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How colleges are bringing online students into the classroom – Education Dive

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CHICAGO When online education entered the scene more than two decades ago, its critics predicted it would dampen the quality of college instruction. Today,the sector has shed some of those concerns, with about one-third of students taking at least one course online.

Yet there's still room for improvement. Researchers have found that fully online programs and classes may contribute to equity gaps and lead to poorer outcomes for the least prepared students.

But there are some bright spots, according to speakers at Educause's annual conference in Chicago. Innovative models for online classroom instruction could be poised to help the sector live up to its goals of expanding college access and making learning possible anywhere.

Below, we share how several administrators are moving online education forward at their institutions.

At California State University Channel Islands, a midsize institution located about an hour's drive from Los Angeles, officials wanted to proactively teach students the skills needed to thrive in online classes. So in 2018, they rolled out a self-paced course called Learning Online 101.

The one-to-three-hour class allows students to practice using the technology required in online courses in a low-stakes environment while also teaching the importance of time management and a strong support network.

Officials also sprinkled throughout the course photos of the campus and video messages from the president, faculty and students to help online learners feel more connected with the community.

"The humanization of the course was really important," said Jill Leafstedt, the university's associate vice provost of innovation and faculty development. Students taking online classes "are working full time, they have families, they have caretaker responsibilities, so they're not on campus to create that connection."

About 1,000 students have taken the course so far. Of those, about half (54%) were first-generation students and more than two-thirds (68%) had taken an online class before. Nearly all of the students (92%) said the course "increased their confidence for learning online."

Next steps include studying whether the course impacts student performance and reduces the number of technical questions faculty receive, officials said.

California State University Channel Islands launched a course called Learning Online 101 in 2018.

More than a decade ago, the Association of American Colleges & Universities unveiled its list of high-impact educational practices such as study abroad, writing-intensive courses and undergraduate research which some studiessuggest boost student outcomes, especially for underserved populations.

Yet many of these practices are difficult, if not impossible, to carry over into an online environment. Take the high-impact practice of service-learning, which typically involves completing a field-based project for a community partner. Biology students, for instance, may plant trees with a local conservation group to reinforce their in-class instruction about biodiversity.

But Jaci Lindberg, director of digital learning at the University of Nebraska at Omaha, was determined to incorporate service-learning into her online gender and leadership class.

Her first few attempts involved requiring students to show up in-person to complete a service-learning project, such as helping organize a women's leadership conference. But the students were pushing back, with many saying they didn't have someone to watch their kids or couldn't take off work on the day of the project.

"The humanization of the course was really important. [Online students] are working full-time, they have families, they have caretaker responsibilities, so they're not on campus to create that connection."

Jill Leafstedt

Associate vice provost of innovation and faculty development, CSU Channel Islands

Lindberg knew she needed a different approach.

"I need to meet my students where they are," she said. "They're picking an online course for a reason so I started to think to myself, 'How can I grab a partner or opportunity that is also online for them but still allows them to have a pretty transformational experience?'"

Now, the course's required service-learning project is completely online, with students creating webpages that help build out an archive about leaders who have worked toward gender equality for their community partner, Girls Inc.

"No one has asked for an exception, and I feel like they've really leaned into the project," Lindberg said. "I got the transformation that I was really seeking for the students to have."

Thanks to the growing popularity of online learning, Harvard University's Extension School has seen a recent surge in students, with enrollment passing 30,000 in the 2017-18 academic year.

The school has responded to that growth by ramping up its online offerings Harvard's Division of Continuing Education is offering 840 online classes in 2019 but officials wanted to do more to build a community between campus-based and remote learners.

For many years, one of the school's only options was livestreaming in-person classes to distance students a workaround officials found insufficient.

"Ideally, if everything comes together in the right way, the technology can fade to the background and become somewhat of an afterthought."

Christian Franco

Manager of live interactive learning technology, Harvard University

"It was more like a passive window to the classroom," said Christian Franco, Harvard's manager of live interactive learning technology. "There's no feeling of community, there's no timely way to ask a question or be part of the session. Simply put, online students really didn't have a voice."

The solution? A new course format called HELIX, which lets students choose whether they want to participate in live classes online or in person. To do so, classes were outfitted with multiple cameras to capture the lecture and large televisions in the back and front of the room that display remote students on a split-screen (similar to the opening credits of the TV show "The Brady Bunch").

