Podcasts about college institute

Couple Haim and Claire Rechnitzer compose and recompose Hebrew poetry in English. Rabbi Dr. Haim O. Rechnitzer is a Professor of Jewish Thought at HUC-JIR in Cincinnati, Ohio, and a poet. He earned his doctorate from the Department of Jewish Thought at the Hebrew University of Jerusalem, and his rabbinical ordination from HUC-JIR (Jerusalem) in 2003. Rabbi Dr. Rechnitzer's research is dedicated to themes of political theology, theological trends in Hebrew poetry, Israeli theology, and Jewish education. Recent books include: Pictures / Reproductions (Jerusalem: Carme & Yediot Aharonot, 2022) and Ars-Prophetica: Theology in the Poetry of Twentieth-Century Israeli Poets Avraham Ḥalfi, Shin Shalom, Amir Gilboa, and T. Carmi (Cincinnati, HUC Press, 2023). He has published articles on the subject of political theology, philosophy of education, theology of Piyyut (religious hymns), and Hebrew poetry. Prior to joining the faculty of the College-Institute, Rabbi Dr. Rechnitzer taught in Israel and was on the faculty of the Franklin and Marshall College, Department of Religious Studies. Claire Rechnitzer is a freelance content writer, part-time library services associate and a passionate Alexander Technique teacher. She is thrilled to be helping her husband Haim introduce his poetry to an English reading audience.

- 在台灣當校長容易嗎? 中華民國 zhōng huá mín guó - Republic of China (Taiwan) 教育部 jiào yù bù - Ministry of Education 符合一定條件 fú hé yī dìng tiáo jiàn - meet certain conditions 指導 zhǐ dǎo - guidance, instruction 優異成績 yōu yì chéng jī - excellent grades, outstanding performance 進修 jìn xiū - further studies, pursue advanced education 積分 jī fēn - credit points, accumulation of points 研習 yán xí - workshop, training course 時數 shí shù - hours, duration 審查 shěn chá - review, examination 符合標準 fú hé biāo zhǔn - meet the standards, meet the criteria 重新累積 chóng xīn lěi jī - re-accumulate, start over the accumulation 進階 jìn jiē - advance, promotion - 台灣學校裡有什麼樣的工作? 接觸 jiē chù - contact, interact with 行政人員 xíng zhèng rén yuán - administrative staff, administrative personnel 教學 jiào xué - teaching, instruction 第一線 dì yī xiàn - front line, frontline 支援 zhī yuán - support, assist 組長 zǔ zhǎng - team leader, section chief 總務主任 zǒng wù zhǔ rèn - general affairs director, administrative director (in school) 操場 cāo chǎng - playground, sports field - 台灣的校長做什麼工作? 士氣 shì qì - morale 維護...尊嚴 wéi hù... zūn yán - maintain... dignity 處室 chù shì - department, office 綿密 mián mì - detailed, meticulous 教育局處 jiào yù jú chù - educational bureau, educational office 傳達 chuán dá - convey, communicate 聽取 tīng qǔ - listen to, hear 推廣 tuī guǎng - promote, popularize 鄉土語言 xiāng tǔ yǔ yán - local/native language, dialect 研擬 yán nǐ - formulate, draft 實施 shí shī - implement, carry out 摸魚打混 mō yú dǎ hún - slack off, loaf around 召會 zhào huì - meeting, assembly 縮短 suō duǎn - shorten, reduce 共識 gòng shí - consensus, common understanding 阻力 zǔ lì - resistance, obstacle - 台灣政府最近想要推廣給孩子什麼? 食農教育 shí nóng jiào yù - food and agriculture education 推行 tuī xíng - implement, promote 培養 péi yǎng - cultivate, foster 作物 zuò wù - crops, plants 隱含 yǐn hán - imply, contain 含義 hán yì - meaning, significance 藉此 jiè cǐ - by means of this, through this 傳遞 chuán dì - transmit, convey 營養午餐 yíng yǎng wǔ cān - nutritious lunch 推動政策 tuī dòng zhèng cè - promote policies - 台灣的老師工作很辛苦... 講台 jiǎng tái - podium, lectern 鬆散 sōng sǎn - relaxed, loose 打鐘 dǎ zhōng - clock in, punch the clock 間接 jiàn jiē - indirect 寒暑假 hán shǔ jià - winter and summer vacations 新知 xīn zhī - new knowledge, new information - 為什麼台灣的教育制度需要改進? 耳聞 ěr wén - heard of, rumor 死記 sǐ jì - rote memorization 統編本 tǒng biān běn - standardized textbook 集權 jí quán - centralized power, authoritarianism 政治體制 zhèng zhì tǐ zhì - political system 產物 chǎn wù - product, result 確實 què shí - indeed, truly 約束人民 yuē shù rén mín - restrain the people, constrain the citizens 填鴨式教學方法 tián yā shì jiào xué fāng fǎ - cramming teaching method - 台灣的教育正在努力的進步中... 聲浪 shēng làng - public opinion, outcry 蓬勃 péng bó - vigorous, thriving 突破 tú pò - breakthrough 課程綱要 kè chéng gāng yào - curriculum guidelines 審定本 shěn dìng běn - approved textbook 翰林 hàn lín - Hanlin Academy, a publisher of educational materials 康軒 kāng xuān - Kang Hsuan Educational Publishing, a publisher of educational materials 版本 bǎn běn - edition, version 教科書 jiào kē shū - textbook 鬆綁 sōng bǎng - loosening restrictions, liberalization 體制內 tǐ zhì nèi - within the system, institutional 思維 sī wéi - thinking, thought process 行列 háng liè - ranks, ranks of professionals 師資 shī zī - teaching staff, faculty 師大 shī dà - National Taiwan Normal University 師院 shī yuàn - Teacher's College/Institute - 台灣父母的問題... 升學主義 shēng xué zhǔ yì - exam-oriented education 階級概念 jiē jí gài niàn - class concept, social hierarchy 基層 jī céng - grassroots level 社會變遷 shè huì biàn qiān - social changes, social transformation 階級流動 jiē jí liú dòng - social mobility, class mobility 關鍵 guān jiàn - crucial, key 人本教育 rén běn jiào yù - humanistic education 大官 dà guān - high-ranking official 潮流 cháo liú - trend, current 親子教育 qīn zǐ jiào yù - parent-child education, parenting 補 bǔ - supplement, make up for 如虎添翼 rú hǔ tiān yì - boost like a tiger with wings, give great power 物理 wù lǐ - physics 吃力 chī lì - difficult, strenuous 抹煞 mǒ shā - erase, extinguish

