I ' Am EduZones

A Jumble of Strong Feelings After Vote on a Troubled School

noreply@blogger.com (Unknown) — Sun, 28 Feb 2010 14:45:00 +0000

A Jumble of Strong Feelings After Vote on a Troubled School

CENTRAL FALLS, R.I. — Like many other teenagers in this troubled city, Sheila Gomes said she found a surrogate family outside her home at Central Falls High School.

But with the school board’s decision on Tuesday to dismiss the entire faculty as part of a turnaround plan for the chronically underperforming school, some say they are losing one of the few constants in the state’s poorest city, where 41 percent of children live in poverty and 63 percent of the high school’s students qualify for free or reduced-price lunch.

“My teachers, they’re there for me. They push me forward,” said Ms. Gomes, a 17-year-old senior whose father is largely absent and whose mother works long hours at a factory. “My parents, they tried to, but they don’t know how. I don’t think they fully know me as a person to help me.”

This former mill town of about 19,000, where unemployment is 13.8 percent, is now embroiled in a battle over school reform similar to those that have taken place in troubled districts in Chicago, New York and Philadelphia, where officials have tried to fix failing schools by starting over with new staff members. Seventy-four teachers and 19 staff members in Central Falls will lose their jobs.

“The status quo needs to change,” Secretary of Education Arne Duncan said in an interview. “This is not the kind of stability I want. I’m looking for improvement.”

Teachers acknowledge that change is needed — the school’s graduation rate is 48 percent, and only 7 percent of students are proficient in mathematics by 11th grade — but they say they are struggling against difficult odds.

“We’re carrying this immense burden here,” said George McLaughlin, 60, a guidance counselor at the school. “We have a bag of bricks on our back that you don’t get at places where it’s taken for granted that everyone will succeed.”

Central Falls has always been a city of immigrants, and boasts that it crowds “the whole world” into just over a square mile. Densely packed with triple-deckers, Central Falls calls itself “a city with a bright future,” but the poverty rate has consistently been high and the budget low.
In 1991, Central Falls transferred operation of its schools to the state. The city maintains the buildings, but state and federal financing pays for the schools.

The system is under the direction of Rhode Island’s education board, which deemed it one of the state’s six worst-performing schools, instructing the superintendent, Frances Gallo, to choose one of four federally mandated models for school turnaround. Dr. Gallo said she chose the model called a “turnaround” plan after the teachers union rejected conditions in another state plan.
While teachers and students at the close-knit school said they considered one another family, Dr. Gallo said the current model was not working.
“If it’s such a family, then how do you account for losing more than half your family each year?” Dr. Gallo said, referring to the dropout rate. “We are about to change the culture of Central Falls.”

But many in the school think the culture of the school is one of its biggest assets.
“I leave here at 6, 7 at night, working with kids, coaching, getting lesson plans, doing interactive literacy. That’s what people don’t see,” said Frank DelBonis, who teaches history to English as a Second Language students in a school where 70 percent of students are Hispanic.
Other teachers said progress was hampered by the high turnover at the school, where one in three students leaves each year.

“They’re a transient community. It’s more than test grades,” said Kathy Casalino, a math teacher. “We give them a family. We show them how to live.”
Theresa Agonia, 18, a freshman at Roger Williams University in Bristol, R.I., is one of dozens of former students who are returning to the school to protest the move. She attended a rally before the board meeting Tuesday night.
“I feel like they’re saying my education, my certificate, was worth nothing,” said Ms. Agonia, who graduated in 2009. “I worked for my diploma, as everyone else did. To be just a statistic is hurtful.”

Hope Evanoff, a French teacher, said she felt the decision was undermining her career.
“It makes you feel like all of your expertise, all that you know, any degree you might have, is worthless,” Ms. Evanoff said. “I’ve never been fired from anything, and to be fired, it’s devastating.”
The faculty members have been offered counseling by the district, according to one of the fired teachers.
The Central Falls Teachers Union plans to fight the plan, saying it comes in the middle of a three-year contract.

Dr. Gallo said the district was “looking for partners” like Teach for America to provide teachers for the school, which has also been receiving “résumés from all over the nation” as news of the plan spread.
Gov. Donald L. Carcieri, a Republican and a former math teacher, said he supported the board’s decision, calling it “courageous,” and he criticized the union as being an “obstacle” to change.
“We can no longer stand by as our schools underperform,” Mr. Carcieri said in a statement.
But Ms. Agonia and others said they would keep fighting.

