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Archive for the ‘Online Education’ Category

Why You Should Be Investing In Online Learning for Your Customers and Employees – MarketScale

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Education is critical to growth, and online learning beyond traditional walls is transforming business unlike ever before. The relationship between learning and work is becoming more blurred as the two become part of the same integrated ecosystem.

So why is owning education so transformational for a business, its employees and customers?

Companies that invest in online learning have 218% higher revenue and 24% better profit margins. Thus, companies that arent already integrating online learning, are scrambling to catch up. By 2025 the global elearning market is expected to reach $325 billion.

On this episode of EdTech by MarketScale we talk with JW Marshall, a B2B Online Learning Consultant, about the technology and content in todays online learning management systems and the importance of integrating education into an organization.

There is a shift away from old school learning management systems that traditionally were thought of as a compliance tool by HR for employees to comply with rules. Today, online learning is meant to be so engaging that people want to learn to build more skills and advance their careers. IBM found that for every dollar they spent on eLearning, they saw $30 in increased productivity.

[In the] early stages of learning management, systems got a bad rap that they are boring, not engaging and a have-to. In the new digital world of Netflix and YouTube, you can binge-watch almost anything and now and we hope that training and online learning are moving that direction. That theyre so engaging that you want to learn more, says Marshall

Online learning helps people learn without an agenda. The missing link? Companies providing the platform for their employees so they dont have to go somewhere else to get it.

Unlocking the potential of online learning

Science and creativity are both vital in executing content for online learning systems. A lot of companies have great ideas but dont know how to create engaging content and design in engaging sequences with video, text, assessments, says Marshall.

Today is the golden age of online learning. The eLearning industry has grown by 900% since 2000. Learning has evolved from simple text-based documents, to PDFs, to powerpoints to what we have today video that is not just animated, but also 3D and interactive.

Historically, higher education had been the early adopter of online learning with technologies slowly trickling down to high schools, middle schools, elementary schools and lastly businesses. But in last two years the gaps are beginning to close and companies themselves are starting to innovate more and prioritize learning.

Why? Digital natives have entered the workforces and the status quo is no longer good enough. Today, 80% of US companies are using online learning.

Being able to curate content to guide employees and extend learning beyond just the core of a business helps in building a culture of learning which is incredibly powerful. Why? So you dont end up with workers that dont want to change, evolve and progress.

But its not just employees. Learners can be customers, employees, channel distribution partners really anyone that is taking the course, says Marshall.

Customer training is becoming more and more important as you want to make sure your customers know everything they need to know about your products, your services, that youre continuing to train them as your products evolve and that youre building that relationship so that they stay with you, says Marshall.

So why should a business invest in education not just for their company, but for their industry? Listen to the full episode of EdTech by MarketScale on Apple and Spotify, and learn more here.

For the latest news, videos, and podcasts in theEducation Technology Industry, be sure to subscribe to our industry publication.

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How schools are using online education, rather than punishment, to curb vaping – Chicago Daily Herald

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Punishing kids for bad behavior often doesn't correct the problem.

A dramatic rise in e-cigarette use among middle and high school students nationwide has prompted some suburban districts to take a different approach.

They are going beyond detention, suspensions and punitive measures when students are caught vaping.

Schools are using online vaping education curriculum through VapeEducate and 3rd Millennium designed to help students and families understand the dangers of e-cigarettes and learn strategies to prevent its use. Topics covered include vaping health risks, how e-cigarette marketing targets youths, addiction, and vaping marijuana and THC -- the main psychoactive compound that produces marijuana's high.

Hersey High School in Arlington Heights and Prospect High School in Mount Prospect are the first in Northwest Suburban High School District 214 to adopt VapeEducate's curriculum this year. Provided it's successful, officials might roll it out districtwide.

"We have a lot of different ways we are being proactive. This is one of the tools we are using," said Nick Olson, Prospect division head for student success, safety and wellness.

Huntley Unit District 158 has taken a comprehensive approach to addressing the vaping problem through education for teachers, parents and students since last school year. As a result, fewer students have been caught vaping this year, said Tony Venetico, principal of Marlowe Middle School in Lake in the Hills.

"We're going to handle it on a case-by-case basis," Venetico said. "Sitting in suspension doesn't teach students anything. We're hoping they walk away from this and make better choices and help educate their friends as well. That is how we are going to have a lasting impact on this epidemic."