In this episode's great conversation, Nancy and Jose are joined by Sara Boquin, the CEO of the nationally renowned Barrio Logan College Institute. BLCI has created a college readiness model that has positive, proven outcomes in enrolling students in college and helping them be successful while there. To date, 100% of BLCI students enroll in college. A statistic like that is almost impossible to achieve given the social and economic resources impacting our students and their communities. Yet, BLCI has continued to defy the impossible and provide every child with access to higher education, not limited by culture or status, resulting in a thriving community and a better world.And where does this passion come from for Sara? At the age of three, Sara's parents decided to move her family back to their home country, Honduras, Central America. They lived in San Pedro Sula for over six years, where she and her sister further developed their native language, absorbed the culture, and learned the realities of life in a third world country. Upon their return to California, her family moved to Riverside where her parents still reside. Sara found her passion for Latin America's rich history and literature as an undergraduate at the University of California, San Diego. Graduating from UCSD was not easy and she leaned on support programs and friends available to her. This is why she believes in supporting students in their educational path–she is grateful for those who supported her and believes in paying it forward and has dedicated her career to working with educational equity programs. During this episode, you'll hear Nancy, Jose, and Sara discuss the entire supportive ecosystem that is BLCI to help shape all of their students for success in college and life. From tutoring and cultural immersion to field trips and college prep, BLCI is a holistic model with a singular focus on the ascent of students. You'll also hear Sara discuss the significant growth of BLCI over the last 10 years including five different school sites from Chula Vista to El Cajon as well as the process by which students and parents learn about BLCI and gain acceptance to the program. Sara also spends some time discussing her vision for providing their model to an even larger group of students across the County. An excellent episode on filling gaps in the community with Sara Boquin. Here are some other takeaways from the interview:BLCI serves students from 3rd grade through 12th gradeYounger students focus on proficiency, identify, and confidenceHigh schoolers focus on college readiness and prepMost students have their financial needs met for college by way of financial aid and scholarshipsThe answers to the rapid-fire questionsAn excellent interview from a passionate gap minder. Thank you, Sara, for your contributions in San Diego, and for joining us on The Gap Minders.Enjoy this episode and be sure to subscribe to the show.If you have any questions or want to contact Nancy or Jose, please send an email to podcast@uwsd.org. Thank you for listening.To learn more about the two social impact organizations making The Gap Minders possible, please visit www.TheGapMinders.org.