“These teachers mean a lot to me,” she said. “They didn’t turn their back on me, and I won’t turn my back on them.”

MAKE BY TINNAWAT

Protests and Promises of Improvements at Schools

noreply@blogger.com (Unknown) — Sun, 28 Feb 2010 14:39:00 +0000

Protests and Promises of Improvements at Schools

Josephine Norwood, a Bronzeville mother of three Chicago public school students, has rebounded from two rounds of school closings that displaced her children from their schools. As she watched the Board of Education approve another set of schools for closing or turnaround last week, Mrs. Norwood had a simple question: Can Chicago Public Schools officials promise that the new schools will be better?

“If this process could guarantee the child the best and they would benefit from the school closing, then maybe it is a positive thing,” Mrs. Norwood said. But she spoke out last week, along with many others, about the need for more transparency and proof that the disruptions are warranted.

As the public schools system entered its annual process of selecting schools for closing or turnarounds, parents, teachers and community groups leveled criticism at school officials for the lack of communication with the communities involved and questioned data from the central office that does not match the reality in the schools. Some also pleaded for the district to delay any action until the corrective measures taken at the lowest-performing schools — the wholesale turnover of administrators and teachers — could be better evaluated and a comprehensive plan for school facilities could be developed by a new task force.

In the end, few seemed satisfied. Parents, reform organizations and others expressed concerns that the school district has embarked on yet another failed reform effort. But school officials remained committed to the district’s turnaround strategy.

Ron Huberman, the public schools chief executive, acknowledged that the process was imperfect, but remained committed to it. He said the alternative — tolerating schools that clearly have failed both the system and the children in it — was not acceptable either.

“Turnaround is not for average performing schools or for poor performing schools; turnaround is really about failing schools,” Mr. Huberman told the Chicago News Cooperative in an interview Thursday. In a turnaround, the students stay in place, but the teachers and the principal are replaced to radically alter the school’s culture of teaching and learning.

Mr. Huberman added that some schools recommended for turnaround had just 2 percent to 3 percent of their students meeting state standards. Ten of the district’s 12 turnaround schools show gains that are “much more promising results than I believe we could have achieved through any other methodology,” he said.

The debate is drawing attention because a national program to restructure the worst-performing schools encourages states to use the same strategies that Arne Duncan, the federal education secretary, introduced as chief executive of the Chicago Public Schools.
“Duncan is using Chicago as an example of how this can be done successfully, and people are looking to Chicago to see whether, in fact, it is successful,” said Jack Jennings, president of the Center on Education Policy in Washington.

This was the first round of closings and turnover proposals that Mr. Duncan’s successor, Mr. Huberman, owned from beginning to end. He was appointed after the process began last year.
Mr. Huberman made a change to require that every child displaced in a closing be assigned to a higher performing school — something that did not always happen in the past.

The action came in response to an October study by the Consortium on Chicago School Research showing that most students affected by closings were transferred into schools that also were academically weak. Mr. Huberman promised that a transferred student’s new school would rank 20 percent higher than the old one on a list of performance criteria, and promised extra resources to help the students’ transition.

The district works with the nonprofit Academy for Urban School Leadership to manage some turnarounds. (Martin Koldyke, founder of the academy, also serves on an advisory board of the Chicago News Cooperative.)

The involvement of an outside agency has been criticized by union teachers and some parents and aldermen, who say the district is outsourcing education.

Mr. Huberman said Thursday that he wanted to bring in more outside organizations to manage turnarounds. “We want the turnaround space to be a competitive landscape,” he said.

MAKE BY TINNAWAT

Social Graces: What to Expect From Your High Schooler

noreply@blogger.com (Unknown) — Tue, 17 Mar 2009 04:59:00 +0000

High school is the home stretch for parents. Your child is starting to take on all the things you tried to teach him over the years. While you're still his primary support system, your job now is less about raising him and more about stocking him up with the tools he'll need to cross that line into adulthood. One of the tools your child will have to start packing consistently is manners. Education and manners guru Cindy Post Senning said manners education should follow along with a child's development, and high school is no exception. So, what manners should be second nature to your high schooler? Post offers advice based on these five core manners topics:

Teach Values: The value of education takes on a whole new meaning for your teen now that he is poised to use what he learned “in the real world.” While intellectually teens can understand why education is important to their future, they tend to function in the present tense. Post gives these parenting tips to help kids get the most out of their school experience:

Focus on effort, not grades

Respect and support your teen's goals, and show them how school studies relate to those goals

Watch out for signs of excessive pressure: choosing study over friends, getting unreasonably upset over a low grade, or loosing interest in academics.

