Educational Technology Resources

Towards Free Education

noreply@blogger.com (Unknown) — Sat, 16 Jan 2010 12:44:00 +0000

There are two types of costs in education: direct and indirect costs. Direct costs comprise mainly of school fees, a one-time registration fee at the beginning of the school year, and a set of monthly fees. Average monthly spending is about Rp. 20,000.- (equivalent to approx. USD 2).- for primary school and Rp. 50,000.- (equivalent to approx. USD 5).- for junior secondary school students. The FBE did not mandate that all schools waive off these fees. Instead, it was an option for schools to waive off school fees in return for a ‘block grant’ as compensation for revenue loss. In addition, direct costs also include travelling and school supplies costs. Altogether, these costs pose a significant burden to low-income households. As in other countries, for education to be free, direct costs should be largely be waived off by the government.

However, as it is, Indonesia ranked the lowest among 47 countries (including more “backward” countries such as Uruguay, Kazakhstan and Laos) in its total education spending as a percentage of Gross Domestic Product (GDP) – measuring only at 1.5% of GDP. Although the budget for 2009 has been increased, there is still a loud cry for the involvement of non-profit organizations, international NGOs, individuals and the private sector to lessen the burden of low-income households to achieve ‘education for all’.

The barriers to free education, as gargantuan as they already are, do not stop there. The greater challenge to free education lies in the indirect costs, or the opportunity costs of putting a child into school. Opportunity costs are the forgone wages in the labor market or loss contributions to household activities. For example, the wages a child brings home from working in a factory, or the farm yield from his efforts. For low-income households, this cost is often higher than the costs of school fees and supplies. When the basic survival needs of a household are not met, families need as many pairs of hands possible to make day’s ends’ meet – they do not need brains.

This perception that short-term gains are more important than long-term investment through education of a child must be changed. Although understandable, this perception has created a reality for many low-income households, and worse, a future that is not any better for their children. On this view, the government and other organizations must do more than contribute money and waive off school fees. They must instead, spend time and effort to aggressively propagate a change of mindset among the poorest levels of society, to prevent the perpetuation of a vicious cycle of poverty.

Admittedly, the real solution of lowering opportunity costs to education is in improved economic conditions in the lower-income levels. However, that will take decades to achieve. Furthermore, we cannot expect better economic conditions in this level without first educating its people. There is no way out except through education.

In its 2009 Education for All (EFA) Global Monitoring Report, UNESCO placed Indonesia 71st out of 129 countries surveyed, down from 62nd in 2007 and 58th in 2006. This shows that instead of progressing in enabling education for all, Indonesia has been slipping down the ladder. Because of the existence of high opportunity costs to education in this country, an ‘iron fist’ approach from the top might not necessarily work. Therefore, the challenge for Indonesia is how it will strategize and galvanize effort from all levels of society to approach this issue from a community-based approach.

The change in mindset towards education has to be generated from the top level but transmitted at the grass root level, with trained change agents including community leaders, principals, village heads, teachers, parents and volunteers.

If not, education in Indonesia will never be free, even if monetarily it is.

* Sapto Handoyo Sakti is Sampoerna Foundation’s Communication Director. He was formerly the Senior Manager of Communications and Outreach at a leading international non government organization in Indonesia.He holds a Post Graduate Diploma in Communication Management from Massey University, New Zealand.

Source: www.vivanews.com

New Google Earth features host of educational tools

noreply@blogger.com (Unknown) — Wed, 08 Apr 2009 01:47:00 +0000

Google Earth 5 was just released and includes a host of new tools that educators can tap in the classroom. Google Ocean is being touted in particular, allowing users to interact with 3D maps of the ocean floor, courtesy largely of US Navy data. However, I found the databases and interactive features associated with the ocean views to be a lot more useful educationally than floating around the ocean floor.

Google has partnered with National Geographic, the BBC, Cousteau’s Ocean World, and several others to provide a wealth of information about everything from the global fishing crisis to footage of shipwrecks. Marine life census data, scientific expeditions, and countless links to information outside Google Earth make this a free treasure trove for science, social studies, geography, and even math teachers (how better to learn about coordinate systems?).

While the feature set of Google Earth 5 (still in beta, of course) is too vast to explore in a morning, this is really a must-download for teachers and students. Best of all, it works on Windows, OS X, and Linux, and I have it working solidly on our Windows terminal servers. I just had to turn off my Santa Tracker since it kept pulling me from Bermuda ship wrecks to the North Pole.

Teacher Education for 40.000 University Graduates

noreply@blogger.com (Unknown) — Wed, 11 Feb 2009 16:22:00 +0000

The government is making available 40.000 seats for university graduates of all kinds of degrees to enroll in a teacher education program. Upon program completion, these university graduates will be awarded certificates which will enable them to hold teaching positions in the public as well as private school system.
Teacher Reading a Book

“In the course of time, only those who possess Teacher Education certificates are able to practice the teaching profession.” said National Education Ministry's Director General for higher education, Fasli Jalal in Jakarta, Wednesday (22/10). The quota of 40,000 teacher candidates was set to approach the number required for the replacement of retiring teachers and meet demand for new teachers.

According to Fasli, non-education degree holders eligible to enroll are those wanting to teach at the Junior High School, Senior High School and Vocational School level. Those wanting to teach at the Kindergarten and Elementary School level, will be required to have a degree in Kindergarten and Elementary School education.

Teacher Education, Fasli added, for non-education degree holders constitutes a 6-months program, while the training for Kindergarten and Elementary School teacher candidates is a one-year program.

Before enrolling in the program, Fasli continued, candidates will go through a strict selection process. “Only those who have what it takes to become teachers and really have the desire are allowed to take part,” said Fasli.

According to him, these strict requirements are necessary to continually ensure better teacher quality. “said Fasli Jalal.

Sulistyo, Indonesian Teachers Union (PGRI) chairman said, the government’s initiative to set up teacher education programs, is a crucial step towards raising the quality of teachers. However, precise calculations are required to determine the quota for teachers, taking into account quantity as well as the distribution. This is to ensure that schools are no longer experiencing a shortage of educators, which encourages the hiring of unqualified individuals.

Sulistiyo said, the government should give priority to education degree holders in selecting candidates, since these individuals have been trained as educators for longer periods of time.

Subject content teachers who are non-education degree holders should be asked to teach less common subjects, such as those taught at vocational schools. These subjects usually require teachers with more specific skills,” he said.

On a separate occasion, the Minister for National Education, Bambang Sudibyo said the government has taken several measures to improve teacher quality and welfare and ensured a sufficient supply of teachers.

Up until 2015 it is estimated that 300,214 teachers will head into retirement. This gap will be filled by teachers that meet the current Law on teachers and university lecturers.

The Challenges of Globalization for Indonesian Teachers

noreply@blogger.com (Unknown) — Sat, 17 Jan 2009 16:06:00 +0000

Nobel Prize winning economist, Joseph Stiglitz, defines globalization as “the closer integration of the countries and peoples of the world ...brought about by... the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders." Thomas Friedman in his book, The World is Flat further emphasizes that the world is now a level playing field.

What does this mean in the education field? It simply means that countries which do not produce world-class graduates will fall behind in this flat competitive ground- because in a flat world, all competitors have equal opportunities. Those who fail to leverage on these opportunities will fall behind. More specifically, educational researchers have propounded that countries which fail to develop “international education”, will be negatively affected in terms of economical, political, and social issues in a mutually bounded world.

This calls for an urgent check on how “international” education standards are in Indonesia; and how teachers can better prepare Indonesian graduates to be more globally competitive.

Local graduates from every level are still a far cry from being competitive globally; even within Indonesia. Recent report has shown that as many as 4.5milliion educated graduates are “fully unemployed” . These are diploma or degree holders, and high school graduates who graduated from local institutions. Analysts attribute this national problem to low teaching and learning quality in Indonesia. This is not surprising, as among the 2.7 million teachers in the country, only 300,000 are certified teachers . Teachers in Indonesia have long been plagued by various problems including insufficient training, low education qualifications, meager salary and inadequate support and facilities. The government, realizing this issue, has declared to increase its teachers’ salary budget by Rp50 trillion in 2009; resulting in almost 100% increment in salary for some. However, monetary compensation alone is insufficient in raising the country’s teaching quality to match international standards.

