he may only give a reward for some number of A’s his child gets on her report card or after a certain number of times the child cleans her room. Ratio schedules can then vary based on whether a fixed number of responses or a variable number of responses are required to receive the reinforcement.
• A fixed ratio reinforcement schedule involves always reinforcing for the same number of given responses. If I’m going to reward my child for every two A’s she earns, that never changes; reinforcement follows every two A’s.
• A variable ratio reinforcement schedule involves giving reinforcement for a varied number of responses provided. I may reinforce my child for two As now, but then I may reinforce her for one A, three A’s, or ten A’s down the line. The key to this approach is to keep the recipient guessing. Doing so has a powerful effect on the persistence of a response because people keep doing the requisite behavior because they don’t know when the reinforcement will come. A variable ratio is much more resistant to extinction than continuous reinforcement.
The other type of partial reinforcement schedule, an interval schedule, is based on the amount of time that has passed between reinforcements. You still have to respond to get a reward, but you have to wait a certain time before your response “works.”
• I get paid once a month. Time determines when I get paid. My pay schedule is an example of a fixed interval reinforcement schedule. The time frame never varies.
• The other type of interval schedule is variable interval. Here, responses are reinforced per a varied amount of time passed since the last reinforcement. This approach would be like getting paid at the end of one month, and then getting paid two days later, and again three weeks later, and so on. Variable interval schedules are also very resistant to extinction for the same reason as variable ratio schedules; the responder never knows when he is going to get reinforced, so he has to keep responding to find out.
Gambling is motivated by a variable interval schedule so that people keep pumping the money in, waiting for the big payoff.
I’m sure you’ve heard “You can’t win if you don’t play.” The next time you think you’re “due” or bound to win because you’ve been sitting at the same machine for three days without a shower, sleep, or anything to eat, remember that it’s variable. You never know when the machine is going to hit. So try to manage your rage if you finally give up and the next person who sits down wins it all!
That’s why they call it gambling.
The timing of the reinforcement is also critical. Research has shown that reinforcement must occur immediately, or as quickly as possible, following the desired response. If you wait too long, the connection between the response and the reinforcing consequence is lost. Skinner’s rats would have never figured out how to press that lever if they were given a food voucher redeemable only after five visits to the Rat Food Deluxe shop — instead of instant gratification for their achievement.
Becoming Aware of Stimulus Control and Operant Generalization
Have you ever noticed how people slow down on the highway when they see a traffic cop? That’s probably because they’ve all gotten tickets from them at one time or another. What happens when a good old city (non-traffic) cop is on the road? Nobody slows down. They just ignore him. Is this an example of a blatant disrespect for the law? No. It’s an example of stimulus control, the idea that a response can vary as a function of the stimulus present at the time of reinforcement or punishment. Although both law enforcement authorities can give tickets for speeding, most of us know that city cops don’t typically give tickets on the highway. The stimuli have different effects on our behavior because they have led to different consequences. Punishment only comes from the traffic cop.
Sometimes, when we learn a response due to reinforcement, we may automatically generalize that response to other similar stimuli. If I generalized my traffic cop ticket experience to city cops, I would slow down for city cops, too. Or, if I’m reinforced for coming back from lunch on time, I may also generalize that behavior to coming to work in the morning on time. Generalization helps speed up the learning process because we don’t have time to receive reinforcement for every single response we elicit.
Discovering Operant Discrimination
Sometimes people can over-learn a response or behavior. They then engage in the response when they shouldn’t because they’ve generalized a little too much.
I think this happens to psychotherapists sometimes. We may be in a social situation, not working, when someone starts talking about how hard his or her day was. “Tell me how that makes you feel,” may slip out. Everyone looks at the psychotherapist in question like a quack. Maybe it’s time for a vacation.
I’ve also seen this phenomenon in movies. An ex-cop overreacts to seeing his grandson point a water pistol at him, and he takes the kid down to “remove the threat.” These are problems of discrimination, responding to only one of two or more particular stimuli. The problem is remedied by presenting someone with both stimuli and only reinforcing the response to the correct one. Put grandpa in the middle of a hold-up and throw his grandson with a water pistol into the mix. Only reinforce the Detective Grandpa when he successfully neutralizes the threat of the robber (stimulus 1) and not for taking grandson out (stimulus 2). He’s learned to discriminate between a real threat and a benign one. | https://psychologic.science/general/dummies/9.html |
One of the big problems when it comes to younger kids and homework is that you’re fighting against a developmental stage that ensures they have a very brief attention span – certainly not long enough to tackle three pages of maths.They also find it difficult to look at homework objectively and prioritize what’s easy…Similarly, students whose parents frequently meet with teachers and principals don’t seem to improve faster than academically comparable peers whose parents are less present at school.
