Podcasts about nces

Visit the Fordham Institute Website, www.FordhamInstitute.org Visit the NAEP Website, www.NCES.ED.Gov/NationsReportCard About The Author Michael J. Petrilli is president of the Thomas B. Fordham Institute, Executive Editor of Education Next, and research fellow at Stanford University's Hoover Institution. An award-winning writer, he is the author of The Diverse Schools Dilemma, editor of the book Education for Upward Mobility, and co-editor of How to Educate an American and Follow the Science to School. An expert on charter schools, school accountability, evidence-based practices, and trends in test scores and other student outcomes, Petrilli has published opinion pieces in the New York Times, Washington Post, and his Education Gadfly column and podcast at Fordham, and appears frequently on television and radio. Petrilli helped to create the U.S. Department of Education's Office of Innovation and Improvement and the Policy Innovators in Education Network, and serves on the board of the Association of American Educators Foundation. He lives with his family in Bethesda, Maryland.

On this episode of The Report Card, Nat Malkus speaks with Marty West and Mark Schneider about 2024 National Assessment of Educational Progress (NAEP) results in 4th and 8th grade reading and math. Nat, Marty, and Mark discuss why math scores went up or stayed flat while reading scores declined; potential bright spots in the 2024 results; whether recent score declines should be attributed to factors external to schooling; what makes NAEP the gold standard assessment of US students; what the Florida Commissioner of Education's recent critique of NAEP gets wrong (and right); how NAEP compares to state assessments; NAEP Proficiency and the increasing number of students performing Below Basic; potential lessons from 2024 NAEP results; and more.Martin West is the vice chair of the National Assessment Governing Board, which oversees NAEP. He is also the academic dean and Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education, the editor-in-chief of Education Next, and a member of the Massachusetts Board of Elementary and Secondary Education.Mark Schneider is a nonresident Senior Fellow at AEI. Previously, he was commissioner of the National Center for Education Statistics (NCES), which administers NAEP, and was later the director of the Institute of Education Sciences, which houses NCES.Show Notes:NAEP Math ResultsNAEP Reading ResultsStates' Demographically Adjusted Performance on the 2024 National Assessment of Educational ProgressMake the National Assessment of Educational Progress Great Again

Friday, October 8th, 1976 began like any other for 16-year-old Trenny Gibson, a student at Bearden High School in Knoxville, Tennessee. But when she disappeared during a field trip, the investigation that followed would leave authorities and the community alike, baffled to this day.Support us on Patreon for as little as $1 a month, with benefits starting at the $3 tier!Follow us on Instagram at offthetrailspodcastFollow us on Facebook at Off the Trails PodcastIf you have your own outdoor misadventure (or adventure) story that you'd like us to include in a listener episode, send it to us at offthetrailspodcast@gmail.com  Please take a moment to rate and review our show, and a big thanks if you already have!  Episode Sources:Canadian Gurl, RAJ Experts, NCES.gov, Hiking in the Smokies, Medium, WATE, YouTube - Missing Enigma, NPS**We do our own research and try our best to cross reference reliable sources to present the most accurate information we can. Please reach out to us if you believe we have mispresented any information during this episode and we will be happy to correct ourselves in a future episode.

Tottiler Messiler yeni bölümüyle yayında! Fritz Fassbender ve Koray Gök, milli ara öncesi ligin z raporunu aldı, sorularınızın da tamamı yanıtlandı. İlginize teşekkürler, iyi dinlemeler.

In this episode: Can we fix our budget issue by cutting administrators rather than teachers? Why are teachers suddenly having their raises wiped out by new healthcare contributions? How do we cut our expenses without affecting our teachers? Can we boost revenue by robbing casinos instead? LINKS: Wisconsin Policy Forum report on teacher pay (Nov, 2023). WPF report on Wisconsin teacher attrition (Aug, 2023). "Compensation Practices of School Districts [incl. Tosa] When Collective Bargaining Disappears" (Jun, 2018). LFB memo on revenue limits and inflation (Jan, 2023) DPI Workforce Analysis Report (Apr, 2024) NCES annual inflation-adjusted salary stats (through 2022) Emergency license use in WI (Mar, 2023) Barbara Biasi, "The Labor Market for Teachers Under Different Pay Schemes" (NBER, 2019) Tosa expenditures (2008-2023) DPI "Multiyear Comparative Costs Detail Accounts Data File"

In which we cover the fundamentals of the Wauwatosa School District budget situation, of school finance in Wisconsin as a whole, of property tax and referendum mechanisms, and of revenue-limit legislation. LINKS to cited sources: General WI Educational Funding State Aid to WI School Districts (source: Legislature pub) Referenda-use in Wisconsin (Forward Analytics) Revenue Limits -> Student Outcomes (Rothstein report) Referendum Impacts on Educational Outcomes (Am. Econ. Journal) DPI's revenue-limit calculator (DPI) Local District Descriptive Stats (from NCES for 22-23) Wauwatosa Beloit Campbellspot Lomira Kewaskum Tosa 2075 Task Force information June 3rd presentation/discussion with the Board (video) ⁠Final Report⁠

Aquest dimecres a #LaFurgo de #CarrerMajor som a l’Aula Magna de la Facultat de Ciències de l’Educació i de Psicologia de la URV. L’edifici, el més antic de la universitat, es reformarà completament. El projecte està pressupostat en 7,5MEUR. Es preveu que les obres comencin aquest estiu i finalitzin el febrer de l’any 2026. Per […] L'entrada LaFurgo | Reforma integral de la Facultat de Ciènces de l’Eduació i Psicologia URV ha aparegut primer a BXC Ràdio Ciutat de Reus - Ràdio Online.

Aquest dimecres a #LaFurgo de #CarrerMajor som a l'Aula Magna de la Facultat de Ciències de l'Educació i de Psicologia de la URV. L'edifici, el més antic de la universitat, es reformarà completament. El projecte està pressupostat en 7,5MEUR. Es preveu que les obres comencin aquest estiu i finalitzin el febrer de l'any 2026. Per […] L'entrada LaFurgo | Reforma integral de la Facultat de Ciènces de l'Eduació i Psicologia URV ha aparegut primer a BXC Ràdio Ciutat de Reus - Ràdio Online.

In 2019, before the pandemic, 3.7% of children aged 5 to 17 were schooled primarily at home either by parents or through virtual classes, up from 2% in 1999, according to a survey by the National Center for Education Statistics, which attributes that increase in part to information technology making home instruction more feasible. The NCES doesn't have more recent data yet, but an analysis by the Washington Post found the number of homeschooled children has surged 51% since the 2017-18 school year. Meanwhile, private school enrollment rose just 7% while public school enrollment declined 4%. The big spurt in homeschooling came during the 2019-2020 and 2020-2021 school years, when virtual classes and mask mandates were widespread. Since then, as public schools have returned to (more or less) normal, homeschooling numbers have dropped some, but held on to much of their pandemic era gains. Notably, some of the students who fled public school for home during the pandemic are now enrolling in microschools.Emma Whitford, an education reporter for Forbes, joins ‘Forbes Talks' to discuss the factors contributing to the surge in homeschooling.Stay ConnectedForbes newsletters: https://newsletters.editorial.forbes.comForbes on Facebook: http://fb.com/forbesForbes Video on Twitter: http://www.twitter.com/forbesForbes Video on Instagram: http://instagram.com/forbesMore From Forbes: http://forbes.comForbes covers the intersection of entrepreneurship, wealth, technology, business and lifestyle with a focus on people and success.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Günümüzde yönümüzü bulmak için teknolojinin son ürünlerinden GPS'den yararlanıyoruz. Gökyüzünü gözlemlemek için yine modern teleskoplar kullanıyoruz. Ama yüzlerce yıl öncesinde bu aygıtlar yokken atalarımız yıldızları nasıl gözlemliyor, yönlerini nasıl buluyor, yıldızlar arasındaki mesafeleri nasıl ölçüyor ve dağların yüksekliğini nasıl hesaplıyorlardı? İşte tüm bunlar antik çağın belki de en önemli aleti olan usturlap ile yapılıyordu. Modern araştırmacılar, İslâm astronomisinin bu ana aletinin teknik, sanatsal ve yazın bakımından, yüzyıllar boyunca geçirmiş olduğu devasa gelişimi ve pek çok çeşidinin olması, Arap-İslâm döneminde kaydettiği gelişimin seviyesini göstermektedir. İslâm kültür çevresinden gelen usturlaplar ve Avrupa'da yapılmış usturlaplar hakkında, genç ve ön yargısız bir araştırmacının vardığı sonucu vermek yararlı olacaktır: “İslâm kültüründen gelen parçaların incelenmesi, İslâm alet yapımcılığının beni etkileyen ilerlemeleri ve alet yapımcılarının teknolojik yenilik güçlerini ispatlamaktadır. İslâm kültür çevresinde yapılan aletler, daima çok yüksek astronomik kullanılırlığı ve aynı zamanda ince sanatsal güzelliği bünyelerinde birleştiren parçalar olarak görünmektedir. Araştırma bugüne kadar kalan usturlaplar arasında bu genel değerlendirmeye pek azının aykırı düşeceğini gösteriyor. Buna karşın, Avrupa usturlaplarında yüzyıllar boyu süreklilik gösteren yüksek kalite eksikliği vardır. Bunların birkaçı, usturlap imalinde yüksek bir seviyeye ulaşılmış olduğuna tanıklık etmektedir. Buna karşın, el sanatı açısından yüksek seviyeli görünen astronomi örneklerinden hiç de geri kalmayan diğer parçalar ise, icad edenlerinin elementer astronomi bilgisi eksikliklerine tanıklık etmektedir. Bu, Avrupa'da astronomik bilginin gelişmesindeki ahenksiz durumu ve bu bilimin Ortaçağ İslâm dünyasından alınma işinin eksiklik halini yansıtmaktadır.” (Fuat Sezgin, İslâm'da Bilim ve Teknik, c.2, s.79-80)