3rd Millennium's course can take between 45 minutes and two hours to complete depending on the student's ability and focus. It includes a test that students can take at home or during non-class times at school, said Janet Cook, Glenbard District 87's director of student services.

Students placed in detention for having or using vaping devices can complete the course to get out of detention.

"We're trying to use this as part of restorative justice," Cook said. "Our hope is that it changes future decisions."

VapeEducate's online course also is self-paced and includes six lessons and a test after each unit. Students must score a minimum of 80% to pass a unit. The course takes about 5 hours to complete and can be done at home or at school. Results are sent to school administrators and parents, and students receive a certificate of completion.

The McHenry County Substance Abuse Coalition used federal grant funding to purchase 1,000 licenses of VapeEducate's course, which it is providing for free to middle and high schools countywide. Each license can be used only once.

Health officials have been providing five weekly presentations in schools on the risks of tobacco use, vaping and nicotine addiction. But it's hard to gauge how much information students absorb or retain, said Laura Crain, Drug Free Program coordinator for the coalition.

"VapeEducate is similar in content, but it is more you watch and learn," Crain said. "It's just one more way of really reaching the students that we know are engaged in (vaping)."

Some high school athletic coaches are considering having entire sports teams take the course rather than just the players who might be vaping, Crain said.

VapeEducate's curriculum is developed by Ohio-based school administrators and teachers. It is updated frequently with new information about vaping-related health issues, the vaping industry and new laws.

"We have an average of about 25,000 online users that we are educating. ... It's growing immensely," said Dorothy Bishop, chief operating officer. "Some schools are being very proactive and using it to educate students in orientation, health class."

Many schools that piloted the program are returning to purchase additional licenses. "That's a strong signal that it's helping," she said.

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EMERITUS Partners with UC Berkeley Executive Education to Offer New Online Artificial Intelligence Course in Business Strategies and Applications -…

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BOSTON, Dec. 3, 2019 /PRNewswire/ --Berkeley Executive Education is collaborating with online education provider EMERITUS to offer Artificial Intelligence: Business Strategies and Applications, which launches December 5, 2019.

This online certificate is for professionals eager to upskill and boost their careers with recent advancements in applications of AI in business. A two-month program, this introduces basic applications of AI to those in business. AI: Business Strategies and Applications (Online) requires four to six hours of study per week and costs $2,800, which makes it both affordable and convenient for working professionals.

CEO of Berkeley Executive Education, Mike Rielly says, "We are building a growing portfolio of online courses in partnership with EMERITUS across the domains of digital transformation and data science within business applications. The AI program is a logical addition to the portfolio as we aim to extend the critical work of our faculty to industry professionals across the globe where AI is, and will penetrate almost every aspect of business need and opportunity."

Lisa Rohrer, Director of University partnerships at EMERITUS, adds, "We are inspired by the suite of courses we are developing with the Berkeley Executive Education team and we're thrilled to be able to bring this world-class learning to a global audience."

AI is transforming the personal and professional lives of people across the world. By 2025, the global AI market is expected to expand to almost $60 billion. There aren't enough trained professionals to fill the jobs needed in this new industry.

In addition to learning about the basics and potential of AI, participants will develop an AI-related project that they can apply to their own organization, will learn how to organize and manage successful AI application projects, grasp technical aspects of AI well enough to communicate effectively with technical teams, and learn how to avoid pitfalls associated with these new technologies.

A team of distinguished UC Berkeley faculty at the forefront of information and communication technology teach the program. Participants will learn from Haas School of Business faculty members including Associate Professor and Faculty Director of the Fisher Center for Business Analytics, Zsolt Katona; Associate Professor and Co-Director of the Computational Culture Lab, Sameer B. Srivastava; Adjunct Professor and Research Scientist, Thomas Lee; and Visiting Scholar and Executive in Residence, Matthew Stepka. Participants will also learn from Engineering Professor and Director of UC Berkeley's Robot Learning Lab, Pieter Abbeel

For more information on Artificial Intelligence: Business Strategies and Applications (Online) by Berkeley Executive Education, interested applicants can apply and learn more here.