In this episode of "Live Local, Give Local" listeners enjoy a great conversation between Dave Mason, the Host, this episode's co-host, Adrianna O'Donnell, Sara Boquin, the CEO of the Barrio Logan College Institute, and Cristina Aguirre, the Chief Program Officer of the Barrio Logan College Institute.The Barrio Logan College Institute is a program that aims to break the cycle of poverty by helping to prepare students and sending them to college. They serve students starting in the third grade who are the first generation in their family to go to college (meaning that their parents do not have four-year college degrees) by providing these students with the path and resources to get where they want to go. 100% of the students that have gone through this program have gone on to enroll in college immediately after high school and 72% are able to graduate within 6 years with a college degree. They not only provide students in elementary, middle, and high school with support but also have programs for parents.Being part of a network like San Diego gives is extremely important for the Barrio Logan College Institute. Especially after the pandemic, San Diego Gives allows them to remind the community of the work being done by the program and its importance to the students and their families. Being able to connect with other organizations that support their mission is also imperative for the success of the students and being part of a local movement like San Diego gives has only helped extend the reach of the Barrio Logan College Institute.For more information on the many services of San Diego Gives, please visit www.SanDiegoGives.org.

On this episode of the Post Podcast, Fort Hays State University assistant director of admissions Hugo Perez and Fort Hays State University Alumni Association engagement strategist Carolyn Tatro share information about the upcoming Hispanic College Institute.

In this BONUS EdUp Embedded episode of The EdUp Experience, Dr. Joe Sallustio goes one on one with Robert Keiser, COO/Executive Director of Southeastern College & Institute. Robert discusses the absolute necessity of institutional choice for students citing that students are different, so there needs to be a myriad of institutional types to serve them - this includes career training colleges focused on job skills. Joe and Robert discuss the stigma of a "for-profit" college and explore how every single college is for-profit - no college ever says they are "for deficit". This is a fascinating conversation with a humble and servant leader in Robert Keiser. Robert is an ambitious and committed lifer in Higher Education who strives to help students change their lives and achieve their goals. He has discovered that learning is a never ending process and that the more you learn the more you realize how little you actually know. Thanks so much for tuning in. Join us again next time for another episode! Contact Us! Connect with the hosts - Elvin Freytes, Elizabeth Leiba, and Dr. Joe Sallustio ● If you want to get involved, leave us a comment or rate us! ● Join the EdUp community at The EdUp Experience! ● Follow us on Instagram | LinkedIn | Twitter | YouTube Thanks for listening! We make education your business!

Creating safe spaces on campuses for free expression and intellectual candor. Andrew Rehfeld, Ph.D., is the 10th President in the 144-year history of Hebrew Union College — Jewish Institute of Religion. A distinguished academic, President Rehfeld brings distinctive intellectual, spiritual, and professional qualities to lead the College-Institute’s mission to transform the Jewish community and the broader world. His passion for teaching and scholarship, as well as exemplary leadership skills, have set him apart as a dynamic visionary and community builder. His deep personal commitment to Reform Judaism and Jewish values, profound understanding of the impact of nonprofit Jewish institutions, and entrepreneurial spirit of innovation will lead HUC-JIR to greater excellence. Dr. Rehfeld has bridged both the academic and Jewish worlds as Assistant Professor of Political Science (2001 to 2007) and Associate Professor of Political Science (2007 to 2019) at Washington University in St. Louis and as President and CEO of the Jewish Federation of St. Louis (2012 to 2019). A tenured Professor of Political Thought at HUC-JIR, he contributes an unusual combination of teaching and scholarship, experience in Jewish nonprofit administration, and volunteer community leadership to the College-Institute. President Rehfeld earned a Ph.D. in Political Science (2000) and a Master of Public Policy (1994) from the University of Chicago, and a B.A., Phi Beta Kappa, in the Philosophy Honors Program at the University of Rochester (1989). The author of The Concept of Constituency (Cambridge University Press, 2005) and numerous articles, Dr. Rehfeld’s research focuses on contemporary democratic theory with related interests in the history of political thought and the philosophy of the social sciences. He has published on the political uses of the Hebrew Bible and has taught yearly courses on Zionism and Jewish Political Thought at Washington University in St. Louis. As HUC-JIR President, Dr. Rehfeld leads the four-campus international institution of Jewish higher education and seminary for Reform Judaism. HUC-JIR’s campuses in Cincinnati, Jerusalem, Los Angeles, and New York provide the academic and professional training programs for the Reform Movement’s rabbis, cantors, educators, and nonprofit management professionals, and offer graduate programs for scholars of all faiths. HUC-JIR’s 4,000 active alumni serve over one million members of the Reform Movement, nearly 900 North American congregations, and more than 1,200 congregations worldwide, representing the largest Jewish denomination in North America, and the growing Progressive Movement in Israel and around the world. HUC-JIR alumni also hold leadership positions in Jewish educational, communal, cultural, and social service institutions, in hospital and military chaplaincies, in Jewish summer camping and Israel youth and engagement programs, and as faculty and Hillel directors at colleges and universities.