Essential skills needed in Indonesia’s job market and the global economy are critical thinking skills, problem-solving skills, big picture thinking, communication skills and an attitude for lifelong learning.
Educational researchers such as Bates (2002) and Martimore (2001) proposed several ways how teachers can prepare themselves and their students to face globalization. They found that active and project-based learning is vital in developing critical and independent thinkers with problem-solving skills. In advanced countries, these methods are rapidly replacing the traditional teacher-centric based education where only one-way communication takes place. Variety in teaching methods and techniques are increasing, and is coming to foreground in curriculums. For example, the use of computers and the ability to seek for information on the internet is indispensable in this information world. With the internet, the same information can now be accessed by a teacher New York or a teacher in Papua.

Teachers should use the internet to research, update their teaching materials, and find better teaching methods used by more advanced institutions worldwide. In this way, teachers do not need to only depend on the formal training from the state, but to be able to improve and upgrade themselves autonomously. Students must also be taught to seek knowledge independently and have an attitude for lifelong learning, whether through the internet or good old reliable sources like books, magazines and newspapers. Continuous learning is important because change is the only permanent force in a globalized world. Those who fail to keep up with the latest changes will only fall behind and be left out.

Indonesian teachers must soon realize that whether they like it or not, they are being judged by international standards and being compared to teachers from all over the world – by governments, multinational companies, investors, parents and students. If teachers in Indonesia fall short of world-class standards, multinational companies will choose to setup their offices elsewhere due to the lack of a competent workforce; investors will be doubtful of the nation’s future leaders; discerning parents and talented students will choose to study in foreign countries, potentially resulting in a phenomenon known as ‘brain drain’ in Indonesia. As Indonesia celebrate its National Teachers Day, the following quotation by Henry Brooks is recalled “A teacher affects eternity; he can never tell where his influence stops”. In a globalized world, a teacher’s influence in Indonesia is almost immeasurable and infinite in defining the nation’s success.

Recognizing this fact, the Sampoerna Foundation Teacher Institute (SF TI) will be organizing the Indonesian Teachers Congress (Kongress Guru Indonesia: KGI) on November 27-28, 2008. This two-day congress focusing on international teaching quality for Indonesian teachers bears an appropriate theme - “Think Global, Act Local”. The congress will serve to enlighten 1,000 teachers across Indonesia on how they can upgrade their expertise and to boost their desire for continuous improvement and lifelong learning. SF TI’s Director, Kenneth Cock hopes that the KGI will inspire and motivate teachers in Indonesia to improve the quality of their work. “We really hope that through the improvement of the skills and professionalism of teachers in Indonesia, they will have the ability to compete globally without losing their identities as Indonesian teachers,” Ken added.

Hopefully, one day, Indonesians teachers and graduates will be a force to be reckoned with – in the globalized world.

Towards Free Education

noreply@blogger.com (Unknown) — Sat, 17 Jan 2009 16:03:00 +0000

Jakarta (Vivanews: 10/12/08) - The focus on free education has a 60 year history. It started with the Article 46 of the United Nations Declaration of Human Rights in 1948, which stated that everyone has the right to education, and that education ‘‘shall be free, at least in the elementary and fundamental stages’’. Half a century later, the World Education Forum (WEF) reiterated that all states should not only fulfill an obligation to offer free and compulsory education, but also provide one of good quality. However, the translation of the ideal into reality has been far from straightforward. Other countries aside, let us focus on Indonesia.
In July 2005, the Government of Indonesia introduced the Free Basic Education policy (FBE). Under this policy, school fees are to be abolished in primary and junior secondary school. An advanced gesture, the FBE serves to achieve two goals: act as a compensation for the subsequent increase in fuel prices, and support the 9 year mandatory basic education program by relieving the poor from education costs.

At that time, school enrolment rates were still low, and high costs prevented many low-income households from obtaining formal education.

There are two types of costs in education: direct and indirect costs. Direct costs comprise mainly of school fees, a one-time registration fee at the beginning of the school year, and a set of monthly fees. Average monthly spending is about Rp. 20,000.- (equivalent to approx. USD 2).- for primary school and Rp. 50,000.- (equivalent to approx. USD 5).- for junior secondary school students. The FBE did not mandate that all schools waive off these fees. Instead, it was an option for schools to waive off school fees in return for a ‘block grant’ as compensation for revenue loss. In addition, direct costs also include travelling and school supplies costs. Altogether, these costs pose a significant burden to low-income households. As in other countries, for education to be free, direct costs should be largely be waived off by the government.

However, as it is, Indonesia ranked the lowest among 47 countries (including more “backward” countries such as Uruguay, Kazakhstan and Laos) in its total education spending as a percentage of Gross Domestic Product (GDP) – measuring only at 1.5% of GDP. Although the budget for 2009 has been increased, there is still a loud cry for the involvement of non-profit organizations, international NGOs, individuals and the private sector to lessen the burden of low-income households to achieve ‘education for all’.

The barriers to free education, as gargantuan as they already are, do not stop there. The greater challenge to free education lies in the indirect costs, or the opportunity costs of putting a child into school. Opportunity costs are the forgone wages in the labor market or loss contributions to household activities. For example, the wages a child brings home from working in a factory, or the farm yield from his efforts. For low-income households, this cost is often higher than the costs of school fees and supplies. When the basic survival needs of a household are not met, families need as many pairs of hands possible to make day’s ends’ meet – they do not need brains.

This perception that short-term gains are more important than long-term investment through education of a child must be changed. Although understandable, this perception has created a reality for many low-income households, and worse, a future that is not any better for their children. On this view, the government and other organizations must do more than contribute money and waive off school fees. They must instead, spend time and effort to aggressively propagate a change of mindset among the poorest levels of society, to prevent the perpetuation of a vicious cycle of poverty.

Admittedly, the real solution of lowering opportunity costs to education is in improved economic conditions in the lower-income levels. However, that will take decades to achieve. Furthermore, we cannot expect better economic conditions in this level without first educating its people. There is no way out except through education.

In its 2009 Education for All (EFA) Global Monitoring Report, UNESCO placed Indonesia 71st out of 129 countries surveyed, down from 62nd in 2007 and 58th in 2006. This shows that instead of progressing in enabling education for all, Indonesia has been slipping down the ladder. Because of the existence of high opportunity costs to education in this country, an ‘iron fist’ approach from the top might not necessarily work. Therefore, the challenge for Indonesia is how it will strategize and galvanize effort from all levels of society to approach this issue from a community-based approach.

The change in mindset towards education has to be generated from the top level but transmitted at the grass root level, with trained change agents including community leaders, principals, village heads, teachers, parents and volunteers.

If not, education in Indonesia will never be free, even if monetarily it is.

* Sapto Handoyo Sakti is Sampoerna Foundation’s Communication Director. He was formerly the Senior Manager of Communications and Outreach at a leading international non government organization in Indonesia.He holds a Post Graduate Diploma in Communication Management from Massey University, New Zealand.

Source: www.vivanews.com

USC Annenberg Receives Two Major Grants from The California Endowment

noreply@blogger.com (Unknown) — Sun, 28 Dec 2008 00:46:00 +0000

In an effort to improve the quality of health communication and health journalism in Los Angeles and across the country, The California Endowment has awarded two major grants to programs directed by the Annenberg School for Communication at the University of Southern California.

The awards include a $3.5 million grant over three years to the USC Annenberg / California Endowment Health Journalism Fellowships and a two-year, $640,000 grant to the Metamorphosis Project. The first grant helps build the capacity of reporters to cover complex health and health policy issues, while the second grant is designed to better understand the ways information on health and other issues is shared and disseminated within neighborhoods and communities.

“USC Annenberg is delighted to see our partnership with The California Endowment deepen and expand,” USC Annenberg Dean Ernest J. Wilson III said. “Through our professional development programs and research projects, USC Annenberg is proud to create a more informed and active citizenry and improve health outcomes in local communities.”

“Keeping residents informed and engaged around health is critical in efforts to transform communities into neighborhoods that support and promote health,” said Robert K. Ross, M.D, president and CEO of The Endowment. “Giving the media the tools it needs to connect the dots between complex policy issues and the issues facing neighborhoods and families on the ground is key to supporting meaningful engagement and informed public debate.”