What’s more, although conventional wisdom holds that poor children do badly in school because their parents don’t care about education, the opposite is true.
Across race, class, and education level, the vast majority of American parents report that they speak with their kids about the importance of good grades and hope that they will attend college.
Robinson and Harris’s data, published in The Broken Compass: Parental Involvement With Children’s Education, show that this won’t help her score higher on standardized tests.
Once kids enter middle school, parental help with homework can actually bring test scores down, an effect Robinson says could be caused by the fact that many parents may have forgotten, or never truly understood, the material their children learn in school.
Robinson and Harris posit that greater financial and educational resources allow some parents to embed their children in neighborhoods and social settings in which they meet many college-educated adults with interesting careers.
Upper-middle-class kids aren’t just told a good education will help them succeed in life.These tips are useful for parents who are helping their kids with homework assignments that involve letter recognition, printing letters and small words, and building kindergarten reading readiness skills.Children who have not previously completed homework in preschool may have a difficult time adjusting to the process.Kindergartners can often more readily grasp math skills and reading skills at an age-appropriate level under the consistent guidance of both teachers and parents.Juggling your own job with parenting and chores is hard enough without homework in the equation but it’s a fact of life with a school-age child.Want more ideas for questions to ask your child about school?Find out more Remember: Demonstrating positive attitudes to maths is just as important to supporting your child's learning as helping with homework.Asian American kids may perform inordinately well on tests, for example, but their parents are not much more involved at school than Hispanic parents are—not surprising, given that both groups experience language barriers.So why are some parents more effective at helping their children translate these shared values into achievement?The theory was that more active and invested mothers and fathers could help close the test-score gap between middle-class and poor students.Yet until the new study, nobody had used the available data to test the assumption that close relationships between parents and schools improve student achievement.
Comments Helping With Homework
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Helping with homework - GCPS
Hints for Helping with Homework. From practicing multiplication tables to doing online research to completing at-home projects, meaningful homework.…
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Helping your child with homework Family Maths Toolkit
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Helping with Homework Muskham Primary School
Be Confident with Calculations! If you are adding, subtracting, multiplying or dividing, you might be unsure about how your child has learned to tackle the.…
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The Burden of 'Parent Homework' - The New York Times
This is not about a parent helping with homework. It is work given from teacher to parent, passing directly over a child's head.…
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HELPING YOUR CHILD WITH HOMEWORK. Research shows that when parents become involved in their children's schoolwork, the children do better in school.…
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The nightly homework war can lead to stress, despair, rows and exhaustion – for. helping and policing your child when it comes to completing his assignments.…
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How Parents Can Help With Homework Without Taking Over. | https://vintage-expo.ru/helping-with-homework-12783.html |
Student Expectations:
1. I will complete all my assignments.
2. I will turn in work that is completed neatly.
4. I will make up homework missed because of absence.
Teacher Expectations:
1. I will check homework daily.
2. I will give students praise and incentatives (rewards) when they
Parent Expectations:
1. I will provide a quiet area for daily homework assignments.
2. I will not allow my child to get out of doing homework.
3. I will contact Mrs. Zweig if my child has any problems completing
Students will receive points for completed assignments
Two Points: Completed Work that is on time
One Point: For work that is partially complete or handed in a day late.
Zero Point: For incomplete work.
There will be a target point value to work towards for each week. For example if I have given ten homework assignments, then the total target point value for the week would be 20. 20/20 = 100% for the week for homework
A progress will be sent home on Mondays that will inform you on the your child's work and behavior from the previous week. Please sign and send in on Tuesday.
Students will take home a daily planner and a homework folder every night. | https://www.ercsd.org/Page/1605 |
Reinforcement implementation - Timing of an activity can turn it into a reinforcer rather than just a daily activity!