In Kathy Louise Ruddy's lab at Trinity College Institute of Neuroscience, brain-computer interfaces (BCI) are used to study the brain, improve aspects of human behavior, and generate evidence of the efficacy of a new technique in stroke rehabilitation. Tune in to learn: How electroencephalography and transcranial magnetic stimulation (TMS) BCI techniques work Why the current gold standard in stroke rehab (constraint-induced movement therapy) only works for some people, and how TMS can fill the gap When a new stroke rehab therapy could be brought to the clinic For people who are recovering from stroke, there's a new therapeutic technique being researched that could hold great promise: transcranial magnetic stimulation (TMS). TMS is a type of BCI that magnetically stimulates the brain to cause a response (i.e. movement) in the muscle. These responses are recorded and used as feedback for the BCI, which enables the user to see and control those responses using various strategies. For example, if the user wants to increase the intensity of the muscle response in a finger, they might imagine forcibly pushing an object with that hand; if the user wants to decrease the intensity of the muscle response, they might imagine that their hand is cold or detached from the body. The hope is that when this is applied to the affected limb of a stroke patient, it will build and strengthen the neural pathways that were used to trigger movement in the muscle prior to the stroke, thereby increasing function and use of the affected limb. Ruddy discusses all the details of this technique and more, including past and upcoming research, results and feedback from research subjects, the use of electroencephalography to train users to control their brainwaves/neural oscillations, and what the near and long-term goals look like for Ruddy's team. Learn more by visiting http://translationalbrainhealth.com/. Available on Apple Podcasts: apple.co/2Os0myK

Jose Angel Cruz, new CEO of the Barrio Logan College Institute, discusses his top priorities to support the Institute's mission to break the cycle of poverty by preparing underserved students to be the first in their families to go to college.

Our Final (??) Episode of the 2019-2020 school year is about our time in New York at Teacher’s College Institute on Assessment... just a day before Safer at Home took place - our trip was different than expected! Thank you Tania Soo & Erin Phelan - second grade teachers at Jellick Elementary - for joining us! We are educators in Rowland Unified School District in Southern California. We have launched this podcast as part of our inquiry to learn, share and apply effective literacy practices. Join our Personal Learning Network as we learn, grow, and connect with others. Connect with us on Twitter @BtwntheLadies @MsTracyDo @AshleyLyMcGrath

Jose Vallejo, an Alumnus of the Barrio Logan College Institute, is joined by Barbara Ybarra, the Institute’s Interim CEO, to talk about Vallejo’s successful journey from underserved student to Yale University graduate to Executive Director of a youth-serving organization, all due to the programs and services of the Institute. Ybarra and Vallejo talk about the Institute’s Capital Campaign to purchase a new building for the 1,000 + students that take part in the Institute’s after-school programs.

Dr. William Cutter argues both sides of California's Right-to-Die Initiative. Dr. William Cutter is Steinberg Emeritus Professor of Human Relations at Hebrew Union College-Jewish Institute of Religion, where he held the Paul and Trudy Steinberg Chair in Human Relations, and was Professor of Modern Hebrew Literature and Education. He has taught at HUC-JIR since 1965, and has served in several administrative capacities throughout his academic career. In earlier stages of his career he founded three of the ongoing programs of the College-Institute, the training center for Reform Jewish leaders and nonprofit managers. These programs are the Rhea Hirsch School of Education, the MUSE program of the Skirball Museum, and the Kalsman Institute on Judaism and Health. He also was the founding director of the Louchheim School of Jewish Studies.

Dr. William Cutter argues both sides of California's Right-to-Die Initiative. Dr. William Cutter is Steinberg Emeritus Professor of Human Relations at Hebrew Union College-Jewish Institute of Religion, where he held the Paul and Trudy Steinberg Chair in Human Relations, and was Professor of Modern Hebrew Literature and Education. He has taught at HUC-JIR since 1965, and has served in several administrative capacities throughout his academic career. In earlier stages of his career he founded three of the ongoing programs of the College-Institute, the training center for Reform Jewish leaders and nonprofit managers. These programs are the Rhea Hirsch School of Education, the MUSE program of the Skirball Museum, and the Kalsman Institute on Judaism and Health. He also was the founding director of the Louchheim School of Jewish Studies.