The all-expenses-paid Health Journalism Fellowships – which have provided professional education to more than 350 journalists since 2005 – offer journalists from mainstream and ethnic media across the country a chance to step away from the newsroom for four- to six-day sessions to hone their health reporting skills. In intimate workshops, field trips and discussions, Fellows learn from the country’s most respected health and medical experts, top journalists in the field and each other.

The program will continue specialty tracks, such as a broadcast track tailored to the needs and deadline pressures of television and radio journalists. A national track will encourage collaboration between mainstream and fast-growing ethnic media by awarding a $2,000 stipend to selected journalists who will delve into in-depth projects that leverage the strengths of both partnering media organizations. Fellowships seminars in 2009 will focus on the interconnections between environment, class, race and opportunity and their cumulative impact on community health.

“We are grateful for the visionary leadership and support of The California Endowment,” said Michelle Levander, founding director of The California Endowment Health Journalism Fellowships. “In today’s resource-strapped newsrooms, professional journalism education is more valuable than ever. Our fellows hit the ground running when they return to their news outlets: they are armed with dozens of story ideas, new sources, and strategies for smart, multimedia journalism.”

The new grant also allows the Health Journalism Fellowships to expand in new directions. With the Foundation’s support, the Fellowships will launch a new Web site, reportingonhealth.com, in early 2009, showcasing fellowship projects and offering resources to journalists reporting on community health and health policy issues. The expanded program will also educate some new constituencies, reaching out to editorial leaders and writers for consumer health Web sites and participants in community-based journalism projects.

The grant to The Metamorphosis Project, USC Annenberg’s 10-year program exploring the impact on urban communities of globalization, population diversity and new communication technology, will investigate ways to engage South Los Angeles residents, local media, and community organizations to support healthier communities.

“The members of the Metamorphosis Project research team are thrilled to have the opportunity to put into practice years of Metamorphosis research,” said USC Annenberg communication professor Sandra J. Ball-Rokeach, principal investigator of The Metamorphosis Project. “Our goal is to maximize the effectiveness of California Endowment programs that are designed to strengthen the fabric of diverse communities.”

This multi-method project by Metamorphosis will identify central “networkers” – the community organizations and local media that are already well integrated into the storytelling network and known by residents – and bring them together to increase community capacity. “By increasing the strength of connections between community organizations, local media and the people they serve, the communities’ communication networks will be made more robust and community improvements more secure over time,” Ball-Rokeach said.

For more information on the USC Annenberg / California Endowment Health Journalism Fellowships, visit www.reportingonhealth.com.

For more information on The Metamorphosis Project at USC Annenberg, visit www.metamorph.org.

The mission of The California Endowment is to expand access to affordable, quality health care for underserved individuals and communities, and to promote fundamental improvements in the health status of all Californians. For more information, visit www.calendow.org.

Located in Los Angeles at the University of Southern California, the USC Annenberg School for Communication (annenberg.usc.edu) is among the nation’s leading institutions devoted to the study of journalism and communication, and their impact on politics, culture and society. With an enrollment of more than 1,900 graduate and undergraduate students, USC Annenberg offers degree programs in journalism, communication, public diplomacy and public relations.

Privatized Universities May Spark Classism

noreply@blogger.com (Unknown) — Sun, 28 Dec 2008 00:41:00 +0000

By Erwin Maulia

(The Jakarta Post: Jakarta, 09/18/2008) - A proposed bill to advance the privatization of top universities in the country may lead to classism and conflict, as higher tuition fees will prevent underprivileged students from undergoing higher education.

Education expert Darmaningtyas said tuition fees, especially at state universities, had rocketed since the government passed a regulation in 1999 that declared four top state universities legal entities.
Image

The four are the University of Indonesia (UI), Gadjah Mada University (UGM), the Bogor Institute of Agriculture (IPB) and the Bandung Institute of Technology (ITB).

Since the bill was passed, the government has gradually cut subsidies to the four and has encouraged other universities to raise their own funds.

"The consequence of this liberalization of education is that education is no longer a basic right of every citizen. Rather it is a commodity, which only the haves can afford to buy. "Education is getting costly," Darmaningtyas said in Jakarta on Tuesday during a discussion on legal entities organized by the Indonesia Corruption Watch.

The bill, which National Education Minister Bambang Sudibyo earlier said would change "all state and private universities into corporate-like institutions", is currently being deliberated at the House of Representatives.

Jimmy Paat, an education sociology expert at Jakarta State University, said the essence of the bill was to privatize universities and that the proposal was "full of injustices". "Many students will be gotten rid of not because of their lack of intelligence, but simply because of economic reasons.
"I believe education has to create fairness, equal opportunities for every one; Now how can we expect fairness from privatization?" Jimmy said.

It costs up to Rp 750 million (approximately US$79,300) to put a student through medical school at UI. "With such high fees, it is no wonder why the poor cannot afford (tertiary) schooling and why medical treatment has become so costly; The medical students spend too much to graduate," ICW's Ade Irawan said.

Darmaningtyas said the liberalization procedure had caused pro-people universities to commit injustices. "When I was at UGM, it allocated 18 percent of its seats for students from West Nusa Tenggara, Papua and Maluku so that we could find students from those provinces in every faculty in the university. "However, they are no longer there now, and I'm suspicious that is a result of the high tuition fees," he said.

He said the fact that underprivileged students from eastern Indonesia could no longer enter top -- and therefore costly -- universities in Java could potentially trigger a culture of jealously and conflict for future generations.

"They can never compete in the job market even on their own home soil. Mining companies in Papua, for example, prefer graduates of UI or ITB to local university graduates," Darmaningtyas said.

"This can trigger jealousy, with top state university graduates deemed as colonizers. If the legal entities bill is finally passed into law, in 10 years we'll see social conflicts and disintegration prompted by jealousy," Darmaningtyas said.

Teacher Quality is A Must

noreply@blogger.com (Unknown) — Tue, 11 Nov 2008 08:20:00 +0000

(Jakarta, Kompas: 06/11/08) – The issue of upgrading teacher quality shouldn’t be debated any longer; it is something that needs to be done. Without a quality upgrade, efforts to increase the education quality and the education budget will be wasted.
teacher writing
World Teachers’ Day, which is celebrated on 5 October every year, served as an opportunity to introspect regarding the professionalism and quality of teachers.

This observation was made by the Chairman of the Board of PGRI or Persatuan Guru Republik Indonesia, Sulistyo during a ceremony commemorating International Teacher’s Day, Sunday (5/10). Initiatives to upgrade the capacity and quality of teachers is the responsibility of the Ministry of National Education, the Regional Government, schools and teachers themselves.

Creating Awareness
Sulistyo revealed that teachers need to be aware personally, about improvements and changes in performance. Teachers must have a thorough understanding regarding the specific qualifications and duties that are required of them.

In reality, as an illustration, Sulistyo revealed his dissertation findings on meta-cognitive abilities of teachers in preparing lessons, particularly the methods teachers applied in planning, thinking, and managing class material.

“The ability of teachers in preparing class material isn’t up to standards. Teachers have a vague picture of what their duties are in class,” said Sulistyo whose reserach included questionnaires, classroom observations, in-depth interviews as well as psychological testing.

Preparation is commonly done only by following the lesson planning guidebook collectively agreed in Teacher Meetings or Musyawarah Guru Mata Pelajaran, usually printed by the local Education Office, however, not yet fully applied by teachers.

Not On Target
Sulistyo has also found that initiatives for professional development at the municipality or regency level often neglects the real needs. Teachers are still regarded from a bureaucratic perspective, rather than an academic one.

“Teachers should have access to information on education research and technology. However, this access is not given to them, thus teachers continue to miss out on information. It’s a classic problem in Indonesia,” he said.

“Sometimes only a representatives on behalf of the teachers is sent to training seminars. There are teachers who never experience improvement. Contrastingly, some teachers receive several opportunities for training,” Sulistyo added.

According to Sulistyo, the Ministry of National Education should re-evaluate the teacher quality improvement programs, because they have not been altered much. An assessment needs to be made to evaluate whether they are still “on target”.