Moreover, teachers have a direct sight line to the television in the back of the room, so they can see remote learners raise their hands and call on them in the same manner they do in-person students. "Ideally, if everything comes together in the right way, the technology can fade to the background and become somewhat of an afterthought," Franco said.

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Traditionally, learning to become a professional cook required an investment of either lots of time or a fair chunk of money -- and sometimes both. One customary career path for aspiring chefs was a multi-year series of apprenticeships and career moves in order to learn on the job.

The other alternative, culinary school, was a quicker but usually more expensive option. The cost of two years at the prestigious Culinary Institute of America in Hyde Park, New York currently has a $90,000 price tag.

But as is the case with so much else in the 21st century, the internet is disrupting culinary education as both existing culinary schools and high-tech start-ups are offering culinary education online.

While the traditional leaders in culinary education have been cautious about moving into internet-based culinary education - doing so would, after all, potentially undermine their core business - a number of entrepreneurial ventures have been aggressively developing and promoting "virtual cooking schools" for amateurs and professionals alike.

The teaching strategy those newcomers have adopted involves learning experiences delivered via the Web in the form of video content demonstrating various cooking techniques. After viewing the relevant lesson, students then replicate a recipe or technique in whatever kitchen setting might be available to them.

The tricky aspect of culinary education online is evaluation and feedback. With no chef-instructor to observe, taste, and critique, most online cooking schools have to rely on student submissions of food "selfies" as a basis for providing feedback - if they provide any at all.

Rouxbe ( claims to be the world's leading online culinary school, having served over 530,000 students. Founded in 2005 and headquartered in Vancouver, B.C., the company offers individual and group training and has partnered with many companies in the food service and hospitality industry to deliver workplace instruction and training. Current clients include Marriott Hotels & Resorts, Whole Foods, and more.

The company promotes certificate-level programs geared to both professionals and amateur chefs and, earlier this month, introduced a course of study dealing with "plant-based" cookery. This new coursework involves five units, 22 lessons, and 138 different techniques delivered over the course of 30 hours. Topics coved in the plant-based curriculum include soups, dressings and marinades as well as using meat and dairy alternatives. There is even lesson content on "no-heat" cooking.

The Rouxbe website offers a sampling of the video materials on which their instructional programs are based. Those media clips can be viewed at

Tucker's Restaurant in Southwick has announced they'll be hosting "Slowhand," a tribute performance featuring the music of Eric Clapton and Cream.

The event is planned for Friday, Nov. 1, with the dinner seating at 6 p.m. and a 7:30 p.m. showtime. Chef Michael Anderson will be serving a plated dinner menu of chicken francaise, vegetable, roasted red potatoes, and salad as well as a specialty dessert.

Tickets, which are $45 per person, can be ordered by online at

Tucker's Restaurant answers at (413) 569-0120.

If you missed this years Newport Mansions Wine & Food Festival or just want to get a jump on the next one, the festival promoters have announced that they are conducting a special advance sale of tickets for the 2020 Festival. Up until December 25, 2019, tickets for next years event, which will be held Sept. 17 through 20, will be available at 2019 prices.

More information is available at the Festival's web site,, or by calling (401) 847-1000.

"Big and beefy" are among the requisite adjectives needed to describe October's featured sandwiches at Arby's locations.

For the rest of October the chain is featuring a beer-braised beef sandwich on a pretzel roll, a beer cheese triple stack that included roast beef, corned beef, and shredded beer-braised beef topped with melted beer cheese, fried onions, and beer mustard, and a double roast beef sandwich finished with the same array of condiments.

There's an Arby's Restaurant that operates at the Granby Road-Route 33 rotary in Chicopee.

Red Robin Gourmet Burgers and Brews restaurants are featuring two special burger creations this fall season, a French onion burger that's finished with Swiss cheese, fried onion straws, and a French onion spread all served on an onion roll.

The El Ranchero burger, another limited-time-only selection, gets dressed up with candied bacon, onion straws, and jalapeno ranch dressing.

New among the chain's snacks and sides are garlic parmesan pretzel bites served with aioli for dipping and Nashville-style hot boneless wings.

Red Robin operates eateries in Holyoke at Holyoke Crossing, on Boston Road in North Wilbraham, and in Enfield, CT at 15 Hazard Avenue.

On Nov. 2, Teresas Restaurant in Ware will be turning its Alfonso Banquet Room over to the No Shoes Nation Band as that musical group presents a tribute to Kenny Chesney, the country music singer and guitarist.