2/3/2014
Parents and Caregivers often have a series of activities in the evening scheduled for their child. They might wonder why with all these wonderful activities they still have terrible behavior problems and non-compliance. The simple act of changing the order of the schedule and what day the activities occur on can completely solve all the behavior problems. One example is the use of television in your daily schedule for your child. If television time is given freely when they get home from school they may not have appropriate child's that evening. In contrast, if you move the television time to after they complete accurately the homework you may see a dramatic improvement in the speed and accuracy of the homework. Parents and caregivers should examine the schedule after school carefully with the behavior analyst if possible to determine the best times to place each activity with your individual child since each child has different reinforcers.
How do I encourage my children (autistic, developemental delayed or normal) to do chores?
1/15/2014
Parents or caregivers often ask " How do I get my children to help with chores!" The following are some tips to encourage them and motivate them to complete chores in the home.
1. Discuss reasons why it is important to do chores. For example, so that the house looks nice when their friends come over. A second reason might be to help the parent or caregiver so they have more time to cook for the child or go places with them.
2. It is helpful to make a list of possible chores and have the child choose a specific number that they would like to do. If the child enjoys the chore intrinsically he will be more likely to perform the chore.
3. A list of reinforcers that the child would like to earn weekly or daily for performing the chore can be useful. It is helpful to involve the child or observe him closely to make sure the reinforcers selected are actually going to motivate the child. For example, a child that does not like music will not be motivated by earning music tapes.
4. Making a daily schedule with the time the chores will be performed is helpful so that it becomes a rountine for the child.
5. Make sure all the children in the household are participating in chores so that no child feels he is doing more than he should be.
6. Finally, social praise and excitement about the chore by the caregiver can always helps strengthen the probablity that the child will continue to help out! Try to use an excited voice, be specific about the childs positive character within the praise and specific about the chore that you are happy with.
The above tips will increase the enjoyment of the chores and the likelihood that they will perform chores!
Preparation for the holidays to prevent behavior problems. Prepare for the food, gifts and to prevent childrens problems.
12/24/2013
Caregivers and parents often prepare gifts for the holidays but not for the children. Here are some tips for the vacation days ahead!
1. Prepare a schedule and review it with the children. Place strategic reinforcers during the day for good behavior on the schedule and discuss them with the children.
2. Talk generally about the holiday and what it means and what others expectation is of their behavior. For example, grandma will be there she love to hear about your school and what you are learning. Also, more generally, the purpose of the the holidays is to be nice to family, enjoy our selves and have a peaceful visit so your father will relax if you behave yourself and ask him politely to play a game with you.
3. Make sure that items such as bedtime or other health related items are honored so that they are not overtired and cranky during the holidays. Before going on the trip make sure they take all vitamins and take those with you. Also, if there are any medical issues such as coughs make sure to address them with your pediatrician before the holidays. A cold given to another elderly relative could be very dangerous for that relative and create problems for you on the holiday
4. Let children pack as much as possible and take responsibility for their own belongings. They will feel more involved in the trip, have less inappropriate behavior when you do it for them and feel like they are more important and better about themselves.
5. Take small games or activities to use during time they are not occupied during the trip or vacation time.
The extra effort to prepare for the holiday will make it much more enjoyable for you, your relatives and the children too!!
Teaching new skills and how to fade out physical assistance with autism and children with developmental disabilities.
12/19/2013
Parents and caregivers often want to teach an autistic or developmentally delayed children. After identifying a targeted behavior and assessing what level of assistance is needed. The person teaching should start at the level the child is currently functioning at. If the child needs complete or full guidance to perform the task that is the level of assistance to start at. Next after reinforcing the child at this level then move to less assistance or partial guidance. This can be done by moving gradually up the arm for example or using less physical contact to perform the task such as just one finger or sporadic touching of the arm. After reinforcing the child with partial guidance one touch and fading away from the child. Perhaps just giving one or two instructions and one touch and then reinforcing when he performs the task. Finally the trainer moves away physically from the child and just gives the one or two specific instructions and then reinforcers the child. This guidance training procedure can be used with almost any skill you want to teach your child.
Summary= Full guidance-Partial guidance- Verbal prompts
How to choose a household chore for my child with behavior problems, autism or developmental delays.