Supriyono from the Jakarta Teachers Association or Serikat Guru Jakarta, and founder of the Indonesian Forum for Honorary Teachers, said during the ceremony commemorating World Teachers’ Day, that honorary teachers are demanding that the government take swift action to eliminate any form of discrimination against non-government teachers. “ The same demands are made of all teachers: To educate the nation’s students, “ he said.

He is asking the government provide regional or provincial minimum wage in addition to social security for employed teachers. Many foundation still do not pay adequate salaries, in particular those operating in the not-for-profit sector. “They provide honorary fees that are adjusted to match the economic condition of the communities. On average Rp 250.000 – Rp 500.000/month.” he said. (INE)

PASCO’s New EcoZone System Gives Teachers and Students an Affordable and Accurate Way to Construct, Observe and Measure Ecosystems

noreply@blogger.com (Unknown) — Sat, 01 Nov 2008 17:04:00 +0000

Teachers and students of environmental sciences and ecology now have an affordable and accurate way to construct and study ecosystems with PASCO scientific’s new EcoZone(TM) System designed to help students model and understand the complex interactions within — and among — different ecosystems. The system sells for $99.

EcoZone allows students to move beyond traditional observation and qualitative measurement and engage in active, sensor-based measurement and modeling of ecosystems. Using PASCO’s line of PASPORT digital sensors,(1) students can predict, monitor and describe changes over time with greater accuracy. Specifically, environmental sensors let students evaluate water quality, quantify changes in carbon dioxide and oxygen, monitor temperature changes, measure the “weather” within an ecosystem and more.

“The interaction of organisms within their physical surroundings is one of the most important concepts within Environmental Science,” said Korey Champe, PASCO’s manager of earth and environmental science education. “By designing EcoZone System to support the use of PASPORT sensors, we’ve enhanced students’ ability to make qualitative observations. More importantly, students can now quantitatively measure a closed system. Forget about cutting up two liter soda bottles, poking holes and labeling them. EcoZone lets students get right to work on experiments.”

EcoZone gives students a range of options for constructing ecosystems. They can choose the traditional terrestrial, aquatic, and decomposition arrangement and measure the interaction of organisms in all three ecosystems; or they can create their own unique biomes like a tropical rainforest or desert ecosystem. Students also can decouple the system to conduct isolated investigations — such as how light affects the ecosystem; or they can construct two identical ecosystems, one to monitor light conditions and the other to monitor dark conditions.

EcoZone consists of three clear, acrylic EcoChambers. Each is a closed environment that is custom molded to use with sensors and take measurements that have minimal impact on the environment. Openings within each chamber allow air to circulate between each of the three chambers. A cotton cord efficiently “wicks” water between the chambers, so all three chambers have the necessary water to support biological activity.

Students can use a syringe to extract a small amount of water for chemical testing with the PASCO ezSample(TM) test kits. The syringe also can be used to replenish water if the levels are too low to sustain life, or if students want to inject a pollutant into the environment and monitor its effect.

EcoZone comes with everything teachers and students need to construct ecosystems(2):

— Individual EcoChambers, including lids
— Custom tray for holding EcoChambers in a connected ecosystem
— Stoppers
— Cotton wick
— Syringe and plastic tubing

For more information visit http://www.pasco.com or call 1-800-772-8700.

About PASCO scientific

PASCO scientific is a leading developer of innovative, technology-based solutions for hands-on science. PASCO’s team includes former and current teachers, educational researchers, engineers and many more. Throughout its more than 40-year history, PASCO has focused exclusively on science education — designing, developing and supporting better ways of teaching and learning science. Teachers and students in more than 100 countries throughout the world use PASCO solutions. For more information, visit http://www.pasco.com.

EcoZone is a trademark and PASCO is a registered trademark of PASCO scie

Microsoft Gives Out Free Software Starting September

noreply@blogger.com (Unknown) — Sat, 01 Nov 2008 17:02:00 +0000

(Kompas, Jakarta:27/08/08) – As it enters the 2008 fiscal year, Microsoft starts to target education as one of its main focuses. According to Tony Chen, President Director of Microsoft Indonesia, this is a part of Microsoft’s drive to make its business goal this year as “Dedication for the Country”.

“Education is very important. This country’s future relies on a sound education. Through education, we want to create new Bill Gates in Indonesia,” he said during dinner with the press in Rumah Daksa, Jakarta on Tuesday (26/8).

To support the cause of education, Microsoft will give out free software packages to a number of universities, under a program called Dream Spark. Dream Spark is a collection of softwares that can be used as tools to develop and design various applications, including the one used to create computer games.

“It’s called Dream Spark because the goal is to help (the students) realize their dreams,” said Tony Seno Hartono, National Technology Officer of Microsoft Indonesia. He said that by providing these softwares for free, it will be easier for student groups from various backgrounds to collaborate and create applications.

Dream Spark had been initiated in several countries since February 2008, but it will only start in Indonesia come September. In the beginning phase, distribution will start in ITB (Bandung Institute of Technology) and in universities under the Astikom network (Association of Computer Universities). Students studying at these institutions will be able to download the softwares for free. In the future, as well as expanding its network of distribution, Microsoft Indonesia will also provide Dream Spark in CD form or through local servers for easier access.

The following is the list of free softwares that are included in Dream Spark:

* Microsoft Windows Server 2003 R2 (Standard Edition and Standard x64 Edition)
* Microsoft Visual Studio .NET 2003 Professional
* Microsoft SQL Server 2005 (32 & 64-bit Developer and Standard Editions)
* Microsoft Office Visio Professional 2007
* Microsoft Visual Studio 2005 Professional
* Microsoft Developer Network (MSDN) Library
* Microsoft Office Project Professional 2007
* Microsoft Expression Web
* Microsoft Expression Blend 1.0
* Microsoft Expression Design 1.0 (contained in Expression Studio)
* Microsoft Expression Media 1.0 (contained in Expression Studio)
* Microsoft Expression Studio (contains Web, Design, Blend, Media)
* Microsoft Compute Cluster Pack
* Microsoft Visual Studio 2008 Professional

Teacher Education for 40.000 University Graduates

noreply@blogger.com (Unknown) — Sat, 01 Nov 2008 16:57:00 +0000

(JAKARTA- KOMPAS: 23/10/08) – The government is making available 40.000 seats for university graduates of all kinds of degrees to enroll in a teacher education program. Upon program completion, these university graduates will be awarded certificates which will enable them to hold teaching positions in the public as well as private school system.
Teacher Reading a Book

“In the course of time, only those who possess Teacher Education certificates are able to practice the teaching profession.” said National Education Ministry's Director General for higher education, Fasli Jalal in Jakarta, Wednesday (22/10). The quota of 40,000 teacher candidates was set to approach the number required for the replacement of retiring teachers and meet demand for new teachers.

According to Fasli, non-education degree holders eligible to enroll are those wanting to teach at the Junior High School, Senior High School and Vocational School level. Those wanting to teach at the Kindergarten and Elementary School level, will be required to have a degree in Kindergarten and Elementary School education.

Teacher Education, Fasli added, for non-education degree holders constitutes a 6-months program, while the training for Kindergarten and Elementary School teacher candidates is a one-year program.

Before enrolling in the program, Fasli continued, candidates will go through a strict selection process. “Only those who have what it takes to become teachers and really have the desire are allowed to take part,” said Fasli.

According to him, these strict requirements are necessary to continually ensure better teacher quality. “said Fasli Jalal.

Sulistyo, Indonesian Teachers Union (PGRI) chairman said, the government’s initiative to set up teacher education programs, is a crucial step towards raising the quality of teachers. However, precise calculations are required to determine the quota for teachers, taking into account quantity as well as the distribution. This is to ensure that schools are no longer experiencing a shortage of educators, which encourages the hiring of unqualified individuals.

Sulistiyo said, the government should give priority to education degree holders in selecting candidates, since these individuals have been trained as educators for longer periods of time.

Subject content teachers who are non-education degree holders should be asked to teach less common subjects, such as those taught at vocational schools. These subjects usually require teachers with more specific skills,” he said.

On a separate occasion, the Minister for National Education, Bambang Sudibyo said the government has taken several measures to improve teacher quality and welfare and ensured a sufficient supply of teachers.