Groom R-E-S-P-E-C-T: Respectful disagreement is an art form which takes self-control, top-notch listening skills, focus, consideration for the feelings of others, and the common sense to know when to quit. It's a tall order, and it starts with you. Post says modeling behavior for your teen is vital to developing manners. When you show them respect, even in the heat of an argument, they'll be more inclined to give you, and others, the same.

Work on Communication: Now that your child is starting to apply for summer jobs, college, special programs, etc.. writing thank you notes is an increasingly important habit to get into—it affirms a good impression, shows initiative, and is just good manners! Specific types of notes include follow-up notes for interviews, thank-you notes for gifts when the giver is not present, thank-you notes for special favors such as recommendations, notes on behalf of school and social organizations, and notes of appreciation for services, such as college placement. Post says one of the most important aspects of note-writing to instill in your child is timeliness—send them out as soon as possible after the event.

Encourage Table Manners: Now that your teen's social life is gaining sophistication, remind them of the finer points of being a good guest. Arrive on time, especially when dinner is involved. Post says that “Around six” means at six or a few minutes later. Say “hello” to parents and chaperons. Introduce yourself to guests you don't know. Be careful of property; this means wiping muddy shoes, using that coaster, and helping cleanup if something gets broken. Ask permission to use the host's telephone. Be conscious of noise levels. Finally, leave on time.

Get Out-and-About: At age 16, your child is legally and developmentally capable of holding down a job, albeit part-time and probably not that glamorous. Post says beware of your child's work schedule during the school year, citing a study that shows more than thirteen hours of work a week can adversely affect a teen's education and social relationships. When your child gets a job, be sure to remind them of the fundamentals: attendance and punctuality, good grooming and cleanliness, appropriate attire, positive attitude, and adherence to rules.

Post says just because you can't coddle your child like you used to, your presence is still essential in the form of good modeling: be the person you want your child to be. The results might surprise you.

by Tinnawat

What Makes a Good Science Fair Project

noreply@blogger.com (Unknown) — Tue, 17 Mar 2009 04:51:00 +0000

OK ... R U Ready

A good Science Fair project involves the student in a journey of discovery, driven by curiosity. It typically starts with a student proposing a question or hypothesis, and doing some background research. The student then develops an experimental apparatus or procedure that will produce data, from which the student can draw conclusions to prove (or disprove) the hypothesis, or answer the question.

A good hypothesis typically takes the form of "If I do this, then that should happen." A question typically takes the form of "Can I improve results by doing this?", or "If I try different ways of accomplishing something, which produces the best results?" An example of a poor question is "If I do that, what happens?". A good Science Fair Project directs the student's efforts toward a particular result or expectation; undirected experimentation just to find out what happens is play, not science (although notable discoveries have been made in this manner, they are notable because they were "accidents").

After selection of a hypothesis, the most important parts of the scientific process are to:

conduct background research
develop an experimental apparatus or procedure to investigate the hypothesis or question
operate the apparatus or conduct the procedure to collect experimental data
perform iterations of data collection
reduce or analyze the experimental data
arrive at conclusions

The final step before coming to the Science Fair is to prepare a display and rehearse (but not memorize!) an explanation of how the display shows the means for conducting the experiment, developing the results, and arriving at the conclusions.

Students are advised that getting the right answer is NOT the purpose of a Science Fair project. It is the intent of a Science Fair project that you go through the process of asking questions and performing experiments in an attempt to find answers. Making the attempt without answering the question still satisfies the intent of your discovering knowledge on your own. At the Science Fair, the judges appreciate a display that clearly shows the intent and results of experimentation, and a presentation that concisely describes what was done and what was concluded. The judges want to feel that you are familiar enough with your project to discuss it comfortably and answer questions about it. Memorized speeches or rambling descriptions of minutiae (trivial details) are frustrating to judges, who need to be able to pose appropriate questions in order to thoroughly understand the project. If you work on a team project, the judges will expect more substantial science in your project, and every team member should be able to represent the project.