Berkeley Executive Education serves leaders and organizations who aspire to redefine the future of business. The organization's profound and unique learning experiences, led by renowned Berkeley Executive Education faculty, equip global executives and their organizations with the vision, culture, and capabilities to thrive in an ever-changing world. Its immersive programs offer both global and industry relevance that executives can immediately apply to shape their career to put themselves and their company ahead of the curve. Working with EMERITUS broadens access beyond on-campus offerings in a collaborative and engaging format that stays true to the quality of University of California, Berkeley.

EMERITUS ( offers professional education courses in collaboration with top-ranked universities: MIT, Columbia, Dartmouth, Wharton, UC Berkeley, Cambridge, London Business School and others. Using technology and curriculum innovation, EMERITUS enables working professionals who cannot enroll in full-time courses to access a top-tier, affordable education that will give them the skills needed to be the business leaders of tomorrow. EMERITUS' global team includes 550+ employees located in Boston, Dubai, Mexico City, Mumbai, New Delhi, Shanghai and Singapore.

Contact: Kiki Keating 1-603-858-2733

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Closing the Education-Technology Gap | by Gordon Brown & Anant Agarwal – Project Syndicate

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As advances in artificial intelligence and automation continue, the distance between high-skilled elites and everyone else will only grow. To counter this bifurcation, we should be using new technologies to educate more people at lower cost.

LONDON In 2007, Harvard University economists Claudia Goldin and Lawrence F. Katz published The Race Between Education and Technology. Americas once-great education system, Goldin and Katz argued, was failing to keep pace with technological change and the economic disparity that comes with it. Even more concerning, they would likely make the same argument today. As we enter the third decade of this century, students in the United States and around the world are struggling to get an education that prepares them for a rapidly changing workplace.

Technology is clearly winning the race between man and machine. The current wave of technological change is affecting every industry, requiring skills that are far more advanced and diverse than what was expected of workers just a generation ago. With demand for high-skilled labor outpacing supply, a global elite of highly educated, highly paid professionals has emerged, leading increasingly insulated lives. Worse, access to basic education is still being denied to the bulk of school-age children in developing countries, and a university-level education lies far beyond the reach of millions around the world. We estimate that even in 2040, only 25% of the worlds adult population will have secondary education qualifications or degrees and that a higher percentage, 27%, will either have had no schooling at all or at best an incomplete primary education.

This divide between an education-rich elite with university degrees and the education-poor is thus likely to deepen, exacerbating within-country inequalities. Globally, higher education can increase ones wage earnings by 16% on average, and by as much as 27% in low-income countries. But with advances in artificial intelligence (AI) and automation, this gap will widen even further, by boosting the capabilities (or augmented intelligence) of the privileged few who already have the skills to use the new technologies.

But this doesnt have to be the case. By leveraging technology in the service of education, we can end todays winner-takes-all race. Since 2012, the burgeoning MOOC (massive open online course) movement has demonstrated that high-quality education can be provided affordably and at scale to students around the world. Online education platforms have already helped millions of people achieve college readiness or upgrade their skills at prices far below those of more traditional approaches. For example, edX, a project backed by Harvard University, MIT, and other top institutions, has enrolled 25 million people, from every country in the world, and has so far awarded 1.6 million certificates of completion.

Digital technologies can also help us reach new audiences and reimagine the delivery of education. By making major investments to improve access to digital technology and fund tuitions, we can significantly expand the opportunities for more young people to pursue higher education, regardless of where they are.

Looking ahead, digital technology will play a critical role in supporting free or low-cost general education, by providing an on-ramp to college for traditional and non-traditional students in developed and developing countries alike. Institutions such as Arizona State University in the US are developing a new model for online courses. Together with edX, ASU has created the first MOOC program to offer first-year college-level courses for academic credit. The Global Freshman Academy is geared toward older adults who are returning to earn their Bachelors degree, as well as to high school-age students who want to prepare for college or reduce the cost of their undergraduate education.


Innovation is also underway at the post-graduate level, where one can find competitively priced online Masters programs in cutting-edge fields like data science, computer science, AI, and business administration. Top-ranked universities such as Georgia Tech, the University of Texas at Austin, the University of Queensland, and Boston University offer many of these courses, at a cost of just 20-25% of an on-campus course. Given this progress, the next natural step is to introduce online degrees at the undergraduate level, with curricula sub-divided into stackable, modular programs and credentials, enabling students to learn on-demand and affordably throughout their lifetimes.