Up until 2015 it is estimated that 300,214 teachers will head into retirement. This gap will be filled by teachers that meet the current Law on teachers and university lecturers.

Majority of Principals Weak in Managerial Skills

noreply@blogger.com (Unknown) — Sat, 16 Aug 2008 00:25:00 +0000

Author : Sidik Pramono

(JAKARTA—Media Indonesia:12/08/08). The majority of school principals in Indonesia lack the necessary managerial and supervisory skills. The direct effect is lack of quality in the schools that depend on their leadership and guidance.

“Management and supervision, actually, constitutes one of the major powers that a school principals has in his arsenal to run a school,” said Director of Education Personnel, Directorate General of Quality Improvement of Teachers and Teaching Staff or Peningkatan Mutu Pendidik dan Tenaga Kependidikan (PMPTK), Ministry of National Education, Surya Dharma, during the press conference on the First Conference of The South East Asia School Principals Forum / SEA-SPF, at Depdiknas, Jakarta, Monday (11/8)."

To become a principal, said Mr. Surya, one must show competence in five skill areas at the very least, as set forth in the National Education Minister’s Regulation No. 13/2007. This skill set includes the following areas: character, social, managerial, supervisory and entrepreneurial.

Unfortunately, Mr. Surya added, an assessment done on 250 thousand principals from Kindergarten through to upper secondary and vocational school level, from both private and public institutions, turned up with results confirming that many principals do not meet the regulation’s requirement.

According to Mr. Surya, current methods for principal recruitment and appointment are have for the many principals do not satisfy the ministry’s regulation. Since regional autonomy laws have been in effect, the power to appoint school principals were handed over completely to the regent or mayor.

“Such authority allows the regents or mayors to freely appoint principals; perhaps these appointments are made to further other agendas, maybe support in the upcoming election for regional heads or governor (political interest),” Mr. Surya added.

Moreover, Mr. Surya stated, many principal appointment processes are carried out without the proper training. In fact, in a number of countries, a minimum of 6 months training is required to occupy the position of principal. In Malaysia, teachers who want to become school principals must receive around 300 hours of training at Institut Amiruddin Bakri.

Therefore, Mr. Surya hopes, regents and mayors will be conducting recruitment and appointment of school principals in accordance to the standard requirements. “Funds should also be made available for their training to ensure they are fully prepared to become principals,” he said.

Eleven countries are expected to participate at the SEA-SPF forum, to be held on 15-18 August. These are: Indonesia, Brunei Darussalam, Kamboja, Indonesia, Malaysia, Myanmar, Laos, Philippines, Singapore, Vietnam, Thailand and Timor Loro Sae. (Dik/OL-2)

Psychology Degrees Through Online Education

noreply@blogger.com (Unknown) — Fri, 11 Jul 2008 06:12:00 +0000

According to the U.S. Bureau of Labor Statistics 40 percent of psychologists are self-employed, with clinical psychologists earning anywhere from $50,000 to over $100,000. The average salary for a psychology professor was $82, 554 for the academic year of 2005-2006, according to the College and University Professional Association for Human Resources. The demand for psychology professionals will continue to grow up to 26 percent.

Having a background in psychology can be very useful. Professionals in the field of psychology study, research and strive to understand human behavior and the mind. Counseling and clinical psychologists dedicate their work to providing treatment to individuals who are coping with various degrees of stress and trauma.

Research psychologists conduct scientific experimentation to understanding the mind, and the depth in which exterior stimuli affect mental processes. Being able to understand human behavior and how individuals interact is especially useful in business professions requiring communication skills. HR professionals and industrial-organizational psychologists directly apply psychology to the working environment. Practicing and developing the skills learned from a psychology course is rewarding and useful.

Whether you’re pursuing a psychology degree for a career or personal interest, the opportunity for studying psychology is more accessible than ever. Thanks to the many colleges and universities providing distance education and online programs, students now have access to hundreds of different educational programs, at all levels, from Associate’s degrees to Ph.D.s. Some universities have offered online educational programs for many years, while others are just now developing online courses.

With over 60 percent of all colleges and universities offering some form of distance education, students have access to hundreds of enriching educational programs. Online classes allow students to take classes from home, the office, and on the road, and there is no deadline for program completion. Individuals can complete classes at their own pace without facing academic penalties. Whether for personal fulfillment or achieving career goals, an education in psychology is within reach.

eLearners.com, an online learning advocate, provides a variety of services to help potential online and distance learners find out about and select the best courses, programs and degrees for their needs, including a searchable database listing accredited colleges and universities and the classes they offer. They try to give you enough information about online learning to narrow your choices and make an informed decision.

eLearners’ services are free — the site and it’s provisions are entirely supported by their education partners, sponsors and service providers.

Take the next step: Log on to www.elearners.com now to get your Psychology degree online.

Japanese Government (Monbukagakusho: MEXT) Scholarship for 2008

noreply@blogger.com (Unknown) — Fri, 11 Jul 2008 06:09:00 +0000

Please read the following procedures and inquire at the department concerned if you have applied for the Japanese Government (Monbukagakusho: MEXT) Scholarship for 2008 (Research Students), have successfully completed the preliminary examination at the Japanese Embassy (Consulate Office) in your country, and wish to study at Hiroshima University.

Application for 2008 academic year may be submitted to us until the end of August. It may take longer to issue a letter of acceptance, therefore we advise you to contact the concerned faculty as soon as possible.

When making an inquiry, please let the concerned faculty know that you are an applicant for the Japanese Government (Monbukagakusho: MEXT) Scholarship for 2008, and that you have passed the preliminary examination.

1. Please contact the office in charge of international research students at the graduate school you wish to enter if you wish to obtain admission as a graduate student or a research student, or a letter of acceptance as a research student. In order for the concerned faculty to answer your questions as accurately as possible, please provide us with the following information when making your inquiry:

1. Name
2. Nationality
3. Current university or company name
4. Field of study and study program
5. Desired academic supervisor
6. Desired course for enrollment (research student, master’s course, doctoral course orprofessional graduate course)
7. Contact details (e-mail, fax or telephone number)
Note: Please tell us the most up-to-date information.

2. The documents that must be submitted to the concerned faculty are the documents that were submitted to the Japanese Embassy or Consulate Office (application form, certified academic records of the university attended, study program to which a confirmation seal of the Japanese Embassy/Consulate Office is affixed), Preliminary Examination Certificate issued by the Japanese Embassy/Consulate Office and other documents requested by the graduate school.
You should submit the documents to the address requested by the office in charge of international research students at the graduate school you wish to enter upon consulting with them.

3. Please click the link below for a list of departments for inquiries.

4. Before making an inquiry, please read the following details about methods for gathering information. Please gather sufficient information in advance about your objectives for studying in Japan, the graduate school which is suitable for your research, whether there is a suitable course at Hiroshima University and the department of the faculty member you wish to be supervised by. We recommend that you investigate these items carefully so that there is no discrepancy after you enroll.

The “Profiles of Faculty and Research Scholars” contains information about the specialist fields, research activities and subjects taught by over 1,700 faculty at Hiroshima University. You can search by name and keywords.

Tips To Be a Successful Online Learner

noreply@blogger.com (Unknown) — Wed, 12 Mar 2008 17:10:00 +0000

Part of My Book Collection
Originally uploaded by Chris Fritz

Online Learning is a total new experience in of its own type. Keeping few things in mind, you can enjoy learning online to its fullest. In this piece of writing I'll share some important tips that will surely help you in your journey of e-learning.

• Find out the institution that gives you best education for your money. There are websites on the internet that compare the pricing of different institutions. Thus giving you a better choice.

• Check the accreditations FIRST! An extremely important task it is. Never keep it aside. Give it first priority.

• Improve your writing skills. Practice to communicate via writing effectively. Writing, or shall I say typing is the most important skill an online learner must possess. Your tutor assesses you by the words you have typed out to him. Feel comfortable at expressing yourself in writing.

• Have an open mind. Be ready to accept diversities. Learn to share experiences with fellow students. Remember it is not important that your fellows in a course be from your own territory, they may be from some where opposite in the globe.

• Keep a strict check on yourself. On one hand where online education facilitates you with ease at studying when free, on the other hand it may make you lazy. Make a timetable for yourself and follow it strictly.