Teachers and Parents are advised to encourage students to develop a genuine interest in their projects. Judges will occasionally ask students why they chose to do a particular project, and it usually turns out that the best work is done by students who are motivated and inspired by their curiosity about what they are investigating. Students who developed a project simply because you expected them to do so will generally produce mediocre results.

By Tinnawat

A Guide To The Importance of Physical Education Programs

noreply@blogger.com (Unknown) — Sun, 10 Aug 2008 01:38:00 +0000

A Guide To The Importance of Physical Education Programs

Physical activity offers a broad range of benefits, including the prevention of obesity, improved self confidence, and an overall sense of well-being. Physical education programs within the school setting can set the stage for how children view physical fitness, activity levels, and future health. Physical education programs also include general health and safety information in addition to providing opportunities for students to learn how to cooperate with one another in a team setting.

A Lifetime of Health The school setting provides a structured atmosphere in which to incorporate physical health activities and ideally develop healthy habits for life. Studies indicate that promotion of a healthy lifestyle taught in physical education classes can influence long-term health benefits such as reduced rates of obesity, heart disease, high cholesterol, diabetes, and high blood pressure.

Perhaps just as importantly, physical education programs can teach students that physical activity can be fun. With a broad range of games and activities, children are exposed to forms of exercise that don't simply involve running around a track. Games and other activities incorporate teamwork, strategy, skill-building exercises, and fun.

Nutritional Information Physical education classes are ideal for introducing basic nutritional concepts to children. Poor eating habits are common among many children and adolescents; however, a solid foundation in healthy eating choices can help lay the groundwork for improved food choices. Children who eat regular, healthy meals consisting of a wide range of food choices concentrate better in school and are less disruptive. Healthy eating also decreases the chances of children developing serious health problems early in life and reduces obesity rates among youth and into adulthood.

Life Skills Physical education also provides an opportunity for children to develop critical life skills, such as problem solving, strategy, and working together. Many team sports require participants to work together to achieve a goal. Children also learn the basics of good sportsmanship and that there is much more to sports and physical activities than simply winning or losing. Sports require training, mental and physical preparation, and help build self-confidence.

Mental Health Regular physical activity has shown to have many psychological and mental benefits in addition to the physical ones. For example, regular exercise can reduce feelings of depression and anxiety and promote an overall sense of well-being. The increased blood flow during exercise transports oxygen to all parts of the body, including the brain, which can help improve memory and reasoning skills. Conversely, a lack of oxygen, which can result from not enough deep breathing, can lead to disorientation, confusion, fatigue, and memory and concentration difficulties.

... Bye Bye ...

Top 5 Mental Math Methods in the World

noreply@blogger.com (Unknown) — Sun, 10 Aug 2008 01:34:00 +0000

Top 5 Mental Math Methods in the World

Today you can define mental math in various different ways. Some would say, memorizing times table and remembering the solutions can form the part of mental mathematics. Some would say ability to perform simple calculations in your head can be mental mathematics.

The web dictionary defines mental mathematics as "Computing an exact answer without using pencil and paper or other physical aids."

Today there are five methods available to learn and practice mental mathematics.

Let's begin with the first one called ‘Learning by Heart' or better known as the rote memorizing method where your teachers ask you to mug up boring multiplication tables. It not only kills the interest of the child in mathematics but also makes sure that he develops hatred towards the subject for the rest of the years he studies it. This system gives its ardent devotee some degree of success initially as he is able to answer easy problems but then when the supposedly bigger application problems come the steam is almost over.

The second one gives you a good degree of success and I would highly recommend it to the younger lot out there. It hails from China and is popular by the name of The Abacus (also known as the Soroban in Japan). An abacus is a calculating tool, often constructed as a wooden frame with beads sliding on wires. With the use of this tool one can perform calculations relating to addition, subtraction, multiplication and division with ease. Gradually one practices with the tool in one's hand and later on when experienced he learns to do it without the tool. This tool is then fitted into the mind mentally and he can then add, subtract multiply and divide in seconds. This tool also enhances a child's concentration levels.