12/11/2013
Parents or caregivers might consider the following in choosing a chore for there child.
1. Consider the physical abilities and limits of your child. If the chore involves lifting something heavy or using alot of motor movements that the child cannot do easily it will be difficult to motivate them to do the chore. For example, if you want the child to put things away on a high shelf or use a heavy vacuum this should be considered. You might want to purchase a lighter vacuum that does not have a cord in order to make the chore easier and more likely to be preformed.
2. The parent should consider the mental or intelligence level in choosing a chore. If you ask a child with a low IQ or to clean his entire bedroom this may be overwhelming and it may not occur. In contrast if you ask the child to put the blanket on the bed and pick up the blocks this may be easier. Giving him simpler chores may be easier for the child to accomplish and to motivate him to do on a daily basis.
3. The task should be one that the child might enjoy. Try to match his preferences or reinforcers with the chore. For example a child that likes sensory reinforcement may enjoy the water while washing the dishes. Another example is a chore such as serving guest lemonade may be enjoyed by a child that likes social interaction and praise!
4. The parent or caregiver should consider the long term goals for the child in choosing a chore. For example, if the child goals is going to be living with with his natural family (rather than in a home or a group home) maybe try to choose tasks that are useful to the other people in the household with tasks such as cooking. If the child is trying to learn a trade for the future making some money for himself perhaps a chore such as washing cars would be useful and he could later work in a car wash. If the child is going to try to work on the computer in the future perhaps helping the family by printing coupons for groceries' will help to develop the skills needed for a job with computer work.
Generally, all of the above factors should be considered in choosing a task for the child. The caregiver or parent should try to find a task that the child can do, that is enjoyable for the child, that is physically and mentally possible to do and finally that fits in with his long term goals and dreams for the future. This type of chore will be more useful to teach him/her and more likely to be consistently performed by the child. | http://www.rachelazrin.com/blog/category/chores%20selection%20for%20children |
Parents play a vital role in their child’s education and how well they perform. In fact, if your child knows you support them on their journey through school, they are for more likely to do well. With that in mind, it’s very important that you make sure you’re available to your child whilst they are completing their homework so that they can ask you any questions they might have. Below is some advice from a prep school in Surrey to help parents understand how they can be of assistance when it comes to homework.
You can help your child with their homework in many ways, it doesn’t necessarily mean you have work through maths equations. Providing them with an appropriate place to study, with a desk and decent lighting, as well as all the relevant stationery and books is a great place to start. Make sure there are no distractions around, such as a TV or social media, because your child needs to focus their full attention on their homework otherwise it won’t be completed to a high standard.
Try to encourage good organisation and routine within your family unit, because children tend to thrive when they have structure. With so many subjects, it’s easy for certain pieces of homework to get forgotten and children usually choose to do the pieces of work for the subjects they enjoy rather than those that are due in sooner. It’s worth helping your child work through their priorities each evening after school and set aside some time for studying.
As a parent, it’s important to promote a strong work ethic within your household and always lead by example. Always emphasise that work, for both adults and children, should always come first before social activities and other extra-curricular hobbies. Approach homework with a positive outlook and be sure to praise your child once they’ve finished. | http://mummycatnotes.com/2019/07/23/helping-your-kids-with-their-homework/ |
“I haven’t got any homework”… How many times has your child come home from school and said that? Unfortunately, most children think that homework is a chore, a complete waste of time. According to a lot of children they feel like if they have to sit and do homework there will be no time for playing or watching television. In some cases, just trying to get your child to do their homework is a constant struggle. Then there are other issues such as too much homework, too little homework and even as a parent not being able to understand the homework…argh it’s just HOMEWORK and schools understand the importance for children to play and have leisure activities outside school hours.
Review and reinforces work taught in the classroom.
Develops skills such as researching and using a range of resources.
Bridges the gap between learning at school and learning at home.
Provides opportunities for you (as a parent) to see your child’s progress.
Prepares your child for future lessons.
Homework also builds partnerships between you and your child’s teacher. As you begin to encourage your child to complete their homework and work with them, you begin to learn about your child’s education, subjects taught in the classroom and gain an understanding of how much knowledge your child actually has acquired from learning.
Practice Exercises – helps your child remember and practice skills taught in the classroom. Such as spelling words, multiplication tables, writing essays and reading.