Of course, such educational opportunities that should involve person-to-person coaching and mentoring what some call high-tech high-touch courses should also be accompanied by more opportunities for fulfilling work at decent wages. But in addition to nurturing new work opportunities, we also need to ensure that the education we deliver is a proper fit for future jobs, and that the accompanying credentials serve as effective labor-market signals. Just one-fifth of respondents to a recent edX survey believe that all of the knowledge from their college major is translatable to their current field. To stay ahead of the labor-displacing effects of AI and automation, digital-learning opportunities must be developed with employability in mind.

The rising popularity of coding boot camps and part-time, post-college online micro-credential programs shows that more workers are taking upskilling into their own hands. Job-relevant credentials from online programs like edX are also on the rise, with more than three million people having enrolled in various MicroMasters programs since this certification was launched by MIT on edX in 2015. This grassroots momentum can be maintained through support from employers, who should recognize the obvious advantages of lifelong educational opportunities for their employees.

But it is also time for governments and public policymakers to wake up. The inequality caused by lack of access to education is simply unsustainable. Now is the time to leverage digital technologies to improve college readiness and expand opportunities for students and workers at all points in their careers, and particularly for those who can least afford traditional educational channels.

Policymakers should see the growing skills gap as an urgent threat to social and political stability, as well as to economic growth. In addition to the divide between the educational haves and have-nots is a misalignment between what people are learning and what employers need. Closing these gaps will yield benefits for everyone and bring us closer to achieving the global Sustainable Development Goal for education. With the power of technology, we can reduce current economic disparities and become the first generation in history to have made universal, lifelong education a reality.

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Online Education Market 2019| Size, Share, Global Trends, CAGR Status, Analysis and Industry Forecasts to 2026| Research Industry US – News Obtain

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The report titled, Global Online Education market, has been prepared based on an intense market analysis with inputs from industry professionals. The report covers the market scenario and its growth forecast from 2019 to 2026. The report also includes a discussion of the key players operating in this market.

This Online Education Market research study is a set of insights that translate into a gist of this industry. It is described in terms of a plethora of factors, some of which comprise the current scenario of this marketplace in tandem with the industry scenario during the forecast period 2019 to 2026.

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Market competitive landscape:

This global Online Education market report focuses on the key competitors present in the market. The global market is highly split and the major players have used numerous strategies such as new product launches, agreements, expansions, joint ventures, partnerships, acquisitions, and others to dominate their presence in this market. In addition, business strategies utilized by the companies, their financial status, sales, etc. are also incorporated in this Online Education research report. The report includes market shares of the Online Education market for global, North America, Europe, Asia-Pacific, South America, and the Middle East & Africa.

Some of the major companies profiled in the reports are

Chegg Ambow Education CDEL EF Education First TAL Tata Interactive Systems N2N Services Saba Software McGrawHill Tokyo Academics Knewton YY Microsoft And Others

Segmentation Analysis

The market segmentation for the global Online Education market is product type and application/end-users. The product type segment discusses the different kinds of products made available by the global Online Education market. The product application segment examines the different end-users operational in the global Online Education market space.

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Regional Glimpse

Online Education market analysts are experts in covering all types of regional markets from emerging to old ones. You can hope for an all-inclusive Online Education industry research study of key regional and country-level markets. With detailed statistical patterns and regional categorization, Research Industry US offers you one of the most detailed and very well and simply logical regional analyses of the global Online Education market. The regional category includes major regions such as North America, Europe, Asia-Pacific, South America, and Middle East & Africa. Dominating region and the region with the highest growth are also described in the report.

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WILLIAMS: Fraud in higher education – North State Journal

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This years education scandal saw parents shelling out megabucks to gain college admittance for their children. Federal prosecutors have charged more than 50 people with participating in a scheme to get their children into colleges by cheating on entrance exams or bribing athletic coaches. They paid William Singer, a college-prep professional, more than $25 million to bribe coaches and university administrators and to change test scores on college admittance exams such as the SAT and ACT. As disgusting as this grossly dishonest behavior is, it is only the tiny tip of fraud in higher education.

According to the Bureau of Labor Statistics, in 2016, only 37% of white high school graduates tested as college-ready, but colleges admitted 70% of them. Roughly 17% of black high school graduates tested as college-ready, but colleges admitted 58% of them. A 2018 Hechinger Report found,More than four in 10 college students end up in developmental math and English classes at an annual cost of approximately $7 billion, and many of them have a worse chance of eventually graduating than if they went straight into college-level classes.