The main drawback of this system is that it focuses only on the 4 mathematical operations. Concepts beyond these operations such as Algebra, Square Roots, Cubes, Squares, Calculus, and Geometry etc cannot be solved using it at all. Also one needs a longer time to be able to fully get a grasp of the system hence you see courses in the abacus stretching to over 2 years which leads the child to boredom and then quitting from the course.

Another Chinese system mainly collected from the book The Nine Chapters on the Mathematical Art lays out an approach to mathematics that centers on finding the most general methods of solving problems. Entries in the book usually take the form of a statement of a problem, followed by the statement of the solution, and an explanation of the procedure that led to the solution.

The methods explained in this system can hardly be termed mental and they lack speed to top it all. The Chinese were definitely the most advanced of the civilization thanks to the Yangtze and Yellow Rivers but if I were to choose out of the two methods given by this culture It would be the abacus.

If wars have a 99.99% downside, sometimes they can have an upside too for they give birth to stories of hope and creativity. The next mental math system was developed during the Second World War in the Nazi Concentration Camp by a Ukrainian Mathematician Jakow Trachtenberg to keep his mind occupied. What resulted is now known as the Trachtenberg Speed System of Mathematics and consists of Rapid Mental Methods of doing Mathematics.

The system consists of a number of readily memorized patterns that allow one to perform arithmetic computations very quickly. It has wider applications than the Abacus and apart from the four basic operation methods it covers Squares and Square Roots.

The method focuses mostly on Multiplication and it even gives patterns for multiplication by particular number say 5,6,7 and even 11 and 12. It then gives a general method for rapid multiplication and a special two finger method. After practicing the method myself I realized that the multiplication was a very applicable mental method but the other methods covered to solve division and square roots were not very friendly and were impossible to be done mentally. I was in search of a much better wholesome method where I could easily perform other operations also. Another drawback of this system was that it too like the abacus failed to have a wider scope i.e to encompass other fields like Algebra, Calculus, Trignometry, Cube Roots etc

A Recommendation by a friend of mine from America introduced me to what is known as the Kumon Math Method. It was founded by a Japanese educator Toru Kumon in 1950s and as of 2007 over 4 million children were studying under the Kumon Method in over 43 different countries.

Students do not work together as a class but progress through the curriculum at their own pace, moving on to the next level when they have achieved mastery of the previous level. This sometimes involves repeating the same set of worksheets until the student achieves a satisfactory score within a specified time limit. In North American Kumon Centers, the mathematics program starts with very basic skills, such as pattern recognition and counting, and progresses to increasingly challenging subjects, such as calculus, probability and statistics. The Kumon Method does not cover geometry as a separate topic but provides sufficient geometry practice to meet the prerequisites for trigonometry, which is covered within the Kumon math program.

I was much impressed with the glamour around Kumon but a glimpse of its curriculum deeply disappointed me. It is not mental at all. It does not offer any special methods to do mathematics and one does not improve one's speed by doing Kumon Math. There is a set curriculum of worksheets which one does till one achieves mastery in the subject. So say for example a sheet on Divison- one would continue to do division by the conventional method till he gets a satisfactory score and then he moves on to a higher level. This certainly doesn't make division any faster and the process is certainly not mental.

A deep thought on the reason of its tremendous popularity in America led me to conclude was the lack of a franchisee business model of the abacus and the Trachtenberg speed system in the 1950s. The franchisee model was essential in taking the course from country to country. This is where Toru Kumon thrived.

Dissapointed with other cultures in the world, my search made me look in my own Indian culture. What I found astonished and amazed me so much that I fell in love with the system and started coaching neighbourhood students in it.

This is easily the World's Fastest Mental Mathematics System called High Speed Vedic Mathematics. It has its roots in Ancient Indian Scriptures called the Vedas meaning ‘the fountain head of knowledge'. With it not only you can add, subtract, multiply or divide which is the limiting factor of the abacus but you can also solve complex mathematics such as algebra, geometry, Calculus, and Trigonometry. Some of the most advanced, complex and arduous problems can be solved using the Vedic Maths method with extreme ease.

And all this with just 16 word formulas written in Sanskrit.

High Speed Vedic Mathematics was founded by Swami Sri Bharati Krishna Tirthaji Maharaja who was the Sankaracharya (Monk of the Highest Order) of Govardhan Matha in Puri between 1911 and 1918. They are called "Vedic" as because the sutras are contained in the Atharva Veda - a branch of mathematics and engineering in the Ancient Indian Scriptures.