Nationally, fewer than 20% of men of color possessed a four-year college degree in 2012 (Pérez Huber et al., 2015). These numbers have not improved in close to 10 years (NCES, 2020) and have drawn national concern—prompting responses from philanthropy, postsecondary institutions, and policymakers that address how college climates have diminished retention and persistence (Museus et al., 2017). Many colleges and universities are not fully aware of men of color's intersectional needs and have yet to develop appropriate institutional responses to address these students' depressed retention and graduation rates (Clark et al., 2013). Many college campuses also have not considered how the college environment and institutional factors contribute to students' lack of connection with faculty, staff, and administration (Museus et al., 2017; Huerta, 2020; Hurtado & Carter, 1997; Rendon, 1994). The disconnection leads to perceptions that individual student failure is outside the scope of professional and moral responsibility and that students “should know” how to navigate a “hidden curriculum.”  On this episode of the podcast I had the pleasure of sharing the mic with X'andri Bautista and Jaime Cortez Jimenez. Both whom are recent and soon to be university graduates. In this episode we had the chance to speak on behalf of our experience as men of color and the peer perspective of X'andri. Digging in further to why the statistics have continued to read very low in the number of men attending colleges and universities. We hope you enjoy this episode, feel free to reach out and hopefully we can continue to keep the conversation going. Alrato

In this episode, I focus on struggling readers in middle and high school. Failing student reading scores have been splashed across the news and made into major academic debates, especially since the pandemic. The low reading levels of our students are frightening. It appears that adolescent student reading proficiency is spiraling down and out of control, but the reality is that it's been consistently low since NCES started tracking the national reading levels with the NAEP Reading assessment back in 1992. That's 30 years of low. In 2022, only thirty-one percent of eighth-grade students performed proficiently on the reading assessment, which was 3 percentage points lower compared to 2019, yet the exact same as in 1992. The most recent NAEP data for twelfth graders was from 2019. Data showed a 3% drop in proficiently from 1992 to 2019; 37% of 12th graders in 2019 read proficiently compared to 40% in 1992.  Ineffective reading skills are leaving our children with little hope for a successful socioeconomic future with few well-paying jobs that don't require advanced literacy. So how can we help them?Adolescent-literacy expert, Matt Bardin is with us today to discuss how to increase the reading levels of middle and high-school struggling students. He is an educator with 25 years of experience and founder of Zinc Learning Labs. He has written on adolescent literacy for the Hechinger Report and The 74. He also authored the book, Zen and the Art of the SAT, as well as hosted the REAL Learning show on Sirius XM.Matt's  motto is “Advancing Literacy to End Information Inequality," with the  mission to deliver reading growth to middle and high school students using love-based learning and conscious reading, referred to as the ZINC approach. He states that zinc is known as “the hidden element.” Most people don't realize its importance for health, but without it, we can't survive. Reading is often similarly undervalued. It's the hidden element in school and career success. Zinc stands for: Get in the ZONE, IGNITE Reading Success, NURTURE Skills and Love, and CONTINUE to Grow. So here is the call to action: Get involved with tween and teen literacy. Advocate for reading interventioSupport the showPlease subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at drlisarichardsonhassler@gmail.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using the Writing Process ...

Günümüz bazı gençleri, “görücü usulü” ile evlenmeyi kendilerine yapılan bir saygısızlık olarak kabul ediyor. Evlenecek yaşa gelmiş gençler, hayat arkadaşlarını seçerken (kendi deyimleri ile) “tecrübelerinin elverdiği ölçüde “titiz” ve “hassas” davranmaya çalışıyorlar. Genç erkeklerin büyük çoğunluğu okul yıllarında çıktıkları kızlarla “asla” evlenmemeye özen gösteriyorlar ve bunu da “hassasiyet” olarak isimlendiriyorlar. Çünkü genç erkekler için evlenmeyi düşündükleri kızlarda aranan en önemli özellik “ilk ve tek” olmak. Hatta yaşantı itibarı ile çok özgürce yaşayan genç erkekler bile evlenecekleri kızlarda “özel” olmayı tercih ediyor. Bundan dolayı gençler; “Eğer bir kız benimle çıkıyorsa başkaları ile de çıkabilir.” diye düşünüyor. Evlilikte öncelikle bilinmesi gereken, nikâhsız kadınla erkeğin görüşmesi, kaygan zemindir. Ayaklar kayarsa, şahısların nereye sürükleneceği belli olmaz. Evlilik öncesi görüşmelerde gençlerin yanında babaları olmalı. Nişanlı bile olsalar, nişan hiçbir şeyi helâl kılmaz. İnternet aracılığı ile eş aramak bahanesiyle, erkek veya hanımlarla yazışmak dinen uygun değildir. Bu haramların üzerine helalinden bir bina yapılamaz. Yani eğri cetvelle doğru çizgi çizilemez. Yanlış metotlarla hakikate varılmaz! İnternetteki arkadaşlıklar, olgunlaşmamış karpuza benzer. Olgunlaşmamış karpuz, dışarıdan bakınca karpuz amma, alıp kesince içi bembeyaz. İnternette insanlar kendilerini anlatıyor fakat bunun ne kadarı doğru? Yani aldanma ihtimali çok yüksektir. Erkekler zevki için, kızlar yuva kurmak için arkadaş arar. Pek çok erkek, kızların gözyaşından zevk alır. Bu sebepten internetteki güzel sözler kötü sonuçlar doğurabilir. Peki çözüm ne? İlmihale uymak! İlmihâl ne diyor? “Evlilik, öncesiyle sonrasıyla İslamiyet'e uygun olacak.” Gerisi söz oyunlarıdır. Şarkıların ve türkülerin bütünü gözyaşından ibarettir. İki dünyada mutluluk, Allâh (c.c.)'un emirlerine ve Habibi (s.a.v.)'in sünnetine uymakladır. (www.mevlanatakvimi.com)

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Jen and Kim chat about it all. Apparently, JLO is sponsoring a new alcoholic drink. The weird thing is she doesn't drink and Ben is in recovery....so....huh? Then she hasn't apologized to Jane Fonda for slapping her back in 2005. Jane Fonda's character wore white to her son's wedding, and a slapping fight ensued. This completely makes sense.Hear it here first, there are 20-pound rodents wreaking havoc on the world. They discuss the issue of low reading levels, scripted curriculum, and the general demise of literacy in the United States. https://news.yahoo.com/20-pound-rodents-big-orange-013557461.htmlhttps://www.buzzfeednews.com/article/stephaniesoteriou/jennifer-lopez-called-out-alcohol-launch-soberJLO Slapped Jane Fonda and didn't apologize https://www.prosperityforamerica.org/literacy-statistics/#:~:text=NCES%20reports%20say%20around%2027,below%20the%20proficient%20reading%20level.Twisted Teachers Podcast wants to hear from you!Website-Twistedteacherspodcast.comLINKTREE :https://linktr.ee/twistedteacherContact us via email: Twistedteachers2@gmail.comInstagram: @twisted__teacher; @inked_educator68; @escaping_educationTik Tok: @inkededucator @escape_educationFacebook: @TwistedTeacherLinkedIn: https://www.linkedin.com/in/jennifersquireroberts