The dinner and show evening begins with a 5 p.m. cocktail hour. Dinner, which will be served at 6 p.m., is a six course, family style meal of Teresa's favorites. Showtime is scheduled for 8 p.m.

Tickets are $50 per person and include tax and gratuity; call (413) 967-7601 for reservations.

The Gill Tavern in Gill is planning a special dinner event for Nov. 5.

Menu details and the like aren't yet available, but the Tavern's announcement promises that the evening will be similar to other such Gill Tavern get-togethers. This most likely means a five-course menu featuring local fare, a selection of wines paired to complement each course, a 6:30 p.m. start time, and a price per person in the neighborhood of $50.

For more details check the Gill Tavern's web site at or call the establishment at (413) 863-9006.

LongHorn Steakhouse restaurants have brought back their Delmonico steak as part of their new "Steakhouse Cuts" menu. Portioned at 14 ounces, the Delmonico joins a 12-ounce New York Strip and the chain's signature Flo's Filet, a steak that is available in either six- or eight-ounce sizes.

To complement these steak options, LongHorn has also introduced Crispy Brussels Sprouts tossed in a smoky honey butter. Other favorite steakhouse sides at LongHorn include Steakhouse Mac & Cheese and char-grilled asparagus.

There are LongHorn Steakhouse restaurants on Riverdale Street in West Springfield and on Phoenix Avenue in Enfield, CT.

Master impersonators the Edward Twins will be appearing at the Munich Haus German Restaurant in Chicopee on October 31 and November 1. The dinner and show version of these performances begins at 6:30 p.m.; show time is planned for 8 p.m.

Dinner and show tickets are $65, while show-only admission is $45.

Both ticket options can be purchased online at

The William Cullen Bryant Homestead in Cummington, in conjunction with Wheelhouse Catering of Amherst, is presenting a "Dinner in 1800's New England" on Saturday, Nov. 8 starting at 5 p.m.

The evening's special focus will be on the apple, an important crop in New England both then and now. Using some of Mrs. Bryant's own recipes, Wheelhouse Catering will be creating a meal such as the Bryant family themselves might have enjoyed more than a century ago.

Tickets are $95 and must be ordered by Oct. 31. Contact the Trustees of Reservations, which manages the Bryant Homestead, at (413) 200-7262 or email

Hugh Robert is a faculty member in Holyoke Community Colleges hospitality and culinary arts program and has nearly 45 years of restaurant and educational experience. Please send items of interest to Off the Menu at the Republican, P.O. Box 1329, Springfield, MA 01101; Robert can also be reached at

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Spotlight On Altus Schools And An Antidote To Online Credit Recovery – Forbes

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The view upon entering The Charter School of San Diego.

As I stepped out of the San Diego sunshine and into the school located in a storefront in a strip mall, I didnt know what to expect. Ive visited several schools located in storefronts over the years, but few that were also charters.

My jaw dropped. The facility was unlike any school I had been in before.

It was pristine, orderly, and inspiring. This was a place where anyone would want to worka professional adult or a studentin stark contrast to most school classrooms. It reminded me of a mix of an airy Apple Store and a coffee shop.

There was no classroom space per se, but instead the open floor plan was divided in subtle ways into a variety of well thought out types of spacesfrom those dedicated to individual work to other spaces for small-group and one-on-one work and from small breakout rooms for seminars to still other spaces tucked away for students to embark on virtual reality experiences, design for 3D printers, or do science labs.

Teachers had their offices upstairs. When they were downstairs, they were exclusively focused on the students.

The view of an Altus School from above where the teachers have their offices.

The school I was visiting was The Charter School of San Diego, which itself has a total of 14 different resource centers across San Diego. The school is one of seven Altus Schools in California.

The schools collectively serve roughly 8,000 students per year, 70% of whom are minority students, 70% of whom identify as socioeconomically disadvantaged and 20% of whom have disabilities. The schools largely outperform their district counterparts on various achievement measures. Fewer than 2% of students drop out, and the schools boast a 0% expulsion rate.

A 2015 Malcolm Baldrige National Quality Award recipient, which is the nations highest Presidential honor for performance excellence through innovation, improvement and visionary leadership and had never been given to an individual school before, the Charter School of San Diego and the Altus team thrives on data and a commitment to setting and realizing its goals each yearand from my perspective, its one of the better kept secrets in education circles.

The educators in the school I learned have a strong commitment to personalizing learning for each student, as the children who arrive at its doorstep each arrive with a unique story and set of needs.