• Set aside 4-5 hours, preferably more, daily for study. Then only would you get good grades.

• Learn to communicate problems with your instructors. An instructor won't know you are facing a problem in learning or understanding something unless and until you speak up to him and tell him about it.

• Never take online education as an easy way to get education. The marking criteria, course, assignments and exams are all the same as in traditional colleges. They are not at all easier so never take them lightly or your grades would suffer.
• While studying online, mostly assignments and questions given by the instructors are based on critical thinking. The answers are always easy, but never jump to conclusions. Sit back, relax, think and answer the questions even if you have a 24 hour submission quiz.

• Complete assignments at least a day before the given deadlines. Don't wait till the last hour. Make a habit to complete at the earliest possible instance. Emergencies never knock!

• Communicate with your fellow course mates. You will get versatile ideas.

• Keep aside some space where you can sit and study daily for a few hours without any interruption.

• Be a strong believer in the merits of online education. Never hesitate to advocate it in a group decision.

• Make a routine to log on to your learning management system daily or at least every alternate day.

• Be polite in discussions. Never taunt. Be rational and reasonable in your arguments.

• Finally apply whatever you learn in your daily life. Try and implement it practically.

Keith Londrie II is the Webmaster of http://best-online-degrees.info/ A website that specializes in providing information on Online Degrees that you can research on the internet. Please Visit http://best-online-degrees.info/ now!

Article Source: http://EzineArticles.com/?expert=Keith_Londrie

Classroom Respect, Behavior & Learning

noreply@blogger.com (Unknown) — Wed, 12 Mar 2008 17:06:00 +0000

Classroom Respect, Behavior & Learning adalah bagaimana anda sebagai pendidik di sekolah bisa menguasai jalannya pelajaran dan menguasai murid-murid anda agar tercipta suasana belajar mengajar yang kondusif. Tapi hal itu tentu akan sulit. Oleh karena itu semoga dengan membaca artikel dibawah ini anda bisa paham benar cara belajar dan menguasai classroom dengan benar.

Stand on the playground during recess or in the hall during lunch and you'll hear the usual conversations about boys, girls, sports, homework, teachers, and student life in general; but what you're also likely to hear are many disrespectful comments being made by one student to another. Generally these are not scathing comments that will scar an individual for life, but they are rude, disrespectful, sarcastic, and basically inappropriate comments for anyone to make to another.

Sometimes as teachers we forget that our job is not only to provide the opportunity and information to learn--it is also our job to provide a safe and positive school and learning environment where learning may take place. Most of us are quick to stop outright aggressive behavior or violent talk, but far too often the more mild disrespectful and sarcastic comments are allowed to go unchallenged.

Whether we are conscious of it or not, we are behavioral models for all students. If we allow or ignore disrespectful comments between students, regardless of how mild, we are sending the message that these types of comments are acceptable. Our ignoring or refraining from commenting upon these comments actually reinforces this behavior, increasing the likelihood that such comments will continue to be made. As teachers, we can't control what happens in a student's life at home, at work, or even in the hallway--but we can control what happens in our classrooms (Beamon, 2001; Daniel and Benton, 1995).

As educators, it is our job to insure that all students are treated with basic respect while in our classroom and in our presence. According to Valerio (2001), a classroom is a "theatrical stage" that must be designed in advance to make students feel comfortable with their instructor, peers, and environment. How we structure our classrooms and what types of behaviors and conversations we allow has a significant impact on the perceived safety of our classroom.

It is important to keep in mind that safety and trust are determined individually by each student in the classroom. Although we may believe our classrooms are safe and each student feels he/she can take risks in the academic and social environment, this may not be the case. Our students may be physically safe, but if basic respect is not mandated in our classrooms, then many of our students will feel emotionally unsafe, which will negatively impact social and academic growth.

When students enter the classroom, they are bringing with them years of experiences and issues from the outside world. They have interacted with each other on many levels outside of school. Along with these outside interactions come deep-seated feelings about certain classmates. Regardless of whether these feelings are warranted, it is unlikely that we can change them. What we can change is the behaviors students change in response to those feelings. It is our responsibility to ensure that our students give one another basic respect.

Basic respect should be a bottom-line requirement for all individuals, adults and students alike, who enter our classroom. Students do not have to like everyone in the class, but they should be required to give basic respect to everyone. Let me say that one more time. You (students, teachers, aides, administrators, parents, etc.) don't have to like everyone in the classroom, but you will afford them basic respect at all times. This statement should be the mantra in all classroom settings nationwide.

It is always wise to begin each school year with a classroom discussion about the rules and rituals that will be followed for the year. Many of the classroom rules and rituals should be developed by and in cooperation with the students so there is a feeling of ownership, but not all rules should be negotiable. Classroom safety and basic respect should not be negotiated, and it should be made very clear that violation of these two bottom-line rules will not be tolerated. Students need to know that rude, sarcastic, threatening, mean-spirited, or negative comments, whether said in jest or not, will be met with consequences.

Due to today's media, many students have learned to use sarcasm as a form of communication and humor. Sarcastic humor is one of the most sophisticated forms of humor and most students and adults do have the social and emotional skills to use this form of humor correctly. Many individuals use sarcastic humor to veil threats, belittle others, point out flaws, or improve their position in a social group, all under the guise of humor. To allow such "humor" in our classroom sets a dangerous precedent. It sends students the message that they cannot be openly disrespectful, but they may be covertly disrespectful if they cloak their comments with sarcastic humor.

Since many of our students have never been taught what basic respect is and how to give it, how do we help them understand this concept? A simple method is to make this part of the rules and rituals discussion at the beginning of the school year (or each new term if classes change). Have the students name some of the individuals they admire and would treat with the utmost respect. Remind them that you are not asking them who they idolize (rock stars, sports figures, movie stars), but whom they admire and would give the utmost respect to in all situations. The list might include judges, grandparents, priests, bosses, and military personnel. Then tell the class that any comment not fit to be made to one of these respected individuals should not be made to another person in or out of the classroom.

There is a high likelihood that not all faculty will hold their students to this high standard, and this will make your job that much more difficult. Obviously, if this were a school-wide policy, students would learn to be respectful in all school situations. The fact that it will not be enforced by all faculty should not deter you from requiring basic respect in your classroom and in your presence. If as teachers we hold firm to the basic respect rule, our students will feel safer, and that feeling of physical and emotional safety will afford them the learning environment that will maximize learning and positive academic outcomes.

Mick Jackson is an Intervention Specialist with a Master's Degree in Special Education and Theory. Mr. Jackson has 15 years of combined experience in self-contained special education classrooms, resource rooms and hospital day treatment. He has developed and overseen mental health and intervention programs and directed staff in four different states. Currently his courses are being offered through distance education at over 100 sites in the United States and Canada. Mr. Jackson is President and CEO of Virtual Education Software, Inc. http://www.virtualeduc.com

Article Source: http://EzineArticles.com/?expert=Mick_Jackson

AULA´08, The International Educational Opportunities Exhibition

noreply@blogger.com (Unknown) — Sun, 02 Mar 2008 16:18:00 +0000

Ifema has already set the dates for the staging of the sixteenth edition of the fair, AULA´08, the International Educational Opportunities Exhibition, which will take place at its usual venue, Feria de Madrid, between 2nd and 6th April 2008. Over a number of years this event has consolidated its position as the leading Spanish event of its kind and a valuable tool for all students, parents and educators.

In effect, AULA offers young people an opportunity to make decisions regarding their future in a responsible manner, evaluating their best options. Parents are offered useful career guidance advice in order to help them decide how to educate their children. Furthermore, the exhibition provides teachers, above all career advisors, with the widest possible overview of the options available.

AULA´s role was confirmed at its last edition, which took place in March 2007, bringing together more than 300 companies from 12 different companies, based on a net exhibition area measuring some 10,600 square metres. Furthermore, more than 130, 000 students and educators attended the fair in order to discover the latest products and services within the field of education. We might highlight the geographical origin of these visitors, who attended the event from practically every corner of Spain.

These excellent results are based on the high quality of the exhibition that is presented each year, which revolves around the following segments: university studies; studies abroad; post-graduate and master´s courses; other higher studies; language courses; vocational training; first job placements; e-learning; NGO´s; official bodies; student services; the specialised press and sporting activities. This wide-ranging layout provides visitors with a comprehensive perspective of the entire education industry.