In today's episode, we welcome back Jeanne Faulconer, writer for TheHomeSchoolMom.com blog, as she discusses the ins and outs of the homeschooling world, pre, and post-Covid. We discuss the biggest challenges homeschooling families face, from educator questions to prospective policy changes. We cover a wide range of topics with someone who's been involved with the homeschooling world for 20 years and works as a homeschool advocate and coach. The Homeschool Mom - https://www.thehomeschoolmom.com/ Support The Podcast If you like what you hear, consider supporting the podcast: https://homeschooltogether.gumroad.com/l/support Consider Leaving Us A Review If you have a quick moment please consider leaving a review on iTunes - https://podcasts.apple.com/us/podcast/homeschool-together-podcast/id1526685583 Show Notes Gene Starwind (Outlaw Star) - https://outlawstar.fandom.com/wiki/GeneStarwind The Homeschool Mom - https://www.thehomeschoolmom.com/ Brave Writer - https://bravewriter.com/ Virtual Virginia - https://virtualvirginia.org/ NCES - https://nces.ed.gov/ School Choice - https://en.wikipedia.org/wiki/Schoolchoice Local and State Resources for State Requirements - https://www.thehomeschoolmom.com/local-support/ When Your Child Goes from Homeschooling to Public School - https://www.thehomeschoolmom.com/going-homeschooling-public-school/ Is Your Curriculum Accredited? Does It Matter? - https://www.thehomeschoolmom.com/is-your-curriculum-accredited-does-it-matter/ The Brave Learner - https://amzn.to/3XQJnHR Raising Critical Thinkers - https://amzn.to/3XSG8zG Homeschooling 101 - https://www.thehomeschoolmom.com/homeschooling-101/ Zero to Homeschool Series - https://youtube.com/playlist?list=PLDKdLRM2hFFywVa75yGBUVEowTeTXXG5E College Without Highschool - https://amzn.to/3YPGh8o Online Schooling: Everything You Need to Know - https://www.thehomeschoolmom.com/online-schooling-everything-you-need-to-know/ Transferring Homeschool Credits to Public High School - https://www.thehomeschoolmom.com/transferring-homeschool-credits-to-public-high-school/ Ask Jeanne: Money for Homeschooling My Kids? - https://www.thehomeschoolmom.com/ask-jeanne-money-for-homeschooling-my-kids/ Education Hybrids: Is This Homeschooling? - https://www.thehomeschoolmom.com/homeschool-hybrids-are-education-hybrids-homeschooling/ Star Trek "Let That Be Your Last Battle" - https://en.wikipedia.org/wiki/LetThatBeYourLastBattlefield Star Trek "A Taste of Armageddon" - https://en.wikipedia.org/wiki/ATasteofArmageddon Connect with us Website: http://www.homeschool-together.com/ Store: https://gumroad.com/homeschooltogether Youtube: https://www.youtube.com/c/homeschooltogether Facebook: www.facebook.com/groups/homeschooltogetherpodcast/ Instagram: www.instagram.com/homeschooltogetherpodcast Twitter: https://twitter.com/hs_together The Gameschool Co-Op: https://www.facebook.com/groups/gameschoolcoop/ Email: homeschooltogetherpodcast@gmail.com

El Fondo Monetario Internacional ha publicado una nota en la que analiza las cinco épocas que ha vivido el comercio internacional desde 1870 hasta la actualidad. Shekhar Aiyar y Anna Ilyina son los autores de la nota que divide la globalización en cinco épocas: 1870-1914 (Revolución industrial), 1914-1945 (Guerras y proteccionismo), 1945-1980 (Tipos de cambio fijos – Bretton Woods), 1980-2008 ( la gran liberalización o hiperglobalización) y 2008 a la fecha (desaceleración). Hablamos de historia de la economía. Algo que a veces a muchos se les olvida analizar. Un error porque en la comprensión de lo que pasó está el conocimiento de lo que pasará. Veremos como se puede afrontar un momento tan complicado como el que se vislumbra en el horizonte.Fuentes y textos: National Center for Education Statistics. 2019. Digest of Education Statistics, 2018. NCES 2020-009. Washington: U.S. Department of Education. The new age of world trade already has a name: the IMF names and explains the fifth stage of globalization - https://houseright.co.uk/the-new-age-of-world-trade-already-has-a-name-the-imf-names-and-explains-the-fifth-stage-of-globalization/ OECD (Organization for Economic Cooperation and Development). 2012. Closing the Gender Gap. OECD Publishing. – Kwame Anthony Appiah - 'The Importance of Elsewhere', Foreign Affairs — Urban Sprawl in Europe. Joint EEA-FOEN report, n.o 11/2016. Luxemburgo: Publications Office of the European Union, 2016 — Behave: The Biology of Humans at Our Best and Worst Hardcove — Base de datos. https://www.eea.europa.eu/data-and-maps Agencia Europea para la Seguridad y la Salud en el Trabajo. “Los riesgos psicosociales y el estrés en el trabajo.” Agencia Europea para la Seguridad y la Salud en el Trabajo, https://osha.europa.eu/es/themes/ psychosocial-risks-and-stress — Andrew, Alison, Sarah Cattan, Monica Costa Dias, Christine Farquharson, Lucy Kraftman, Sonya Krutikova, Angus Phimister, y Almudena Sevilla. “Learning during the lockdown: real-time data on children's experiences during home learning.” Institute for Fiscal Studies, 2020. https://www. ifs.org.uk/publications/14848

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Hoy me acompaña @francesmimi Frances Mimi Sánchez. Teatrera,maestra y líder en el campo de la educación. Nos cuenta su historia y trayectoria en el teatro y la televisión. También nos relata su historia como educadora, facilitadora docente y otros proyecyos. No hace mucho se hizo viral en una descarga con el sistema

[*25 novembre 2022 - Journée internationale pour l'élimination de la violence à l'égard des femmes*] Cette journée marque le début plusieurs jours d'activisme à travers le monde qui prendront fin le 10 décembre, Journée internationale des droits de l'Homme. Si pendant 16 jours se succéderont dans le monde des sensibilisations, mobilisations, conférences… pour alerter et éveiller les consciences, qu'en sera-t-il de l'après ? Mais encore que ferons-nous à notre échelle primaire d'ici le 25 novembre 2023? --- Send in a voice message: https://podcasters.spotify.com/pod/show/secretsdesoeurs/message

Paging Dr. Cohen -- wildfire smoke carrying bacteria long distances // Hanna Scott on the suspect in the D'Vonne Pickett murder/ the driver who killed an SPD officer on I-5 // Dose of Kindness -- "Mama McDonald's" // Jill Schlesinger on wills and other estate planning necessities // Hanna Scott recapping last night's Murray-Smiley debate // Grady Wilburn, NCES, with WA numbers for the National Report CardSee omnystudio.com/listener for privacy information.

We are always told to trust the science and listen to the experts. If only our governments had listened to our guest this episode, Dr Mike Yeadon, whose credentials are impressive. His time as Vice President and Chief Scientific Officer at Pfizer along with his PhD in respiratory research should make everyone sit up and take notice of what he says. In this discussion Dr Yeadon gives an overview of where we are with this so-called ‘pandemic' and shares his view on how we have been lied to, how fear has been used to control us and how herd mentality has shut down debate and conversation. It is an honour to have Mike join Hearts of Oak to share his wisdom and insight. Please share this interview widely.   Dr. Michael Yeadon is an Allergy & Respiratory Therapeutic Area expert with over 23 years in the pharmaceutical industry. He trained as a biochemist and pharmacologist, obtaining his PhD from the University of Surrey (UK) in 1988.  Dr. Yeadon then worked at the Wellcome Research Labs with Salvador Moncada with a research focus on airway hyper-responsiveness and effects of pollutants including ozone and working in drug discovery of 5-LO, COX, PAF, NO and lung inflammation. With colleagues, he was the first to detect exhaled NO in animals and later to induce NOS in lung via allergic triggers.  Joining Pfizer in 1995, he was responsible for the growth and portfolio delivery of the Allergy & Respiratory pipeline within the company. He was responsible for target selection and the progress into humans of new molecules, leading teams of up to 200 staff across all disciplines and won an Achievement Award for productivity in 2008.  Under his leadership the research unit invented oral and inhaled NCEs which delivered multiple positive clinical proofs of concept in asthma, allergic rhinitis and COPD. He led productive collaborations such as with Rigel Pharmaceuticals (SYK inhibitors) and was involved in the licensing of Spiriva and acquisition of the Meridica (inhaler device) company.  Dr. Yeadon has published over 40 original research articles and now consults and partners with a number of biotechnology companies. Before working with Apellis, Dr. Yeadon was VP and Chief Scientific Officer (Allergy & Respiratory Research) with Pfizer.    Interview recorded 21.7.22  *Special thanks to Bosch Fawstin for recording our intro/outro on this podcast. Check out his art https://theboschfawstinstore.blogspot.com/ and follow him on GETTR https://gettr.com/user/BoschFawstin To sign up for our weekly email, find our social media, podcasts, video, livestream platforms and more go to  https://heartsofoak.org/find-us/  Please like, subscribe and share! 