High Speed Vedic Mathematics is far more systematic, simplified and unified than the conventional system. It is a mental tool for calculation that encourages the development and use of intuition and innovation, while giving the student a lot of flexibility, fun and satisfaction . For your child, it means giving them a competitive edge, a way to optimize their performance and gives them an edge in mathematics and logic that will help them to shine in the classroom and beyond.

Therefore it's direct and easy to implement in schools - a reason behind its enormous popularity among academicians and students. It complements the Mathematics curriculum conventionally taught in schools by acting as a powerful checking tool and goes to save precious time in examinations.

The Trachtenberg Method is often compared to Vedic Mathematics. Infact even some of the multiplication methods are strikingly similar. The Trachtenberg system comes the closest to the Vedic System in comparison and ease of the methods. But the ease and mental solvability of the other method especially division, square roots, cube roots, Algebraic Equations, Trigonometry, Calculus etc clearly gives the Vedic System an edge. Even NASA is said to be using some of this methods applications in the field of artificial intelligence.

There are just 16 Vedic Math sutras or word formulas which one needs to practice in order to be efficient in Vedic Math system. Sutras or Word Math Formulas such as the Vertically and Crosswise, All from Nine and Last from ten helps to solve complex problems with ease and also a single formula can be applied in two or more fields at the same time. The Vertically and Crosswise formula is one such gem by which one can multiply, find squares, solve simultaneous equations and find the determinant of a matrix all at the same time.

If either of these methods is learned at an early age, a student aged 14 can perform lightening fast calculations easily during his examinations and ace through them.

Vedic Mathematics is fast gaining popularity in this millennium. It is being considered as the only mental math system suited for a child as it helps to develop his numerical as well as mental abilities. The methods are new and practical and teach only Mental Rapid Mathematics.

The system does not focus on learning by repetition as in the Kumon Method. The system focuses on improving intelligence by teaching fundamentals and alternate methods. The purpose is not limited to improving performance in the school or tests, but on providing a broader outlook resulting in improved mathematical intelligence and mental sharpness.

I thinks Thai education is in the level the coma , already !!!

noreply@blogger.com (Unknown) — Wed, 14 May 2008 14:09:00 +0000

I thinks , Pillar be government is misslocate the resource , replace to use money in the development , Thailand of education get back to lead money that go to stand the funds , go to school the abroad , entireness , at , in fact sending child goes to school abroad , that free no
Make benefit ? get back to the nation

politician at bear the advantage will from this policy may say that , as a result , for giving a chance gives the poor children. but there is trouble go up. Child person be influential , in the locality such particle used at the end of a statement to emphasize it , that get go to school abroad from news at have student at go to school already unable , Must come back , Study , Thailand stands hundred more than a person. when for a already moment

I thinks that be important most for Thai that education be Thai teacher is still underdeveloped. Child feels teacher that status a person with a child

A child doesn't dares at will the some asks. Though parents and guardian. The genuine be employer don't government.

All that thinging of me. About the education of Thai. Part , How is the other will think ?
I not know.

bye bye ...

From ...Tinnawat...

I congratulates with The Welcome a freshman of university in Thailand.

noreply@blogger.com (Unknown) — Wed, 14 May 2008 13:20:00 +0000

At this period , university atmosphere differs begin come back lively go up already again please , after , be lonely go to plentiful during SUMMER

The Admissions make many good mind person , many persons weep , but neither the Admissions this time will ? life must walk next , because a story of us still again long ago , life drama has just to begin about

we still unknow as well that , will a leading actor , a criminal , must see for a long time , that still travel to engrossed in follow the dream of oneself , do not be discouraged , as a result , should step arrive at can dream in rear , there is the freshman asks come to that ,
what is I has ? will advise ? in about living education in university level , article truth about this line writes to come to plentiful , write every year at least year vacate once , as a result , thank that ask come to every year , freshman , excitement , but , senior truth , excited , now if , pass by the university differs , as a result , might hear the uproar is boisterous , cry , faculty music , and the music cheers , this the sound of the festival welcomes first-year students , university some begins to welcome first-year students , especially that choose like, the cow is , many the sound from the senior that s prepare the work s welcome first-year students , younger brother , year one just now change the enactment drudges , work hard with testing and applying for ADMISSIONS

Come to newly , enough when reach the university has little , as a result , must come to meet heavy war with welcoming first-year students cruel ? not cruel ? , must adjust oneself give suit new environment , that strange , adjust oneself with instruction strange education has fromed that ever to see while , study the upper secondary school , and at important the freshman will still must learn to is responsible oneself because , university education has no a teacher comes to look after differ from student high schooll life that has a teacher waits for to warn , freshman , learn , survive and amusing with how is living has in university fence ?