According to the National Conference of State Legislatures,when considering all first-time undergraduates, studies have found anywhere from 28 percent to 40 percent of students enroll in at least one remedial course. When looking at only community college students, several studies have found remediation rates surpassing 50 percent.Only 25% of students who took the ACT in 2012 met the tests readiness benchmarks in all four subjects English, reading, math and science.

Its clear that high schools confer diplomas that attest that a student can read, write and do math at a 12th-grade level when, in fact, most cannot. That means most high diplomas represent fraudulent documents. But when high school graduates enter college, what happens? To get a hint, we can turn to an article by Craig E.Klafter,Good Grieve! Americas Grade Inflation Culture,published in the Fall 2019 edition of Academic Questions. In 1940, only 15% of all grades awarded were As. By 2018, the average grade point average at some of the nations leading colleges was A-minus. For example, the average GPA at Brown University (3.75), Stanford (3.68), Harvard College (3.63), Yale University (3.63), Columbia University (3.6), University of California, Berkeley (3.59).

The falling standards witnessed at our primary and secondary levels are becoming increasingly the case at tertiary levels.Academically Adrift: Limited Learning on College Campusesis a study conducted byprofessors Richard Arum andJosipaRoksa. They found that 45% of 2,300 students at 24 colleges showed no significant improvement incritical thinking, complex reasoning and writing by the end of their sophomore years.

An article in News Forum for Lawyers titledStudy Finds College Students Remarkably Incompetentcites a study done by the American Institutes for Research that revealed thatmore than75% of two-year college students and 50% of four-year college students were incapable of completing everyday tasks. About 20% of four-year college students demonstrated only basic mathematical ability, while a steeper 30% of two-year college students could not progress past elementary arithmetic. NBC News reported that Fortune 500 companies spend about $3 billion annually to train employees inbasic English.

Here is a list of some other actual college courses that have been taught at U.S. colleges in recent years:What If Harry Potter Is Real?,Lady Gaga and the Sociology of Fame,Philosophy and Star Trek,Learning from YouTube,How To Watch Television,andOh, Look, a Chicken!The questions that immediately come to mind are these: What kind of professor would teach such courses, and what kind of student would spend his time taking such courses? Most importantly, what kind of college president and board of trustees would permit classes in such nonsense?

The fact that unscrupulous parents paid millions for special favors from college administrators to enroll their children pales in comparison to the poor educational outcomes, not to mention the gross indoctrination of young people by leftist professors.

Walter E. Williams is a professor of economics at George Mason University.

MATTHEWS: Democratic voters are no longer buying what Elizabeth Warren is selling

BARONE: Give Thanks for Americas Increasing Fairness

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Which is Better: Online School or a Standard Formal Education? – University Herald

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Which is Better: School Online or a Standard Education? (Photo :

Online education has grown visibly over the last few years. It has a tendency to offer inexpensive and flexible learning alternatives as compared to the standard education system. You can clearly take a look at online and get a possible diploma certificate upon completing your tasks. Online training is honestly the ideal manner to strike a balance among work, own family and research.

However, we can't completely discredit standard schooling. Attending a physical discussion does not only permit students to have a one-on-one experience with the teacher but also exposes them to real skills that can be useful to their future profession. Fundamentally, each of those educational alternatives comes with its own advantages and disadvantages. It's all about choosing the one that works perfectly for your education needs.

Online Education Vs Standard Education: Which One Is Better?

There are different benefits of classroom learning vs. online learning. Before deciding on which choice to select between online education vs standard schooling, it is essential to first weigh the pros and cons of each. You must be responsible and have a look at the effect of each alternative and pick one that offers greater advantages for your current situation.

Here are two of the important factors that come into play when searching online vs traditional schooling differences:

1. Social Interaction

When searching about online education vs traditional one, people are concerned with regards to social interaction. One of the important questions college students need to ask themselves before enrolling is; do I need a one-on-one discussion with my teachers or friends? Online training typically provides an alternative for teachers and college students to interact with each other via an online classroom or video conferencing software. With the use of such online classroom system, it is less complicated to attend classes online from anywhere at any time. Usually, the platform lets the students enjoy the streaming of full HD and crystal clear audio lessons. It also gives them the opportunity to attend lessons with minimum distractions and can choose to be and their comfy place during each session. Teachers can use screen sharing function to share their modules to the students.