Preparatory Homework – requires your child to research and read background information to prepare them for future lessons on a specific subject. For e.g. reading and collecting information about the universe for a lesson in science.
Extension Assignments – encourages your child to follow up on previously learnt knowledge, individually and imaginatively. This can include, researching on the net or writing a book review.
Even though these are the three types of homework, it depends on your child’s age and ability on which type they will receive. If your child is in kindergarten they are more likely to get Practice Exercises rather than Extension Assignments. There are often times when your child will receive a combination of all three types of homework, which depends on what year of schooling they are in.
How Much Homework Will Your Child Receive?
Below is a guideline from Kindergarten to Year 3 which enables you to see how much homework your child is expected to receive. Please note that this is to be used as a general guideline only and other factors may come into consideration such as the type of school your child attend, the subjects your child is taught and the school homework policy.
Computer and video games (these help with a range of skills that your child can develop and extend on as long as it is used in moderation).
Talking about your child’s interest and what is happening at school.
Year 1 & Year 2 - From Years 1 and 2, generally some formal homework is set. These are usually Practice Exercises, which will require your child to copy words and letters (or) complete activity sheets.
Year 3 – At this stage your child will begin to increasingly work independently on their homework. Your child’s teacher will continue to provide support and assistance, especially in developing study skills. Most homework will be set in English, Math and Human Society and its Environment; however it can also be set across all areas of the curriculum.
When deciding how much time your child spends doing homework there is no “right” or “wrong” amount, however you need to be realistic. Some researchers believe that from Year 1 up until Year 3 it should not exceed more than 20 minutes a night. This primarily depends on your child and the homework given. If your child receives Math homework and they understand and are good at Math they are more likely to finish it faster than a child who struggles with Math. Bear in mind that realistically you can’t expect your child at this age to sit down and study for over an hour…They are still young themselves.
Have a regular set time – It’s important to have a consistent and regular time for your child to complete their homework. Choosing a time to do homework also depends on your child’s age and afternoon activities. For example, if your child comes home from school then has soccer training in the afternoon; it’s probably a good idea to schedule homework time before dinner (for e.g. from 5:30pm to 6:00pm). Usually after dinner children become tired and are more likely to want to relax so it’s best to try and set homework time before dinner. Talk to your child and develop a homework routine together. This will encourage your child to actually stick to the time you both agreed on and show them that you BELIEVE homework as a high priority. It’s also helpful to write out the homework routine and put it in a place where it can be seen regularly.
Create a homework area – It’s a good idea to create a homework area, where your child can complete their homework. It should have lots of light and be fairly quiet. A kitchen table or using a small table in the living room works fine at this stage. If you decide to create a special study corner, you can include a desk with a plant and hang your child’s favourite artwork to the walls to make homework time more pleasant.
No Television – During the regular set homework time turn the television off (even if others in the family want to watch T.V). Instead encourage all family members to indulge in a quiet activity during homework time. If distractions can’t be avoided, take your child to your local library to complete their homework.
Provide Equipment and Supplies – Collect pencils, textas, erasers, writing paper, glue , scissors, pencil sharpeners and other equipment that might be helpful to your child during homework time. It’s a good idea to keep these all in one place (such as in the homework area). This way your child can have access to them during home work time. Regarding computers, it’s not necessary for your child at this age to be required to have a computer to complete homework.
Be a Role Model – As a parent, you have the biggest influence on your child. They are more likely to do homework if they see you reading and writing and tasks that require you to make an effort. Talk to your child about what you are doing. Even if it’s as simple as writing the shopping list. Tell your child about what you do at work and encourage activities that support your child’s learning. For e.g. educational games, going to the library, trips to the zoo and museums and household jobs to teach responsibility.
Show Interest – It’s vital that you show an interest in your child’s learning and homework. Ask questions about what they are learning in school and encourage them to show you their homework. Let them know that you are there to help with any questions they may need to clarify, during homework tasks. Overall take an active interest in your child’s learning.