The products and services on show at AULA are aimed at a target group consisting of teachers and trainers, school board representatives, career guidance counsellors, education professionals, members of government administration, secondary education students, university students, vocational training students, parents, job-seekers in search of complementary training, students seeking new skills and know-how, etc.

Furthermore, we might highlight the growing international dimension at AULA. Thus, the participation of foreign exhibitors at the fair has become increasingly significant. In this respect, in order to boost the incorporation of foreign products and services, successive editions of the fair designate a guest country, which at AULA´s 2008 edition will be China.

AULA also presents a strong institutional dimension, which is to be expected within the field of education. In fact, the fair is promoted by the Spanish Ministry of Education and Science, MEC, and features the participation of the Education Departments of various Spanish Regional Governments, as well as that of other official bodies and organisations.

Other Government Ministries, such as Culture, Defence, Home Affairs and Employment, also play an active role at the event, as well as in AULA´s packed Programme of Specialised Conferences, which are designed to address some of the most topical issues within the industry. In this respect, the fair organisers are already preparing the Conference Programme for the next edition.

The involvement of all these participants, including both companies and government bodies, makes AULA an ideal event for all students to gain useful guidance regarding their educational future, without forgetting the considerable interest the fair has for all professionals working within the field of education.

SpinLife.com Announces New College Scholarship Program

noreply@blogger.com (Unknown) — Sun, 17 Feb 2008 07:49:00 +0000

Annual Scholarship Breakfast
Originally uploaded by Michael G. Foster School of Business

SpinLife.com, the country’s largest internet retailer of mobility equipment, announced today the development of the SpinLife Innovation in Motion Scholarship program designed to aid college students in their academic endeavors. The annual scholarship is open to students who are manual or electric wheelchair users enrolled at an accredited 4-year institution and applications will be accepted until July 31, 2008.

In order to be considered for the scholarship, students are asked to submit an essay in response to the following: “Imagine the wheelchair of the future. What advancements and features will chairs have in 2028 that will help make students’ lives easier or more productive?”

“SpinLife is dedicated to bringing innovative mobility products to all wheelchair users. One of the most interesting aspects of our world is seeing, and even influencing, product innovation,” said Lisa Stein., founder and CEO of SpinLife. “What better group of people to help us imagine future innovations than the wheelchair — using students of today. The fact that we can aid two students in their academic pursuits is icing on the cake.”

In order to qualify for the scholarships students must meet the following criteria: be a full-time wheelchair user, be over the age of 18, enrolled at an accredited 4-year educational institution at the undergraduate level, be a legal resident of the US or possess a valid student visa and maintain a cumulative grade point average (GPA) of at least 3.0.

Submissions will be evaluated by a committee. Winners will be selected based on merit and creativity and be announced on September 1, 2008.

The winners’ essay, along with their names and photos will be featured on SpinLife.com.

Applications can be found at SpinLife.com.

For more information, contact:

Jennifer Walsh
614-564-1400 x122

Scholarship deadlines approach for Hispanic students

noreply@blogger.com (Unknown) — Sun, 03 Feb 2008 14:59:00 +0000

Hispanic Student Reception Poster
Originally uploaded by acc_hsssc

There are more than $2 million in scholarship and internship opportunities for Hispanic college students pursuing degrees in math, science, engineering or technology through Advancing Hispanic Excellence in Technology, Engineering, Math and Science (AHETEMS), the educational foundation of the Society of Hispanic Professional Engineers (SHPE).

Deadlines to apply range from Feb. 1 to April 1, although several deadlines are Feb. 1.

Students may apply for as many scholarships and internships for which they are applicable. A listing of all scholarship and internship opportunities can be found at www.ahetems.org

For more information, call Mysti Pasquale at the AHETEMS Foundation at (817) 272-1116 or email mystip@shpe.org.

ITT Educational Services, Inc. Announces Availability of Additional Student Funding Options

noreply@blogger.com (Unknown) — Sun, 03 Feb 2008 14:57:00 +0000

mural, Educational Services, Museo nacional de Antropologia
Originally uploaded by melisub

ITT Educational Services, Inc. (NYSE: ESI - News), a leading provider of technology-oriented postsecondary degree programs, announced today that it has arranged for Bank of America, Chase Education Finance and Citibank, The Student Loan Corporation to provide federal and private education loans to qualified ITT Technical Institute students and their parents for the remainder of the 2007/2008 academic year through the 2008/2009 academic year.

Kevin M. Modany, Chief Executive Officer and President of ITT/ESI, said, “We are very pleased to be able to provide qualified ITT Technical Institute students and their parents additional options for available funding to help pay the cost of their ITT Technical Institute education. We strongly believe that no qualified individual should ever be denied access to the education of his or her choice due to a lack of funds. The financing that Bank of America, Chase Education Finance and Citibank, The Student Loan Corporation are offering will assist our students in obtaining the education that they desire.”

Modany concluded, “The education loan programs that these lenders are offering will provide us with the ability to continue executing on the mission of ITT Technical Institute to increase access to high-quality postsecondary education for all qualified Americans.”

Except for the historical information contained herein, the matters discussed in this press release are forward-looking statements within the meaning of the Private Securities Litigation Reform Act. Forward-looking statements are made based upon the current expectations and beliefs of the company’s management concerning future developments and their potential effect on the company. The company cannot assure you that future developments affecting the company will be those anticipated by its management. These forward-looking statements involve a number of risks and uncertainties. Among the factors that could cause actual results to differ materially are the following: business conditions and growth in the postsecondary education industry and in the general economy; changes in federal and state governmental regulations with respect to education and accreditation standards, or the interpretation or enforcement thereof, including, but not limited to, the level of government funding for, and the company’s eligibility to participate in, student financial aid programs utilized by the company’s students; the company’s failure to comply with the extensive education laws and regulations and accreditation standards that it is subject to; effects of any change in ownership of the company resulting in a change in control of the company, including, but not limited to, the consequences of such changes on the accreditation and federal and state regulation of its institutes; the company’s ability to implement its growth strategies; the company’s failure to maintain or renew required regulatory authorizations or accreditation of its institutes; receptivity of students and employers to the company’s existing program offerings and new curricula; loss of access by the company’s students to lenders for student loans; the company’s ability to successfully defend litigation and other claims brought against it; and other risks and uncertainties detailed from time to time in the company’s filings with the Securities and Exchange Commission. The company undertakes no obligation to update or revise any forward-looking information, whether as a result of new information, future developments or otherwise.

WEB SITE: www.ittesi.com

Student lands scholarship

noreply@blogger.com (Unknown) — Wed, 02 Jan 2008 15:12:00 +0000

Annual Scholarship Breakfast
Originally uploaded by Michael G. Foster School of Business

Plainfield Central High School senior Kristina Knowski won a $20,000 scholarship to attend the Academy of Art in Chicago.

Knowski, 18, was accepted to the Academy of Art earlier this year, but she had to “audition” — by demonstrating her artistic abilities — to receive the full-year scholarship.

On Sept. 29, Knowski and about 150 other students from across the Midwest attended the Academy of Art in Chicago. They had to complete two sessions for the scholarship competition.

The first assignment was a still life. The students could use any medium to replicate various objects in a three-hour period. Knowski used watercolor for the first session. The second three-hour session tested figure drawing. The students had to use charcoal to draw a model.

Judges from the Academy of Art then rated the 300 works of art and chose Knowski as the only full-year scholarship recipient. She learned about the scholarship through a letter.

Knowski was home sick the day the letter came in the mail, but felt much better upon opening it.

“I opened it and saw my name listed as a scholarship winner. I didn’t know the order, and I didn’t know what I had won because I was already celebrating with my mom,” Knowski said. “My mom was in tears.”

Knowski’s art teacher Laura Racich said she knows Knowski is “pretty amazing.”

Racich has had Knowski as a student for three years.

“I have been teaching here for almost 20 years and have had so many talented students and I am very proud of the consistency of success, but Kristina is a rare student who is tremendously focused and talented,” Racich said.

“Every project in every media that she has been exposed to, she has taken to a level of excellence that has rarely been surpassed,” Racich said.

Knowski will attend the Academy of Art in the fall.