The traditional college or school is an amazing option for those looking for face-to-face communication. It makes it feasible for students to have direct engagements with teachers and college students. With this approach of learning, students are capable of getting exact discussions, asking lots of questions and overlaying many ideas in one topic. That will, in the long run, improve student's overall performance and competence within the field of his chosen specialization.

2. Flexibility

This is one of the main reasons that freshmen and working students should consider. Online schooling offers flexibility to students, especially those who are already committed to work or family life. With online-based courses, you can take lessons whenever and wherever you want, without being forced to attend classes except for the scheduled ones

On the other option, traditional education can be exceptional for students who have more time to spend learning. This option is right for a college student who isn't committed to other major responsibilities. However, some campus courses have classes scheduled for evenings, which may offer another alternative for students. Distance from home could be the most challenging factor when it comes to traditional schooling.

As you could see, each online and traditional academic establishments offer their own particular benefits. They equally come with their personal set of challenges. In either option, it will be your commitment and perseverance that will clearly matter the most.

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Special education teacher has sex with son’s teen friend ‘several hundred times’: Docs – CrimeOnline

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A Florida teacher is accused of having sex with her sons 15-year-old friend for more than a year.

Arrested on Monday, Susan Weddle, 40, has resigned from her position as a learning resource specialist position at the J.E. Hall Center. Last month, a high school guidance counselor contacted the Department of Children and Families after someone informed the counselor of explicit text messages between Weddle and the teen, according to the Pensacola News Journal.

The victim reportedly told authorities in late November that he and Weddle had sex several hundred times and that their sexual relationship began when he was 15 and Weddle was 39. According to the arrest report, he claimed they first had sex in October 2018, when he and Weddles son attended a football game and party before going to Weddles home to drink.

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The victim reportedly claimed he was drunk when he tried to convince Weddle to have sex with him. He said Weddle said she knew it was wrong but she eventually gave in.

According to, a witness claimed he saw Weddle and the victim kissing in the kitchen during a party at Weddles house. He said the victim admitted to having sex with Weddle after the party.

The witness reportedly also told authorities that he saw a video that possibly depicted the victim and Weddle having sex. However, he noted that faces were not visible in the video.

Weddle allegedly gave the victim an iPhone, necklace, and bracelet during their illicit relationship. The victim also said that he and Weddle exchanged nude photos but claimed the phones used to send the messages were either destroyed or factory reset.

Weddle was charged with felony sexual battery on a victim 16 or 17 years old, lewd and lascivious behavior, and using a two-way communication device to facilitate a felony. Her bond was set at $150,000.

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[Featured image: Susan Weddle/Escambia County Jail]

Special education teacher has sex with son's teen friend 'several hundred times': Docs - CrimeOnline

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Harvard University, The Latest Higher Education Institution To Be Mandated To Provide Video Closed Captioning – Forbes

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Harvard University to provide closed captioning on online videos after a four-year-long lawsuit.

On November 27, the National Association of the Deaf (N.A.D.) won a landmark settlement with Harvard University that institutes a series of new guidelines to make the universitys website and online resources accessible for those who are deaf or hard of hearing. The settlement represents the most comprehensive set of online accessibility requirements in higher education and ensures for the first time that Harvard will provide high-quality captioning services for online content.

The settlement expands upon Harvards new digital accessibility policy, which was announced in May. According to the new policy that will go into effect on December 1, Harvard must provide captions for all online resources, including school-wide events that are live-streamed, content from department-sponsored student organizations and any new university created audio or video hosted by third-party platforms such as YouTube, Vimeo and SoundCloud.

Also, Harvard must add closed captioning to existing content posted on or after January 2019 within two years. For any content not already captioned, upon receiving a request, Harvard must caption the content within five business days. Harvard is also required to submit reports every six months beginning in June 2020 to N.A.D. and the Disability Law Center with information about the number of requests received and any changes made to these policies, among other details.

The terms of the settlement are included within a consent decree, which can be enforced by the court. The court must approve the consent decree before it may become active.

This settlement means greater access for current and future deaf and hard of hearing learners to the vast universe of Harvards online content. Ensuring accessibility is not something that can be considered a bonusit is a fundamental right that everyone deserves. Were pleased that Harvard will finally be treating all learners with the same standard of respect, explains Amy F. Robertson, the co-executive director of the Civil Rights Education and Enforcement Center.