Firstly be , having friend , having friend , regard as be significant very , in university education , the old friend from same school , faculty friend , a friend differs the faculty , a friend shares a dormitory , associate with keep , because , nobody can is single artist in university fence , and still affect good build the future in the work

The points is second , sharing activity , the activity in a lot of university , practice cheer , welcome first-year students new , don't go to think over , amusing with it , because , participate good reinforcing can give the freshman knows acquainted with a friend , and location senior in same faculty too much s go up , and a friend , as a result , know us more and more , by we must not walk to meet by oneself

The points is third ,"the education "which , be important thing most of undergraduate student life , the freshman must take time out , and have the discipline builds oneself , the education in different university from the education in upper secondary school level , student undergraduate has the freedom in the filtration registers , very the school hours , by have the adviser is the adviser , usually we will have met 20 not exceed advisers minute builds the term , the part in that instruction , a teacher reaches a room , Lecture , as a result , do something , narrate , go to continously , until , be finished hour teach , might have time distribution for a question that a student will ask ? , therefore we must are responsible , write , think , and do research work besides the thing that a teacher teaches.

I wants to warn everybody freshman that don't get forget the hardship has that us fights against to come to until , reach university fence has in today , live in the university are worthwhile , intend to What's the matter? , will end come to the graduate who have only the degree , but torn the knowledge , will the textbook can walk , will bump against oval the free in year first or What's the matter? , Depend on ourselves the whole bunch

Finally , I wants to be the will gives everybody freshman .

Good lucky !!!

From Tinnawat

State funding helps fuel preschool boom

noreply@blogger.com (Unknown) — Tue, 13 May 2008 11:14:00 +0000

USA TODAY

Lisa Downs Henry's father and stepmother opened Downs Preschool in 1984 as a private day care center in Watkinsville, Ga. Business was good, but it really took off in 1995 after the state approved state lottery receipts to pay for pre-kindergarten classes.

The family converted the day care center into a preschool, which has since become a kind of institution in Oconee County, an hour's drive east of Atlanta. Of 12 preschool classes countywide, Downs boasts seven.

Each fall, Henry, the school's director, welcomes a new class of 140 children, all 4-year-olds, all attending tuition-free.

"Since it's state-funded, you just don't have to hound parents about money," she says.

If you're a 4-year-old in America, it's a safe bet you're in school. The past 20 years have seen a quiet but steady rise in the number of children in preschool. The most recent federal statistics show that more than 1 million children were enrolled in public programs in 2005, up 63% from 1995. The rise far outpaces that of public school enrollment, up 10%.

"It's what we do with children now," says Joan Lord of the Southern Regional Education Board.

What's behind the increase? A bigger share of working mothers and a shift in thinking: States increasingly finance preschool programs, citing research that says kids are ready for school at an earlier age.

Proponents of publicly financed pre-K say the push will pay off in better achievement, higher graduation rates and lower chances that a child will need expensive special-ed services. But they also say the quality of programs is uneven.

Research suggests a lot of private programs are "pretty mediocre," says Steve Barnett, director of the National Institute for Early Education Research at Rutgers University. The institute says 75% of 4-year-olds now attend some sort of preschool.

A study released today by the RAND Corp. finds a growing body of research that shows funding pre-K pays off in the long run, saving money by reducing social services later in life and by increasing tax revenue from higher earnings when students grow up.

"There's growing evidence that supports the idea that prevention has an advantage over treatment," says Rebecca Kilburn, a RAND economist who led the research team.

But the RAND report also notes that not all pre-K programs produce long-term benefits big enough to offset their costs to states, which the Rutgers institute puts at more than $3.7 billion, or $3,642 per child.

It's still an open question whether the pre-K return will ultimately be worth the investment, she says. "The research we're doing says we're making a difference in the shorter term, and yet we need to know whether those results are going to hold."