Some 34% of students are below basic reading level in the fourth grade, according to the U.S. National Center for Education Statistics (NCES). Another 31% are below the proficient reading level. About 27% of eighth grade students are below basic reading level, per NCES. In the Metro Detroit Area, 86% of 3rd graders cannot read at grade level. Soar Detroit is here to change this fact. Since 2005, Soar Detroit has been successfully helping every willing child read at or above grade level. Their students increase on average 2.3 grade levels after just one year in their literacy program. Children enrolled in Soar receive one-on-one mentoring and an individualized learning plan prepared by a professional education specialist. Traditionally, Soar operates after school, where children come for one hour, two days a week. There long-term vision is to turn Detroit's literacy rate upside down, promote healthy community in our city, and see kids come to know Jesus. Russell Harris Jr. is the CEO of Soar Detroit and he joined me this week to tell me more. For more information: https://www.soardetroit.com/ Become a Mentor: https://www.soardetroit.com/mentor LinkedIn: @RussellHarrisJr. Follow: @soardetroit

In this episode I talked with my cousin, Mandi Boyd, about her career in education.  Mandi has taught in secondary education and has undoubtedly impacted the lives of countless students.  As you listen, I invite you to consider the impact that education and teachers have made on your life and to think about ways you can make an impact in your own community as well. Gallup poll: teacher burnout NCES: increased teacher vacancies Books: The Growth Mindset Grit Follow @sowhynot.podcast on Instagram Episode page

If there's one important document about professional engineering licensure, you've just found it. Today, we'll walk you through the NCEES 2021 Annual Report, highlighting what you should know related to getting and maintaining your license. Tune in to Learn: An overview of NCEES's operations and numbers in the year of 2020-2021 The importance of protecting professional licensure — and why How a NCEES account helps you keep track of your continuing education (for FREE) How many people took the Civil PE and FE Exams in 2020-2021 Two international mobility agreements for engineering professionals Where foreign students and engineers can take the PE and FE exams outside the US Credential evaluation services for international applicants to meet US requirements NCES's outreach activities to promote engineering careers to younger people Our Partner: Built Bar - https://www.civilengineeringacademy.com/built CEA Resources: CEA Website - https://civilengineeringacademy.com The Ultimate Civil FE Review Course - https://civilfereviewcourse.com The Ultimate Civil PE Review Course - https://civilpereviewcourse.com CEA FE and PE Practice Exams - https://civilengineeringacademy.com/exams CEA Free Facebook Community - https://ceacommunity.com CEA YouTube Channel - https://www.youtube.com/channel/UCPeFLBZ2gk0uO5M9uE2zj0Q CEA Newsletter - https://civilengineeringacademy.com/newsletter CEA Instagram - https://www.instagram.com/theceacademy Reach out to Isaac - isaac@civilengineeringacademy.com Resources Mentioned: NCEES Annual Report - https://ncees.org/wp-content/uploads/Annual-report-2021_web.pdf Advance: An NCEES Podcast Series - https://ncees.org/podcast CEA Podcast #51 with Tim Miller - https://civilengineeringacademy.com/cea51 Engineers Without Borders - https://www.ewb-usa.org McKinley Advisors - https://www.mckinley-advisors.com --- Send in a voice message: https://anchor.fm/civilengineeringacademy/message

Business Channel Tv'de yayınlanan SEMA BAYSAL ile İŞKOLİK programına BURCU BABAÇ konuk oldu. Burcu Babaç, kariyerinden söz ettikten sonra; ❓ Danışmanlık merkezinin hizmet farkı nedir? ❓ Seanslarınızı kimler tercih ediyor? ❓ Holistik yaklaşım nedir? ve çok daha fazlasını keyifli sohbetiyle bizler için anlattı.

Mindset Pharma Inc CEO James Lanthier and Chief Scientific Officer Joseph Araujo tell Proactive it has filed a new provisional patent application covering new chemical entities (NCEs) that expand the company's next-generation DMT and 5-MeO-DMT, or 'Family 4', platform, currently under development. The company said the new patent application exemplifies its corporate strategy to broaden the therapeutic psychedelic toolbox for patients with mental health disorders who are waiting for transformative medicines and covers novel chemical space while maintaining the functionality of traditional psychedelics.

Geceye dayir :D @onuraliben

NFL podcastimiz Cover - 2'nun yeni bölümünde Arda Namlı, Arma Kaynar ve Devlet Karaz, playoff öncesi son haftada gerçekleşebilecek tüm senaryoları, 17. haftada oynanan kritik Raiders-Colts, Chiefs-Bengals ve Cardinals-Cowboys maçlarını derinlemesine değerlendirdi. Keyifli dinlemeler!

Hepimizin yoğun olarak kullandığı ve artık vazgeçilmez olan elimizdeki telefonlardaki uygulamalar, sosyal ağ uygulamaları, Facebook, İnstagram, Twitter, youtube, Google, Pinterest gibi uygulamaların yöneticileriyle yapılan toplantıda bir belgeselde uygulamaların kişiyi bağımlı kılma üzerine kurgulandığını anlatıyorlar. Bir de son dönemde olduğumuzu bildiğimiz bir süreçteyiz işte Mehdi Aleyhisselam'ın, İsa Aleyhisselamın gelmesi işte Türkiye'nin parlayan yıldız olması ve işte İslam'ın tekrar hakim olması. Bu bağlamda nasıl birleştireceğiz? #synergykendiyas #sosyalmedya #kıyametöncesi #facebook #instgram #twitter #youtube #google #pinterest #mehdialeyhisselam #türkiye Facebook: https://www.facebook.com/SynergyKendiyas İnstagram: https://instagram.com/synergykendiyas Youtube: https://www.youtube.com/channel/UC_xe-4OhrGjeQkX9dWA96fQ TikToc: https://www.tiktok.com/@synergykendys Yaay: https://yaay.com.tr/SynergyKendiyas Twitter: https://twitter.com/SynergyKendiyas?t=rF3t1yDh7eLgUg_Djh5khQ&s=09

Merkez Bankası 16 Aralık Perşembe günü yıl sonu faiz kararını açıklayacak. Karar öncesinde piyasaya stres hakim. Haftaya 13.89'dan başlayan dolar kuru 14 psikolojik barajını aştı ve 15'e doğru ilerliyor. Mercek'te bu hafta geçtiğimiz ay açıklanan faiz kararından (18 Kasım'dan) bu yana Türkiye ekonomisinde neler yaşandığına bakacağız. Okumak için: https://kisadalga.net/yazar/mercekturkiye-faiz-karari-oncesi-tedirgin_20331

Youtube Konu Belli Kanalı Podcast Serisi #246

Youtube Konu Belli Kanalı Podcast Serisi #244

NFL podcastimiz Cover - 2'da yeni sezon öncesi değerlendirmeler devam ediyor! Arda Namlı, Arma Kaynar ve Devlet Karaz; NFC West ve AFC East divisionlarındaki takımları birer birer değerlendirdi ve ilk hafta maçları öncesi tahminlerini yaptı. Keyifli dinlemeler! Gündem: (00:00) Arma Kaynar'ı kutluyoruz! NFC West (06:30) San Francisco 49ers (21:05) Los Angeles Rams (34:55) Seattle Seahawks (44:50) Arizona Cardinals AFC East (54:55) Buffalo Bills (01:07:10) New England Patriots (01:17:40) Miami Dolphins (01:27:50) New York Jets (01:34:40) Sezon ödülleri tahminleri (01:39:25) 1. hafta tahminleri

NFL podcastimiz Cover - 2'da yeni sezon öncesi değerlendirmeler devam ediyor! Arda Namlı, Arma Kaynar ve Devlet Karaz; NFC South, AFC West ve NFC East divisionlarındaki takımları birer birer değerlendirdi ve sizden gelen soruları cevapladı. Keyifli dinlemeler! Gündem: NFC South (01:50) Tampa Bay Buccaneers (11:55) New Orleans Saints (21:45) Carolina Panthers (31:35) Atlanta Falcons AFC West (39:50) Kansas City Chiefs (47:05) Los Angeles Chargers (59:30) Denver Broncos (01:06:55) Las Vegas Raiders NFC East (01:17:00) Dallas Cowboys (01:28:40) Washington Football Team (01:38:55) New York Giants (01:46:30) Philadelphia Eagles

NFL podcastimiz Cover - 2'da yeni sezon öncesi değerlendirmeler başladı! Arda Namlı, Arma Kaynar ve Devlet Karaz; NFC North, AFC North ve AFC South divisionlarındaki takımları birer birer değerlendirdi ve sizden gelen soruları cevapladı. Keyifli dinlemeler! Gündem: AFC North (05:00) Baltimore Ravens (17:25) Pittsburgh Steelers (31:45) Cincinnati Bengals (39:40) Cleveland Browns AFC South (52:10) Tennessee Titans (01:02:10) Jacksonville Jaguars (01:08:40) Indianapolis Colts (01:17:50) Houston Texans NFC North (01:23:05) Green Bay Packers (01:36:15) Minnesota Vikings (01:44:28) Chicago Bears (01:53:37) Detroit Lions (02:00:00) Soru-Cevap

Student loans are supposed to be an investment in your future earning potential, since a college diploma can grant you access to higher-paying jobs and better employment opportunities. But about 1 in 3 college students doesn't graduate within six years of enrolling, according to the most recent data from the National Center for Education Statistics (NCES).As a result, the majority of college dropouts who took out federal or private student loans are saddled with debt, and no degree to show for it. Student loan borrowers who didn't graduate are also much more likely to default on their loans than college graduates with a Bachelor's degree or higher, according to the NCES. Nearly half (45%) of student loan borrowers with no degree defaulted on their loans at some point within 12 years of beginning their secondary education, compared with 8% of graduates with at least a Bachelor's degree. Getting rid of costly college debt may seem like an impossible task when you're limited by your earning potential. Even just staying out of default is a challenge for many student loan borrowers. But with student loan refinance rates at record lows, it may be possible to pay off your student loan debt once and for all.