Source

Wisconsin native unveils $175 million college grant fund

noreply@blogger.com (Unknown) — Wed, 02 Jan 2008 15:10:00 +0000

Courtney Guerra blocking Marnie Grant
Originally uploaded by Pieter Pieterse

John Morgridge choked up Tuesday as he spoke about the older brother who helped pave his way to college.

He was a metaphorical genie, Morgridge said, granting his wish to attend school away from their Wauwatosa home.

Now Morgridge hopes to grant such wishes many times over.

The California philanthropist and his wife, Tashia, on Tuesday formally unveiled a $175 million endowment for their Fund For Wisconsin Scholars during a news conference at Green Bay West High School.

“He said, ‘Get your stuff,’” Morgridge said of his brother, pausing to regain his composure. ” ‘Put it in the car. You’re coming with me. We’ll both get jobs and we can make this work.’ And it did.

“And we’re hopeful — my wife and I — that the gift we’re providing in the form of scholarships will act as a genie for you — will act to give you that extra push.”

The money they’ve given will be used to help qualified Wisconsin students with financial need who attend a state school or technical college. Grants will be based on financial aid, with eligibility determined through the Free Application for Federal Student Aid form process. The grants will not have to be repaid.

The new foundation will work with college financial aid officers to offer grants as part of a student’s total aid package. The monies will be available for students beginning college this fall, which was good news for many of the high school seniors at Tuesday’s event.

“I think what they’ve done is just remarkable,” said West senior Ben Klein, who plans to study education at the University of Wisconsin-Green Bay. “I think it encourages students who normally could not afford college to at least apply and try to see what they can do.”

Morgridge is the retired chairman of the computer networking giant Cisco Systems. He is worth an estimated $2.1 billion, according to Forbes magazine.

Morgridge and his wife graduated from UW-Madison in 1955, he in business, she in education. Tashia Morgridge, also a native of Wauwatosa, is a retired elementary special education teacher.

Rather than fully paying a student’s way, the grant money is designed to give an extra boost to students who might struggle to afford school, John Morgridge said.

For West students like Kacie Burke, a three-sport athlete holding down two jobs, the money could make a big difference.

Burke plans to attend UW-La Crosse before transferring to UW to study pre-pharmacy.

“If I could, I’d have another job,” said Burke, who plans to start at La Crosse because it’s a less expensive school.

“At West, everyone has to have jobs,” Klein added. “Anyone that’s planning to go to college — and you can ask anyone in this room — they’re working 30, 35 hours a week.”

The foundation’s grants will range from $1,000 to $5,000 per student, per year. That could help a lot, Olson said.

Source

Grant to Promote Economic Growth in College Station

noreply@blogger.com (Unknown) — Wed, 02 Jan 2008 15:07:00 +0000

Tendu Leaves
Originally uploaded by photoprofiler

The Texas Engineering Extension Service in College Station has received a grant of $86,744 from the Economic Development Administration (EDA), U.S. Sen. John Cornyn announced Monday. The grant will be used to make operations more efficient. It comes through the U.S. Department of Commerce.

“This is good news for the future of economic development in College Station,” Sen. Cornyn said. “The investment will boost local jobs and expand economic opportunities. I applaud area officials who worked to secure this funding.”

The grant was administered by EDA, a division of the Department of Commerce. It was established to work with states and localities to generate new jobs, retain existing jobs, and stimulate industrial and commercial growth in economically distressed areas and regions of the United States.

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UNICEF: Children in former Soviet countries missing out on education

noreply@blogger.com (Unknown) — Wed, 02 Jan 2008 15:05:00 +0000

UNICEF: Children in former Soviet countries missing out on education
Originally uploaded by nalindes

A new report finds millions of children in Central and Eastern Europe and countries of the former Soviet Union are missing out on education. The United Nations Children's Fund (UNICEF) warns a large uneducated labour force will hamper economic growth and make these countries less competitive in the global marketplace. Ms. Lisa Schlein reports for Voice of America (VOA) from Geneva, Switzerland, where the report was launched.

The report cites the educational system as one of the big casualties of the transition from communism to capitalism in the countries of the former Soviet Union. It says these countries enjoyed universal education under communism, but that now has changed.

UNICEF reports more than 14 million children across the region are not in school. This includes 2.5 million children who have dropped out of primary school. It says attendance rates in Georgia, Moldova and Tajikistan are so low these countries are unlikely to meet the U.N. Millennium Development Goal of universal primary education by 2014.

Coordinator of the study and UNICEF Regional Education Adviser, Mr. Philippe Testor-Ferry, says children of wealthier, more educated families benefit from the public education system. But, he says the poorer children do not, even though schools in most of these countries are officially free.

"But, a number of educational services that in the past were provided free to the families - school meals, school health, transportation - all these services have been cut down since the transition. And, they actually form a basket of hidden costs," he said.

Mr. Testor says poor families cannot afford these hidden costs. He also notes most schools are built in urban areas where richer people are likely to live and not in the poor rural communities.

UNICEF Regional Director for Central and Eastern Europe, Ms. Maria Calivis says every year more than 14 million children enter the workforce without any formal education. She says this region is second only to the Middle East in terms of youth unemployment.

"The young population is definitely an asset to promote the economy," Ms. Calivis further said. "It is an engine behind also promoting an economy that is trying to compete globally. Rather than on cheap labour, more and more governments are giving priority to have their economies compete on a labour force that is skilled and that has the required competencies."

UNICEF says ethnic minorities, especially Roma children, suffer discrimination in education, as do disabled children. In the lower grades, it says fewer girls than boys go to school. But, throughout the region, it says girls outnumber boys in higher education.

The report urges governments to substantially increase the amount of money they spend on education from the current low of three percent of Gross Domestic Product (GDP) to at least six percent.

Original Report on the Net :

 Feature article
UNICEF report card on education warns millions of children left behind in Central and Eastern Europe (CEE) and the Commonwealth of Independent States (CIS)….
A report, “Education for Some, more than Others,” commissioned by the UNICEF Regional Office for CEE/CIS, concluded that, in spite of the economic recovery and increased public expenditure on education in many countries over the past decade, most national education systems were struggling to provide universal education.
www.unicef.org/media/media_40929.html

 UNICEF report “Education for Some, more than Others”
www.unicef.org/media/files/Regional_Education_Study_-.pdf (.PDF File Format, size 4.05 Megabytes)

PHOTO : A Roma boy reads a book in a classroom in ‘Patka,’ Hungary, in 2003. The UNICEF has warned that the collapse of Communism has led to a "catastrophic" decline in access to education and widening inequalities in the former Soviet bloc. Ethnic minorities such as the Roma, and children with physical and mental disabilities, are said to be particularly vulnerable as education services get squeezed. Photo with courtesy of Agence France-Presse.

Indo-Canadian’s family plans scholarship fund

noreply@blogger.com (Unknown) — Wed, 02 Jan 2008 15:02:00 +0000

Indo-Canadian Breakfast, May 19, 2006
Originally uploaded by SFU Surrey

TORONTO: The family of an Indo-Canadian who died in a tragic road accident is planning to set up a scholarship fund in his name at the school from which he had passed out.

Jason Powar, 21, died of injuries he suffered when the motorcycle he was riding smashed into a car on a highway near the city of Richmond, British Columbia, October 20.

Powar’s family members have asked his admirers to make a small donation instead of sending flowers so that they can set up a scholarship fund in his name at Matthew McNair Secondary School, according to a report in the Richmond Review.

More details about the fund and where to send the donations would be released soon, the report quoted family members as saying.

The Review described Powar as a man who had a heart bigger than his giant six-foot-four inch frame and was “a shining role model in the Indo-Canadian community”.

“He was just an amazing young man,” McNair Secondary drama teacher Theresa Watts said.

Jason had worked on a number of school theatre productions. Later, he had set aside his personal aspirations of a career in films and dedicated himself to helping his family’s business, working alongside his father in the trucking business as a driver and dispatcher.

“He gave endlessly of himself. His work was light years beyond most students,” Watts said.

One of Powar’s friends described him as the “central nervous system of our group”, the person who linked 300 people together.

A funeral service was held in Richmond Sunday, which was attended by a large number of Powar’s relatives, friends and school faculty.