This settlement was reached four years after this litigation began in 2015 when it was filed in the U.S. District Court for the Western District of Massachusetts as a class action lawsuit.

The lawsuit was prompted by the recognition that, notwithstanding the description of Harvards online resources as available to learners throughout the world, many of its videos and audio recordings lacked captions or used inaccurate captions. Harvard had no published policies in place to ensure these learning tools were accessible to people who are deaf and hard of hearing. In the United States alone, approximately 50 million people are considered deaf or hard of hearing. The failure to provide appropriate accommodations to this community is a violation of the Americans with Disabilities Act and the Rehabilitation Act of 1973.

A similar lawsuit wasfiled against the Massachusetts Institution of Technologyat the same time, but they havent settled on the litigation yet. Both Harvard and M.I.T. are known for their extensive materials available free online, and the two universities are the founding partners of edX, a nonprofit that offers dozens of massive open online courses (MOOCs), free to students around the world.

Through the litigation, Harvard filed two motions to dismiss the case. In response to each, the court ruled those federal laws prohibiting disability discrimination covered Harvards online content. After these rulings were issued, Harvard announced its new digital accessibility policy, and several months later, the parties reached a settlement.

As Harvard learned through this lawsuit, universities and colleges are on notice that all aspects of their campus, including their websites, must be accessible to everyone. Captioning video content is a basic form of access that opens up academic learning to not only deaf and hard of hearing people but the world. The National Association of the Deaf asks all who develop video content for the Internet to ensure access through quality captioning, said Howard A. Rosenblum, C.E.O. of the National Association of the Deaf.

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Harvard University, The Latest Higher Education Institution To Be Mandated To Provide Video Closed Captioning - Forbes

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Students offer their perspective on the importance of education – Daily Journal Online

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This story originally appeared on the front page of the Nov. 17, 1989 issue of The Press Advertiser. Editor

I think education is good to me and many others because it gives us a chance to do and know more. For example, we must learn how to read and write. Without knowing those basic skills it would be hard to get through life. Once we know these skills we can learn almost anything we want to learn. I can't imagine what it would be like to walk into a restaurant and not be able to read a menu or not be able to fill out a check or even a job application.

I enjoy getting an education because it is fun to learn new things. It's nice to learn about places I may go when I grow up.

Who knows, maybe someday I will be able to help someone else get an education. That would mean a lot to me. I love learning about good education. Andria Hargis

It means to learn. Without Education where would we be. Educcation is your life. If you did not have an Education you would die, because you could not get a real job. You could not get food, clothes and a house. You would have to have someone take care of you. Lets just say you can't live without Education. the end. Eric Wright

What education means is to go to school and lrne. And to be a good stotit. And it means to lisin to the techer. Rachal Dyan Laut

If you dont go to school you won't know how to read or write or anything like grown-ups do. You need to know how to read and write if you want to be a teacher. Danielle Coffey

I like learning because it is fun. If we did not have education nobody would be smart. Then nobody would know how much their grocerys are, and also I would not be writing this story. Chrysten Cook

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We got to come to school to learn what to do. I want to be a doctor when I grow up. I like the big old cars they have. They get lots of money and you have to have an education to be one. Brayton Hedgcoth

1. Education is learning a bowt being a good citizen. 2. Education means going to school and getting a good Education. 3. Of you have a good Education you can have a job. The ede. Darielle Wallis

Education helps people get along in the world. It gives you jobs, like a doctor or a lawyer, instead of selling candy around the neibarhood. With an education you can buy more food for your family. Some people without an education can't even afford food. With an eduacation you can know what's going on in the world around you. You can also know whats happening out of this world, like anothe planet.

An education lets you go in a store and figure up you bill without the workers telling you what it is. It is much easier to live with a good education. Be cool graduate from school. Amanda Barnhouse

Education means good grades a good job and a good life. Education is working, learning having fun. Education is skool, books, pencils.

I like Educatin because you learn new things like math spelling and the other subjects you learn definitions how to use a dictinary, you learn everything from Education. Education Motto IF YOU KEEP EDUCATION it will kep you. April Crocker

To me eduction means knowledge and how to get a job. I also think it means learning about certain things that you will have to know through life.

It means to use our minds and to try hard. It mens to learn ordinary and special kills. Thats what education means to me. Shelly Watkins

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