The news to know for Tuesday, May 4th, 2021! We have updates about: more severe weather on the way and where more than a dozen tornadoes were reported already the new rule now in place that President Biden has been going back and forth on the eyesight issue impacting more children than ever before one of the world's richest couples splitting up two well-known internet brands getting sold for a fraction of what they were once worth Teacher Appreciation Day Those stories and more in just 10 minutes! Head to www.theNewsWorthy.com or see sources below to read more about any of the stories mentioned today. This episode is brought to you by LightStream.com/newsworthy and Noom.com/newsworthy Thanks to The NewsWorthy INSIDERS for your support! Become one here: www.theNewsWorthy.com/insider            Sources: Severe Storm Damage, Next Threat: AP, Weather Channel, USA Today, NWS Mexico City Overpass Collapse: Reuters, AP, NBC News, ABC News U.S. Raises Refugee Admission Cap: Politico, NPR, WSJ, Fox News, White House EPA Climate Change Action: WaPo, NY Times, AP, NPR, EPA FDA Could OK Vaccine for Adolescents Soon: CBS News, NY Times, USA Today More Children Near-Sighted: NY Times, WaPo, ResearchGate, WHO Bill and Melinda Gates Divorce: CNBC, BBC, NPR, Bill Gates, Forbes Verizon Sells Yahoo and AOL: USA Today, WSJ, TechCrunch, The Verge, Verizon Kroger’s Drone Home Delivery: Kroger, Cincinnati Enquirer, The Verge, Fox Business Tanker Truck Driver Shortage: Fox Business, CNN, ABC News  Teacher Appreciation Day & Deals: Thrillist, USA Today, White House, Admissionsly, NCES

As Emmanuel continues to uplift Black stories, this week's episode is all about supporting Black teachers. Note: there was a word omission in the initial version that has since been corrected: HBCUs are responsible for 1/3 of BLACK teacher candidates, not all. Plenty of show notes below: Joyful Noise: D'Angelo: I Found My Smile Again Increase Your Lexicon: "Bombast" (n) Support No Wednesday via Patreon and the No Wednesday Store. Cashapp: $itsdrlittle Interlude song (snippet) prod. by Masala Man, performed by yours truly Sources: James Baldwin's "A Talk To Teachers" https://www.zinnedproject.org/materials/baldwin-talk-to-teachers NCES statistics https://nces.ed.gov/pubs2020/2020142.pdf Hidden History of Integration (via the NEA) https://www.nea.org/advocating-for-change/new-from-nea/hidden-history-integration-and-shortage-teachers-color Book - A Class of Their Own: Black Teachers in the Segregated South (Fairclough, 2007): https://www.amazon.com/Class-Their-Own-Teachers-Segregated/dp/0674023072 School to Prison Pipeline: https://www.aclu.org/issues/juvenile-justice/school-prison-pipeline Students of all races prefer a teacher of color https://www.npr.org/sections/ed/2016/10/07/496717541/study-finds-students-of-all-races-prefer-teachers-of-color PUSHOUT: https://pushoutfilm.com/ Center for Black Educator Development: https://www.thecenterblacked.org/ Call Me MiSTER program (at Georgia College) https://www.gcsu.edu/education/call-me-mister-college-of-education National Call Me MiSTER headquarters: https://www.clemson.edu/education/programs/programs/call-me-mister.html “Misogynoir”, as coined by Dr. Moya Bailey https://en.wikipedia.org/wiki/Misogynoir Teachers of Color and Exams https://www.edweek.org/teaching-learning/opinion-we-need-more-teachers-of-color-lets-scrap-exams-that-keep-them-out-of-the-classroom/2019/05 The Black Teacher Project https://www.blackteacherproject.org/ Dr. Bettina Love (abolitionist teaching) https://bettinalove.com/ Profound Gentlemen https://www.profoundgentlemen.org/ Black Male Educators Talk (BMEsTalk) https://bmestalk.com/ Emmanuel's Dissertation about the topic: https://getd.libs.uga.edu/pdfs/little_clifford_e_201812_phd.pdf --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/nowednesdaypod/support

Amy Valentine, Leader at Future of School has been called a social rabble rouser, a turnaround strategist and a fighter of the status quo in K–12 education. She has served as a teacher, school leader and executive director.  Gives scholarships to students and grants to teachers. National Non-profit to support the changing of schools. Why parents seek alternative methods of education. Why wasn’t emergency learning effective in spring 2020? We haven’t reached a tipping point. COVID 19 taught us that school is verb. How to demonstrate learning differently? It doesn’t take a lot of money. Fixed mindsets can be damaging. Education is a personal thing for everyone. Whatever it takes, all hands on deck. Seeing education from a different perspective. Role of teacher was elevated during pandemic. buzzword - student-centered learning. Crisis schooling - is not remote learning. You need to listen to that voice inside you. You’ve got all this education figured out. How to be a transformative principal? Bring your community together through 1 or 2 different mediums. Stay connected even if you don’t know your plan. Some data: American public perception of the K–12 education system has been remained steadily low over the last 20 years According to the most recent Gallup Poll, 47% of Americans expressed dissatisfaction with the K–12 education system (2019) According to the 2018 Gallup Poll, 71% of parents expressed satisfaction with the K–12 education system (2018) Americans’ Satisfaction With U.S. Education at 15-Year High [Gallup Satisfaction Surveys on Education]
(https://news.gallup.com/poll/1612/education.aspx) Seven in 10 Parents Satisfied With Their Child’s Education Why the discrepancy?   Not all “Americans” are parents; some are older and do not resonate with that title, others do not have children but own businesses; everyone pays taxes that go to schools; Not all “Americans” are parents; some are older and do not resonate with that title, others do not have children but own businesses; everyone pays taxes that go to fund and support schools Education is a third-rail political issue– nobody wants to touch it– highly charged
* Why have things stayed the same in our K–12 schools? the rate and pace of change in public schools not mirroring that of all other social institutions, policy constraints (which differ by state), limited school choice options (which differ by state), budget cuts (federal, state and local), a changing workforce, and nearly no alignment between the needs of businesses and what is being taught as part of required content/curriculum, lack of empowerment at the local level, fear of technology catalyzing the much needed change Not all “Americans” are parents; some are older and do not resonate with the role, others do not have children, others are business owners; BUT everyone pays taxes that go to fund schools A four-year degree is not the golden ticket that majestically ensures skills development to enter into the workforce Why is this? If Americans are generally dissatisfied, why have schools remained the same, in large part? Reasons for parental dissatisfaction with district/school/the K–12 education system? Parent has a child who struggles in the school (academically, socially, personally, emotionally, other…), life-changing event (family moves, job change, terminal illness, medical condition, etc…) or another personal crisis (denoted as a small “c” or big/small “t” in their life) Of the 3.3 million families who chose to homeschool their child(ren) in 2016, the top reason (34%) indicated by families “concern about the school environment” such as bullying, drugs, negative peer pressure; second on the list of reasons dissatisfaction with academic instruction, with only 16% of families indicating the reason was for religious reasons. According to NCES, In 1999, 38% of families indicated religious reasons as the primary driver in choosing homeschooling 
* Since 1999, the number of homeschool families in America has nearly doubled (1999- 1.7 million; 2016- 3.3 million; NC) A Fresh Look at Homeschooling in the U.S. Parents’ Reasons for Homeschooling Today’s Sponsors Innovative school leaders across the country have started tracking online student participation using TeachFX because it’s one of the most powerful ways to improve student outcomes during COVID — especially for English Learners and students of color. Learn more about TeachFX and get a special offer at TeachFX.com Today’s Transformative Principal sponsor, John Catt Educational, amplifies world-class voices on timeless topics, with a list of authors recognized globally for their fresh perspectives and proven strategies to drive success in modern schools and classrooms. John Catt’s mission is to support high-quality teaching and learning by ensuring every educator has access to professional development materials that are research-based, practical, and focused on the key topics proven essential in today’s and tomorrow’s schools. Learn more about professional development publications that are easy to implement for your entire faculty, and are both quickly digestible and rigorous, by visiting https://us.johncattbookshop.com/. Learn more about some of the newest titles: Michaela: The Power of Culture by Katharine Birbalsingh Teaching WalkThrus: Visual Step-by-Step Guides to Essential Teaching Techniques by Tom Sherrington and Oliver Caviglioli Putting Staff First: A blueprint for revitalising our schools by John Tomsett and Jonny Uttley The Teaching Delusion: Why Teaching In Our Schools Isn’t Good Enough (And How We Can Make It Better) by Bruce Robertson Stop Talking About Wellbeing: A pragmatic approach to teacher workload by Kat Howard John Catt is also proud publisher of the new book from Transformative Principal host Jethro Jones: SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves Visit this page to learn more about bulk orders and how to bring John Catt’s research-based materials to your school: https://us.johncattbookshop.com/pages/agents-and-distributors

Sayfa içeriği bilgilendirme amaçlıdır. Tanı ve tedavi için lütfen hekiminize danışınız. www.sedatirgil.com