Emotional/Human education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 05:13:00 +0000

Emotional/Human education

As academic education is more and more the norm and standard, companies and individuals are looking less at normal education as to what is deemed a good solid educated person/worker. Most well educated and successful entrepreneurs have high communication skills with humanistic and warm "emotional intelligence".

In certain places, especially in the United States, the term alternative may largely refer to forms of education catering to "at risk" students, as it is, for example, in this definition drafted by the Massachusetts Department of Education.

Alternative education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 05:12:00 +0000

Alternative education, also known as non-traditional education or educational alternative, is a broad term which may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include both forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability) and forms of education designed for a general audience which employ alternative educational philosophies and/or methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.

Adult education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 05:08:00 +0000

The rise in computer ownership and internet access has given both adults and children greater access to both formal and informal education. In Scandinavia a unique approach to learning termed folkbildning has long been recognised as contributing to adult education through the use of learning circles. Mode of Education. 1-formal education, 2-informal education , 3-Non formal education.

Formal Education

the hierarchically structured, chronologically graded education system, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programs and institutions for full time technical and professional training.

Informal Education

The truly lifelong process whereby every individual acquires attitude, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment from family and neighbors, from work and play, from the market place the library and the mass media.

Non-Formal Education

any organized educational activity outside the established formal system- whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objectives.

Higher education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 05:04:00 +0000

Higher education, also called tertiary, third stage or post secondary education, is the non-compulsory educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium[citation needed]. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions.Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

Secondary education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 05:01:00 +0000

In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.[citation needed] It is characterised by transition from the typically compulsory, comprehensive primary education for minors to the optional, selective tertiary, "post-secondary", or "higher" education for adults. Depending on the system, schools for this period or a part of it may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these varies between the systems. The exact boundary between primary and secondary education varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

A Big Education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 04:58:00 +0000

A Big Education

What is it with men and big boobs? Anatomically, these are glands which we humans use to feed our young. Technically it’s just another one of nature’s many designs to help us propagate and survive. As one may already know, breasts develop in the puberty stage with a girl’s hormones going haywire, no one can say how big it’s going to get. Studies say that the size of the breast depends on the support it gets from the chest. Breast growth increases rapidly during pregnancy and typically, the size of the breast fluctuates throughout the menstrual cycle. During old age, the breasts sag because the ligaments supporting it usually elongates.

Anyway, humans are the only animals in the kingdom animalia which has breasts that are permanently swollen, even when not lactating. Because of this, several studies have been made to find out the other functions of the breasts, more commonly known in the streets as big tit. According to scientists, animals mate when their partners are ovulating. Most animals know this because of the swollen breast of the female. For humans, this is also the same. Males find women with big boobs more attractive because it is associated with ovulation. Now for other primates, they usually have rear-entry copulation, thereby the basis for attractiveness is usually the buttocks. I know, rear-entry can also be done by humans, but of course, this wouldn’t get the woman pregnant. Since sex is a basic instinct created by nature to propagate our species, we need to reproduce. It is said that the breast is the frontal counterpart of the buttocks, and due to our upright posture, humans are more likely to copulate face to face, or the position we know as missionary. This meant that because sex needed a face on encounter, the partners needed to develop a relationship which goes beyond the sexual one. Now of course these are the rantings of a woman whose breast size has always been smaller than the average.

In 1986, the dream of many boob-men in the world came true with the publication of Juggs, a softcore pornography magazine. The magazine’s name was actually the slang term for breasts. The magazine is still being printed today but there are other alternatives that replaced it in our modern world. You have big movie, and big tit porn. You have bouncing tits, big tit Latinas and big tit teens.

Unfortunately, despite the fascination of men in the US for big boobs, there are some cultures which don’t think that it is a worthy area of study. Breasts were seen as natural as writers and painters refer to it time and time again without any qualms on the subject. According to studies, however, not all men, prefer big tits, the best size is always described as “small, white, round like apples, hard, firm and wide apart.”

Primary education

noreply@blogger.com (Unknown) — Tue, 13 May 2008 04:44:00 +0000

Primary education - consists of the first years of formal, structured education. In general, primary education consists of six or seven years of schooling starting at the age of 5 or 6, although this varies between and sometimes within countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising. Under the Education for All program driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools with the transition to the final stage of secondary education taking place at around the age of fourteen. Mostly schools which provide primary education are referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.