Homework is a part of your child’s school education and learning. It’s important for you, as a parent to become involved in your child’s education and help your child to develop consistent study habits which will enable them to complete homework tasks, and this will benefit them throughout their life. When you show a positive approach towards homework, rest assured your child will begin to feel positive about homework too. | https://aussiechildcarenetwork.com.au/articles/parenting-articles/kids-and-homework |
Big bambu papers review - Homework on weekends bad
will be motivated to use their gadgets and computers for studying and research instead of spending hours playing video games, checking their Facebook accounts and watching television on end.We don't ask challenging questions about homework because we don't ask challenging questions about most things. Students complete their assignments or projects on time when they are organized. It prepares them for the real world once they finish education. It's probably not a coincidence that most schools of education require prospective teachers to take a course called Methods, but there is no course called Goals. There are parents and educators who support this practice but there are also those who are not in favor of making students do extra school work at home. Organization is a must. But the stubborn belief that all of this must be worth it, that the gain must outweigh the pain, relies on faith rather than evidence. Very rarely is there any inquiry into the value of the homework or the reasonableness of the demands. Our education system, meanwhile, is busily avoiding important topics in its own right. Pretty soon, we become less likely to ask (or even wonder) whether what we're being taught really makes sense. From our first days in school we are carefully instructed in what has been called the "hidden curriculum how to do what one is told and stay out of trouble. Homework is a great way for kids to develop independent, lifelong learning skills. In fact, it can lower their test scores. Educators weigh different techniques of "behavior management" but rarely examine the imperative to focus on behavior - that is, observable actions - rather than on reasons and needs and the children who have them. You can create a positive atmosphere for your child by following these nine simple tips. If how to start divorce papers in rhode island your child has been working hard or is successful in completing work, celebrate that success with a special event. If homework is meant to be done by your child alone, stay away. the less likely we become to step back and ask the questions that count: What reason is there to think that any quantity of the kind of homework our kids are getting is really worth doing? Follow Natalie Wolchover on Twitter @ nattyover. According to LeTendre, learning to play a musical instrument or participating in clubs and sports all seem beneficial, but there's no one answer that applies to everyone. If this is the case, giving homework is irrelevant when it comes to knowledge enhancement. Proponents say that giving school children activities to do at home can offer them more time to master a subject. A list of sample survey questions offered to principals by the central office in one Colorado school district is typical. Perhaps one question needs to be answered. Most homework's neutral or negative impact on students' academic performance implies there are better ways for them to spend their after school hours than completing worksheets. Kids Believe Literally Everything They Read Online, Even Tree Octopuses. If your child is reading, you read too; if your child is doing math, balance your checkbook. Teachers give school assignments to students on the lessons they have tackled in the classroom to assess if students have understood what was learned from academic subjects like Math, Physics and English. So, too, for the popular articles that criticize homework, or the parents who speak out: The focus is generally limited to how much is being assigned.
Moreover, as parents were faced with homework on weekends bad financial challenges. Meanwhile, pledge to spend quality homework on weekends bad time with your child. quot; we always strive to teach honesty. What might be helpful and easy for students who are good in a certain subject might be useless and difficult to students who have different levels of intelligence. Too much parent involvement can prevent homework from having some positive effects. Some respond with sympathy and respect. Scholars are a step removed from the classroom and therefore have the luxury of pursuing potentially uncomfortable areas of investigation. The better to reinforce the key presuppositions of the system.
The same is true for giving students homework over school holidays, such as winter break.Studies performed by the.S.NEA do not recommend that teachers just avoid giving kids homework over the weekend.
T, or at least the way itapos. Encourage your child when a task has been completed incorrectly. Seem to have lost our capacity to be outraged by the outrageous. There are rewards, advancing kind of assignments ought to be limited. When handed foolish and destructive mandates. With an increase, analyze, solve problems, by giving homework. Even the helpful, both tangible and symbolic, speak positively about your childs school and never ever criticize the teacher bad or principal in front of the child. S being done, harris Cooper, s the conclusion of a group of Australian researchers. This is a concern that bothers some parents and even educators.
However, teachers had to do homework when they were students, and they've likely been expected to give it at every school where they've worked.If homework is a given, it's certainly understandable that one would want to make sure it's being done "correctly." But this begs the question of whether, and why, it should be a given.When students assume responsibility for their homework and complete an assignment, it is only then that they learn to be accountable for their actions. | https://www.startpagina-uitvaart.info/ubzrjbexbajrrxraqfonq4784b7c384.asp |
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