In this episode of You Talk It. We Live It River Scholl speaks with President of AFT - Oregon about teaching during COVID-19 and the ever shifting needs and responsibilities of teachers during the pandemic. Here are some interesting facts about education in the United States:How many teachers are there in the U.S.?In America's public schools there are 3.2 million full-time-equivalent teachers, according to federal projections for the fall of 2020.How many schools are there in the U.S.?There are 130,930 K-12 schools in the U.S., according to 2017-18 data from the National Center for Education Statistics (NCES). What are the racial demographics of teachers?When it comes to race, America’s teachers look very different from its student population.79.3% White9.3% Hispanic6.7% Black2.1% Asian1.8% Two or more races0.5% American Indian/Alaska Native0.2% Native Hawaiian/ Pacific IslanderWhat percent of teachers are women?Teaching continues to be a profession dominated by women. According to 2017-18 numbers from NCES 76.5 percent of teachers are female, while 23.5 percent are male.What's the average U.S. teacher salary?The average base salary for teachers is $57,900, according to 2017-18 data from NCES.Information sourced from www.edweek.orgPhoto credit:icon0.comAnd some disclaimer stuff: No guarantee is given regarding the accuracy of any statements or opinions made on the podcast or website. The content here is for informational and entertainment purposes. Views and opinions expressed in the podcast and website are our own and do not represent that of our work places. However, we do welcome any comments, suggestions, or correction of errors. This website or podcast should not be used in any legal capacity whatsoever.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.09.13.295105v1?rss=1 Authors: Tarn, C., Zeng, W.-F., Fei, Z.-C., He, S.-M. Abstract: Spectrum prediction using deep learning has attracted a lot of attention in recent years, and has been used in the analysis of data-dependent and data-independent acquisition mass spectrometry. Although existing deep learning methods have greatly increased the prediction accuracy, there is still considerable space for improvement, which is presently limited by the difference of instrument types or settings. In this work, we use the few-shot learning method to fit the data online to make up for the shortcoming. We evaluate the method using 9 commonly used datasets, where the instruments include Velos, QE, Lumos, and ABSciex, with NCEs being differently set. Experimental results show that, on nearly all of the datasets, pDeep3 achieves significantly higher prediction accuracy, with extermly low costs. For example, on a trypsin dataset Pandey-Velos of Orbitrap Velos from Human Proteome Map, with only 100 randomly selected peptide-spectrum matches, it increases the accuracy from 49% to 85%, and only takes 7 seconds using CPU. Further, we also show that our design is sufficiently effective to fill the accuracy gap, and not demanding on data quality. Finally, using OpenSWATH and EncyclopeDIA, we present the potential advantages of pDeep3 for DIA data analysis. The source code of pDeep3 is available at http://pfind.ict.ac.cn/software/pDeep3. Copy rights belong to original authors. Visit the link for more info

In this episode Dr. Watts utilizes data from PISA 2018, NAEP and NCES 2019 results as context for her discussion on the state of the Achievement Gap. She identifies all the Gaps that negatively impact the Achievement Gap #attitudegap, #opportunitygap, #knowledgegap, #homeworkgap, #wealthgap, #digitalgap, (divide), #healthgap. She defines “Gap” in the context of a variety of regions and cultures. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Kutsal Kitap, Tanrı’nın düşüncesine sahip olabileceğimizi söylüyor. Kendi benliğimizden ve bilgeliğimizden gelen düşünceleri bırakmalıyız. Mesih’te Tanrı’nın düşünceleri ve bilgeliği ile dolmak hayatımızı ve çevremizi değiştirecektir.

HELLO MY FELLOW CACIQUES! I bought a book called "Ensayos Para Una Nueva Economía: Desarrollo Económico de Puerto Rico", which contains a collection of essays written by professors. I'll be focusing on one titled: "Otro Desarrollo es Posible: Mujeres y Economía en Puerto Rico". The essay talks about the capitalist, patriarchal society we live in and how it oppresses women and their solutions to the problem at hand. The authors say that the solutions have already been implemented in some of the most gender equal countries in the world, yet in the eyes of the authors, even these countries are not doing enough for gender equality. I go over the topics discussed in the essay and look at NCES and IPEDS data to see what men and women choose for study and work.

Tottiler Messiler yeni bölümüyle geldi! Koray Gök Yalnızım şarkısıyla girdiği bu bölümde derbi haftasını, Göztepe'nin çıkışını, GS'nin ve BJK'nin kötü oyunlarını kısaca değerlendirip soruları cevapladı. Haftaya tam kadro görüşmek üzere, iyi dinlemeler!

Show summary Happy Father’s Day to all the fathers out there! On this week’s episode, we review a list of seven facts based on research about how fathers can affect a child’s development. We talk about the surprising importance of roughhousing, how fathers encourage courageous exploration and many other relatively unknown facts that will change the way you think about fathers. Show notes 2:28 - Analyzing statistics with a critical eye and remembering that studies don’t always use the same research methodologies 3:54 - A good rule of thumb for reliable research: if at least three studies show similar results using similar research methodologies, then the results are probably reliable 4:41 - Fathers encourage courageous exploration; they push you to your limits and help you achieve your potential (Research article) 6:09 - Having a father in your house decreases the chances of having shorter telomeres (Research article) 9:28 - Clarifying the terms: non-resident fathers, resident fathers and fatherlessness 11:24 - Rough-and-tumble play with fathers has many benefits such as: children being able to delay gratification (the marshmallow test), they have better spatial awareness in social situations, they don’t confuse assertiveness with aggression and they learn their physical limits, and can better read others’ emotional cues (Research article) (YouTube video - The absolute necessity of fathers: Warren Farrell/JB Peterson) 15:25 - Discipline and punishment are two completely different things 20:34 - Are hands-off policies in schools desocializing children? (News article about a hands-off policy in a Canadian school) 22:10 - Boys who don’t have fathers tend to join gangs; gangs are a poor substitute for a father’s masculinity (Research article) 23:43 - Children who are emotionally close to their fathers are 80% less likely to spend time in jail during their lives (White paper on the importance of fathers) 24:36 - Children with actively involved fathers have better academic performance and lower risk of dropping out of school (NCES publication) 26:20 - Working fathers earn 22% more than non-father workers, and the more children a father has the more they earn (Trades Union Congress report) 29:09 - The postmodernist view of families