Unlike traditional schools, each student is assigned to one teacher who guides the student through all of her work. In similar fashion to Colorado College, a competency-based higher education institution, students focus on one to two classes at a time and complete each course within three to four weeksa concept that more traditional high schools should pilot in my opinion so that students can apply themselves more deeplyand which might pair nicely with flipping the school day.

Students do the work through a mixture of textbooks and online learning, and, similar to college, complete roughly 80% of their work at home and 20% inside the resource center. According to the school, each student develops a custom schedule with her teacher and family and will typically spend two to three days at a resource center each week for three to four hours a day.

My questions turned to curriculum. What did the school use? The answer was a mix of home-developed content and Edgenuity, among other tools.

My eyebrows raised at the mention of Edgenuity. Edgenuity is a well-known provider of online courseware and helped power some of the early darlings of the blended-learning world, such as Carpe Diem.

But the company has also come under scrutiny over the past year and a half as the media spotlight has shone unfavorably on districts credit recovery practices in boosting graduation rates. A common narrative in the media is of the student who had previously failed a course retaking it on Edgenuity only to magically complete it in mere minutes and recover the credit en route to graduation. Stories of students taking the exact same assessment with the same exact questions multiple times abound, as do stories of students simply looking up the answers on their cell phones, in an effort to achieve the score necessary to demonstrate mastery and move on to the next unit.

So, I asked the teacher giving me the tour, how did he know his students using Edgenuity were really doingand masteringthe work?

The answer is a series of redundancies that Altus Schools has put in place.

The teachers themselves are constantly checking to make sure students have done and actually understood the work. This isnt a school where students largely work independently with little interaction with teachers.

Altus also deploys objective assessments in Illuminate, which are separate from the assessments in Edgenuity and are taken on site in proctored settings.

And Altus also uses NWEAs benchmark assessments to keep a close eye on student growth throughout the year in English Language Arts and mathematics. If students were gaming the system, the teacher said, the teachers would know.

The Altus Schools are hardly a finished product. They seek to improve continuously, with current goals focused on increasing academic achievement in English and math, refining measures of evaluating English Language Learner progress and proficiency, improving and increasing supports, services and resources for student groups and working with its disadvantaged populations to close the achievement gap.

But I left the visit impressed. Of all my school visits in the past this year, this school stood out as a thoughtful and unique design in the landscape of schools seeking to tailor learning for each individuals distinct needs.

And I left wishing that all schools using online credit recovery would put the same thought into their systems of assessment that Altus has so that online learning wouldnt just be an escape valve to meet a narrow definition of success in terms of graduation rate, but instead an innovation poised to transform all of schooling by helping deliver the right learning experience each student needs at the right time.

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Online Program Management in Higher Education Market 2019-2024: How the Market Will Witness Substantial Growth in the Upcoming years by Trending Key…

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A comprehensive research report created through extensive primary research (inputs from industry experts, companies, stakeholders) and secondary research, the report aims to present the analysis of Online Program Management in Higher Education Market. The Online Program Management in Higher Education Market has been analyzed By Product Type (Cloud-Based, On-Premises) and By Application (Colleges and Universities, Educational Services). The Online Program Management in Higher Education Market has been analyzed By Region (North America (United States, Canada and Mexico), Europe (Germany, France, UK, Russia and Italy), Asia-Pacific (China, Japan, Korea, India and Southeast Asia), South America (Brazil, Argentina, Colombia), Middle East and Africa (Saudi Arabia, UAE, Egypt, Nigeria and South Africa)) for the historical period of 2014-2018 and the forecast period of 2019-2024.

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Steps that led to U.S. Supreme Court ruling that compulsory education law violated First Amendment rights of Amish – LancasterOnline

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Before 1950, most Amish students attended public schools but left before eighth grade.

Ann Taylor, who was born Amish, remembers going to a public one-room school in Intercourse. The teacher, she says, would tell the non-Amish girls that they might attend college one day. But she told the Amish girls that they would not, and they needed to work hard now because they wouldnt be continuing on after the eighth grade.

Taylor says she didnt quite understand what that meant.

I remember thinking, Im going to do that (attend college), but I didnt know what it was. That was not a part of our world, she says.

She later left the church and went on to earn a doctorate in adult education at Temple University in Philadelphia.

The government changed the compulsory education laws in 1949 after World War II, requiring children to remain in school until age 16.