Lloyd shares his thoughts on the school shooting in Parkland, Florida, and why protecting our kids isn't a priority in Congress. So, this week, we saw another school shooting. this time in Parkland, Florida, about 50 miles north of Miami. A disturbed 19-yr-old, who had been expelled for disciplinary reasons, was not allowed on campus with a backpack because of concerns, had a history of mental illness, who was apparently angry about being bullied, and who flew massive red flags on social media took a rifle and lots of magazines to his old school, pulled the fire alarms to get everyone out into the halls, and began opening fire. He killed 17, and wounded another 15 in the 15 minutes it took police to respond. In the end, he was too big a coward to eat a bullet himself, and was arrested without being injured himself. At age 19, the shooter was prohibited from owning a handgun. Unlike Trayvon martin, who posed with real guns he was not allowed to own, this week’s shooter posed with airsoft and pellet guns. But, in one photo which he captioned his “arsenal”, he did have two shotguns, two hunting rifles, and an AR-15 pattern rifle. Where he acquired his rifles, we do not yet know. The minimum age to purchase or possess a long gun in Florida is 18. Students at his former school say they all knew he was a time bomb. That they all saw it coming. He was angry. He was weird. He was always getting into trouble. Ultimately, he was expelled and staff was warned not to allow him on campus with a backpack. So, the school saw it coming, too. It’s not legal to open carry in Florida. Yet he did openly carry the rifle to the school. It’s illegal to carry a firearm onto school property. And yet he did. It’s not legal to shoot people unless it’s an act of self-defense. He did that as well. Chelsea handler and other leftist harpies immediately blamed the NRA. Which shows you what a moronic broken record the left has become when it comes to violence in America. The Left has their mantras. Background checks. Gun bans. Magazine capacity bans. Blame the NRA. All of it bullshit. But the Right has their own mantras, as well. It’s a mental health issue. You can’t legislate evil. Good guys with guns. Background checks are an infringement of muh rights. Much of the right’s favorite catch-phrases are bullshit too. In this case, it was a mental health issue. As was the case in aurora, Tucson, and Newtown. But in all those cases, like this one, the killers were not in the system. Not because the system failed. But because there was no reason for them to be there. You must be committed to a mental institution, or be a felon, or a domestic abuser or have a protective order against you to be denied your 2A rights. None of those applied to the shooter this week. He had apparently seen a mental health therapist, but had never been adjudicated mentally ill or committed to a mental institution. So, how do we stop it? What could have stopped this? Ignore the idiotic ideas on the left about bans and background checks. Like the killers at columbine, this kid was apparently bullied. combined with mental illness, and the recent death of his mother, the fuse for this kid was lit. and it was short. At what point could this have been stopped? The fact is, criminal record or mental illness or none, someone evil enough to consider killing their former classmates at school will find a way to do it. At one of the schools in a system where my wife once worked, a student was found to be plotting a mass-casualty attack. The most detailed plan local law enforcement had ever seen. It didn’t involve knives, or guns. it involved blocking the school’s exits and releasing an airborne toxin, a gas made from household chemicals, fed into the school’s air handling systems. This disturbed student didn’t plan to shoot up the school. That student planned to exterminate every person on the campus like the gas chambers at Auschwitz. She didn’t need a gun. You heard me right…she didn’t need a gun. Her sick plan did not include one. Fortunately, someone discovered her plan and reported it to authorities. Evil will find a way. But our answer can’t stop there. It can’t be to throw up our hands and say, “you can’t legislate evil,” or “we live in a wicked world.” Those things are true. evil exists and it will find a way. The sin in the heart of man is the reason men and women do such terrible things to each other. So, what do we do? Taking away guns from people who do not abuse their rights is not the answer. Killers steal, make and find weapons whether you ban them or not. Magazine capacity bans? The shooter had “countless magazines” according to the local sheriff. Although they have counted them so it’s not like he had a bag of holding from D&D with a warehouse full of mags inside. But clearly, he had a bunch. Like the shooter at VA tech or the one at Sutherland springs. Since he had time to reload multiple times, it doesn’t matter. So, again, what can we do? The sad truth is that acts of evil cannot be prevented. And in this sick society we have created, it should not be surprising. It should be expected. No, children should never feel unsafe in an American school. or any school for that matter. but from Beslan, to Bath Township, to Columbine, to Monash University, to Kauhajoki, Finland, or Emsdetten, Germany, or Dunblane, Scotland, children have been killed in the places they should have been safe. at school. Why? because schools are easy targets for mass killers. There are never armed citizens, thanks to the gun free school zones act. There’s almost never an armed guard or resource officer. The targets, students and teachers, have limited ability to escape. The hallways make it easy to funnel targets into fields of fire. And police will not arrive in time to prevent you from killing lots of people. At this Florida school, it was 15 minutes. By that time, the shooter killed 17, wounded 15, then blended in with his intended victims as they were evacuating. What law would stop this evil? Nothing. You could raise the minimum age to purchase a long gun to 21. Except for members of the military or law enforcement who are under 21, I have no problem with this. But more importantly, we could secure our schools. How did this guy get into the school? Were exterior doors locked? If the school told staff to prevent him from coming on campus, how were they supposed to do that? What plans or precautions were in place to prevent him, or anyone else, from coming into that school with a weapon? He was wearing a gas mask, so maybe they didn’t realize it was him. According to the national center for education statistics, there are over 98,000 public schools in the united states, elementary and secondary schools. NCES stats for 2015-2016 show that 69% of schools had at least one violent incident on campus. 15% had at least one serious violent incident – rape, sexual assault, physical attacks or fights with weapons. 8% reported threats of physical attacks with weapons. But despite those threats, just 72% of public schools has full or part time security on campus at least once a week. not every day. once a week. You may think, hey 72% is higher than I thought. That sounds high, right? Only 52% are sworn law enforcement. And of those, close to 20% are not armed. Only 43% of carry a firearm. Only 48% are full time. This means that over 23,000 schools don’t even have a part time, unarmed security guard. After the Newtown massacre in 2012, the NRA proposed a solution called national school shield. Because the idea didn’t involve gun control and it was proposed by the eeeevil NRA, it was lampooned and ignored. In the six years since, what have we done? Not much. During that time, we have had numerous school shootings and the democrats continue to tilt at windmills, hoping just one more tragedy will move public opinion on gun control. the politics are the important thing. not your kids. School Shield trained its first school three years after Newtown and has apparently done nothing since. either the program is dead, or it was never serious and was just a publicity stunt to divert attention from the gun control debate. From what I can see, it just withered on the vine. There’s no indication, aside from a video and a place to donate money, that the program is even active anymore. My guess is that nobody, not even the NRA, took it seriously. If you want to save lives, we need to secure our schools. Hiring 98,000 officers at let’s say 35000 per year would be a 3.4 billion dollar a year program. That’s a lot of money, I can hear you say. Well, consider that federal agencies waste over 100 billion a year in erroneous tax refunds, Medicare payments and unemployment benefits to people who have jobs. The us government spends nearly 7 million dollars every minute. The department of veteran’s affairs spends nearly 200 million a year on buildings they don’t use. We spent 2 million dollars apiece to train 145 moderate Syrian rebels during the Obama admin. The DOD spent 2 million to develop robots that can play jazz. With the money we wasted on the F-35 joint strike fighter, we could have funded armed schools resource officers for every school in America for 130,000 years. The point is, we would rather waste money on studying world of Warcraft, or cow farts, or studying male prostitutes in Vietnam, or genital washing programs in South Africa or to help Pakistani mango farmers…than we would to protect our children. Because if we protected our kids, where would Democrats get the dead kids they need to push for gun control?

VistaGen Therapeutics is a clinical-stage biopharmaceutical company concentrating on developing new generation medicines for depression and other central nervous system (CNS) disorders. The lead CNS product candidate, AV-101, is a new generation antidepressant drug candidate in Phase 2 development. AV-101's mechanism of action is fundamentally differentiated from all FDA-approved antidepressants and atypical antipsychotics used adjunctively to treat major depressive disorder (MDD), with potential to drive a paradigm shift towards a new generation of safer and faster-acting antidepressants. In addition to the AV-101 programs, VistaStem, VistaGen's wholly owned subsidiary, is focused on applying human pluripotent stem cell technology, internally and with collaborators, to discover, rescue, develop and commercialize proprietary new chemical entities (NCEs), including small molecule NCEs with regenerative potential, for CNS and other diseases, and cellular therapies involving stem cell-derived blood, cartilage, heart and liver cells. VistaGen is utilizing its CardioSafe 3D to participate in the FDA's Comprehensive in-vitro Proarrhythmia Assay (CiPA) initiative designed to change the landscape of nonclinical drug development by providing a more complete and accurate assessment of potential drug effects on cardiac risk using stem cell-derived heart cells and in vitro ion channel data. In this podcast, Dr. Snodgrass discusses VistaStem's stem cell technology applications as well and their CardioSafe 3D™ program. Make sure to subscribe, review and stay tuned to Future Tech Podcast for more on Future Tech news. Contribute Bitcoin to fuel our interviews and keep us going!

Four assignments down and several yet to go in this summer college search process that we hope you are undertaking with us. We hope that your teenager and you are learning a lot about colleges in general and a lot about the colleges that are on your teenager’s long summer list of college options. We hope that your teenager’s list is still long--because there is plenty of time to shorten it after September comes.  To recap, in your first four assignments, you have expanded your teenager’s long summer list of college options--for now, anyway. You have checked out four key admission standards for the colleges on that list--namely, average high school GPA, high school class rank, SAT or ACT scores of admitted and/or enrolled freshmen, and both required and recommended courses to be completed in high school. You have also looked at each college’s undergraduate enrollment, broken down by part-time vs. full-time study, gender, race/ethnicity, and place of residence. That’s a lot of information, but we believe we can add a couple more pieces of data that might affect what your teenager and you think about a college. As we have said before, get your teenager to do this research assignment. But if you want to help, feel free to do so. 1. Your Assignment #5 Download the Assignment #5 Worksheet In this episode, we will look further into the size of each of the colleges on your teenager’s long summer list of college options--that is, size in terms of enrollment, not in terms of physical campus area. We want to examine two specific aspects of size--things that you might not think about right off the bat. You will recall in Assignment #1, you had to fill in the undergraduate enrollment of each college on your teenager’s long summer list of college options. Then, in Assignment #4, you looked at that enrollment by the characteristics of the students themselves. Today, we want to look at how the enrollment is distributed into the actual classrooms and seminar rooms and labs that students sit in on campus and how it might affect your teenager’s relationships with his or her professors. 2. Student-to-Faculty Ratio Again, let me recommend that your teenager look to College Navigator, the impressive online search tool provided by the National Center for Education Statistics, for finding out this first statistic we are going to talk about. Let me say that sometimes you can also find this statistic on a college’s own website, often on the “Quick Facts” or “At a Glance” or similar page. During our nationwide virtual college tour (Episodes 27 through 53) here at USACollegeChat, I spent loads of time looking for this statistic and not finding it on individual college websites--only to discover now that it was right there at College Navigator all along. This is a statistic that we mentioned very often during our virtual tour, and we know that it is one that colleges themselves are often very proud of. It is student-to-faculty ratio--in other words, how many students are there for each faculty member. So, what is the big deal about student-to-faculty ratio? It is this: Most people believe that a student’s education is improved if he or she has more access to faculty members in smaller classes (more about that in a minute), during less crowded office hours, and in more chances to meet up outside of class and office hours to discuss things or take part in activities of some sort together or develop a professional relationship or mentorship of some kind, and so on. Most people believe that faculty members can and will give each student enough time and attention if they are not spread too thin over too many students. Hence, a student-to-faculty ratio should be as low as possible, ideally in single digits or low double digits, like 10-to-1. Let me be the first to say that I actually don’t know if this is true, though it certainly seems to be logical. I also don’t know how valuable a low student-to-faculty ratio is for students who are not particularly looking for this kind of personal relationship with faculty members. I went to Cornell University, a large Ivy League university, where I did not have a close relationship with virtually any of my professors. The only one I probably ever spoke to outside of a formal class setting was the great historian Michael Kammen, who autographed a copy of his Pulitzer Prize winner for me and who realized, when he thought about my name, that he read my sports articles with my byline in The Cornell Daily Sun. I admired many of my professors, including Professor Kammen, but I really didn’t feel the need for more attention from any of them. So, I am the perfect candidate for a college with an unimpressive student-to-faculty ratio. However, if your teenager would benefit from a closer, perhaps more nurturing connection to his or her professors, then checking out the student-to-faculty ratio makes sense for your family. Or, if you would feel better knowing that there is a greater chance that a faculty member knows and is looking out for your teenager, then looking for that low student-to-faculty ratio is important. Generally speaking, student-to-faculty ratios are lower at small private colleges than at large public universities, which is not surprising. Small private colleges advertise the college culture that comes with a low ratio as one of the reasons to choose a small private college instead of a large public university. For example, you have Amherst College at 8-to-1, Vassar College at 8-to-1, Reed College at 9-to1, Hamilton College at 9-to1, Colorado College at 10-to-1, and so on. And, if I read you a list of good public flagship universities, those ratios might be more like 16- or 17- or 18-to-1.  When you see a very selective private university with a student-to-faculty ratio that makes it look more like a small private college, you have to be impressed--like Rice University’s 6-to-1 or Duke University’s 7-to-1. Though perhaps the most interesting is California Institute of Technology (commonly known as Caltech), with a student-to-faculty ratio of 3:1--so low a ratio that it is virtually unbelievable. A low ratio might make that private university a more attractive choice for your teenager and you--and probably a more expensive choice. But that’s your call. I do want to add that I suspect that these ratios are not calculated exactly the same way from college to college, regardless of what anyone claims. I also imagine that the ratio is a lot harder to calculate for a large university with, say, 12 schools and colleges in it, which likely have different student-to-faculty ratios; in that case, one student-to-faculty ratio doesn’t even make much sense. In fairness to College Navigator, colleges do get directions for completing the standard data collection forms. And, if you were wondering, student-to-faculty ratio is supposed to exclude both students and faculty in what we would think of as professional programs that are solely for graduate students--like medicine, law, social work, or public health. So, NCES is trying to make the ratios sensible and comparable from college to college. The bottom line is this: I wouldn’t put a lot of weight on the difference between a student-to-faculty ratio of 9-to-1 and 10-to-1 or even 11-to-1. Rather consider that there might, however, be a difference in faculty accessibility between a college with a student-to-faculty ratio of 9-to-1 and one with a ratio of 18-to-1. Have your teenager do the necessary college searches and write down the student-to-faculty ratio on the Assignment #5 worksheet. Get it from College Navigator; or, if you are curious, take a look at a college’s own website to see what the college is advertising. 3. Class Size Watch our Facebook Live video on class size for more perspectives. Class size is exactly what you think it is--how many students are in the classroom when your teenager is trying to learn calculus. Some colleges are very proud of their small class sizes, and some others that think they don’t have that much to be proud of in this regard do the best they can to make a good case for their own class sizes. This information is not on College Navigator (at least not that I could find). But you can find this information on many, many college websites, though you might have to look around a bit. For example, here is what you will read under “Quick Facts” on St. John’s College’s website: “Seminars have between 17 [and] 19 students, led by two faculty members. Tutorials (mathematics, language, and music) and laboratory sessions have 12 to 16 students, led by one faculty member.” That is believable, given that St. John’s (with campuses in Annapolis and Santa Fe) is a super-small and super-intriguing college (with about 450 to 475 students on each campus). Those classes are a lot smaller than many, many classes would be at a large university. On the website of the College of William & Mary (a prestigious public college of about 6,300 undergraduates and 2,200 graduate students in Virginia), you can find this statement under “W&M At a Glance”: “84 percent of courses have fewer than 40 students.” Clearly, William & Mary thinks that is worth advertising, though it is quite different from what St. John’s advertises. Or, on other websites, you can look for the “common data set” and check out a display of class section sizes under “I. Instructional Faculty and Class Size” (by the way, you will also find student-to-faculty ratios here). You can see how many class sections have 2-9 students, 10-19 students, 20-29 students, 30-39 students, 40-49 students, 50-59 students, and all the way to 100+ students. There are also subsections displayed--that is, the supplementary tutorials and labs, for example. But again, class size is a matter of personal choice. Frankly, I preferred large classes--huge lectures by a brilliant professor. But many students prefer small seminars where students get to express their own opinions and talk back and forth with each other and with the professor. There is also a good chance that your teenager doesn’t know which of these he or she would prefer--since most high school students have never experienced huge lectures by brilliant professors. Nonetheless, the topic of class size is something you should think about and talk about with your teenager before you start narrowing down your list of college options. For now, have your teenager do the necessary college searches and jot down whatever claims each college is making about class size--if any. Or take a look at the common data set on each college’s website and get the figures there. Download the Assignment #5 Worksheet The Kindle ebook version of our book, How To Find the Right College, is on sale for $1.99 all summer long! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook. Ask your questions or share your feedback by… Leaving a comment on the show notes for this episode at http://usacollegechat.org/episode84 Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast Connect with us through… Subscribing to our podcast on Google Play Music, iTunes, Stitcher, or TuneIn Liking us on Facebook or following us on Twitter Reviewing parent materials we have available at www.policystudies.org Inquiring about our consulting services if you need individualized help Reading Regina's blog, Parent Chat with Regina

Los idiomas marcan el devenir de este programa. italiano, francés, alemán y el ruso conforman las lenguas elegidas.

The Revelstoke-based North Columbia Environmental Society (NCES) is asking governments of all levels to enforce existing rules prohibiting motorized recreation on the Upper Arrow Lake drawdown zone, most commonly known at the Columbia River Flats. We spoke with NCES president Jody Lownds about the issue.

44. Bölüm: Kıyamet Öncesi Geri Sayım Maya Kıyameti'nin tek panzehiri, sığınak gibi radyo programı Açık Bilim Radyo Programı'nın yeni bir bölümünden merhaba! İstanbul'da 91.6 frekansından yayın yapan Radyo 24'te Salı akşamları 20:15-21:30 arasında yayınlanan programımızda bu hafta Tevfik Uyar, Kerem Kaynar ve Serdar Başeğmez vardı. Bu programda konuştuğumuz konular şunlar oldu: - Açık Bilim'in yeni sayısında neler var? - Maya kıyameti nereden doğdu? Aslı astarı var mı? Neden çıkıyor bu tip söylentiler? - Mayalıların harman olduğu yer: Şirince. - "Gerçeğin Büyüsü" - Kanuni'nin sırrı ne? NASA'nın Kanuni ile ne ilgisi var? - Curiosity organik bileşik mi buldu? Kulaktan kulağa Curiosity... Dinlemek için: iTunes ile (iPod, iPhone ve iPad’lerde kolaylıkla dinleyebilmek, güncellemeleri otomatik indirebilmek için): Açık Bilim Radyo Programı iTunes bağlantısı Açık Bilim Radyo Programı Besleme Adresi

The for-profit sector is an active, viable and financially successful piece of the landscape of education and assumed to continue growing (Breneman, 2005). “Edupreneurs” or private, for-profit education companies provide desirable and affordable educational products and services for students, or better, customers. At the tertiary level, for-profit higher education is defined “private institution[s] in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk” (NCES, 2003). In other words, public higher education and private not-for-profit colleges and universities on the one hand are not entitled to benefit private interests and net earnings cannot be distributed to owners or shareholders (IRS, 2003; Quoted after Kinser, K. & Levy, D.C., 2005, p.6). On the other hand, for-profit institutions set their goal to make a profit for their owners or shareholders (Kinser, 2005). According to John Sperling (1997), For-profit universities offer several advantages over non-profit institutions, among which are the for-profit’s accountability for educational effectiveness, operational efficiency, cost benefits, and the time it takes them to respond to changes in the education needs. Fueled by the trends of internationalization, globalization, commercialization, and privatization in the education sector, for-profit education expands worldwide. This research intends to feature the Chinese echoes to the trend of For-profit education. The purpose of the study is three-fold. To begin with, the author aims to portray the scope and size of Chinese for-profit education sector, and make a tentative classification for “Edupreneurs” operating in Chinese education and training market. Next, the author aims to show the panorama of Chinese for-profit education, looking into the yesterday (causes of the emergence), today (strengths and weaknesses of the operation), and tomorrow (conceptualization of the optimal “Edupreneur”) of Chinese “Edupreneurs”. Last but not least, the researcher proposes to promote educational cooperation between Germany and China. Germany is blessed with excellent educational resources and services, and among one of the most popular destinations for international student mobility. Nevertheless, Germany has been avoiding the private surge, and thus a for-profit surge so far, even when faced with severe budget cuts and funding problems. Is this a voluntary or reluctant rejection, under the current educational system lacking self-management and autonomy? A quest for combining educational provision and consumption between Germany and China will then be incorporated in this study. Qualitative research methods are used to collect data. The primary source of data comes from semi-structured interviews with middle or senior administrators of selected for-profit educational companies. Other sources include direct observation made by the researcher during the periods of visiting the interviewees and companies; official documents (archival records, legislation, ministerial publications); internal documents; company fact book; company website; journalism (newspapers, periodicals), and others.

We will talk about class room discipline, how it is 3x the likelihood that black students will be suspended for an offense as compared to their non-black peers. According to NCES 1 African-American Student is suspended every seven seconds of the school day.