When Amish parents refused to send their children beyond the eighth grade, many were arrested. Over the course of five years, 125 parents in Leacock Township alone were jailed.

In February 1955, Pennsylvania Gov. George Leader engineered a compromise between the Amish and the governments compulsory education law. It required Amish students who had completed eighth grade to then attend an Amish vocational school three hours a week and keep a log of the work they did on their families farms.

The Feb. 8, 1955, edition of the former Intelligencer Journal included an editorial praising the decision. The editorial reads: It can be hoped that the solution will end, once and for all, the senseless prosecution of a fine hard-working group of our fellow countians and that they once again will be able to till the soil and conduct their homes in full agreement with the law of their land, the dictates of their conscience and most important of all, the tenets of their religious beliefs.

Not everyone liked the compromise.

Arthur P. Mylin, the county school superintendent from 1922 to 1958, told the Intelligencer Journal he thought the agreement was ridiculous, adding, This whole office is opposed to it.

While the conflict was resolved in Pennsylvania, it wasnt in other states with Amish populations. Ohio had similar problems. Tensions arose in Iowa in the mid-1960s, when school officials arrived at a private Amish school to convince students to get on a bus to go to a public school. The photo of the children fleeing the bus is a famous image.

The case finally came to a head in Wisconsin. There, three Amish students stopped attending a Wisconsin high school because of their parents religious beliefs.

The case went to trial (Jonas Yoder, one of the fathers, represented the parents) and the parents lost.

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William B. Ball, a lawyer from Harrisburg, took on the case and successfully argued it before the Wisconsin Supreme Court. Wisconsin then appealed to the U.S. Supreme Court.

Ball argued that sending Amish children to high school was a threat to their way of life, providing contradictory viewpoints and unnecessary skills. And besides, he argued, the Amish way of life was not threatening American society.

Ball claimed that by making the children to go to school, the United States was impeding upon the Amishs ability to practice their religion, therefore violating their First Amendment rights.

The court agreed, voting 7-0 (two justices took no part in the consideration or decision of the case) in favor of the Amish on May 15, 1972.

The Supreme Court held that state laws requiring children to attend school until they are 16 violate the constitutional rights of the Amish to free exercise of religion.

The decision specifically applied to Wisconsin, but it was written in terms broad enough to apply to all states that require attendance in public or private schools beyond the eighth grade.

Erika Riley was an intern at LNP this past summer.

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Torah Bontrager wants to overturn the Wisconsin v. Yoder Supreme Court decision so that Amish children can have access to a quality education and she wants to address sexual abuse within the Plain sect community. She believes both issues are intertwined.

While Amish leaders and other experts do not deny there is abuse within the community, they dont see the correlation.

Bontrager and other former Amish believe that the lack of education specifically sex education can lead to the perpetuation of abuse within the community.

Bontrager, the founder of the Amish Heritage Foundation, says the Amish community is already patriarchal in nature, and the lack of information about sex that children receive while growing up can also lead to abuse.

We women dont have any rights, Bontrager says of the Amish community. We dont have any women in leadership positions. Weve been around for over 300 years and theres not a single woman in a leadership position.

Bontrager argues that if children are not given a sexual education in school, they wont know how to vocalize their experience if they are abused. They wont have the vocabulary to explain what happened to them.

A woman who was raised Amish in Lancaster County but has since left the church agrees. She did not want her name used because she was sexually abused as a child.

Theres so much [abuse] in the Amish system, and a lot of people dont understand, she says. They dont even have the vocabulary to express whats going on. And they dont have the vocabulary to express or even how to report it. Theres so many things. Its sad. I could sit here and tell story after story after story.

One Lancaster County Amish leader, who did not want to be identified because the Amish shun publicity, sees it differently.

As far as the sexual abuse, were not immune from that, he says. But that really had nothing to do with the Wisconsin v. Yoder case, and I do not feel that that is making sexual abuse worse.

Bontrager disagrees and says the lack of knowledge can leave women feeling isolated.

Bontrager, who says she was sexually assaulted by relatives when she was a child and teenager, says she received pamphlets from her mother explaining puberty to her although in broad terms. One pamphlet, she says, said that boys were going to start being interested in her and that she must stay away from them.

When she got her first period, she says she had no idea what it was. She assumed it was an accident and put her underwear at the bottom of the hamper. Bontrager says her mother beat her when she discovered it.

Who knows how many children have a dysfunctional relationship with their bodies and sexuality because of a lack of sex ed and that kind of experience, she says.

The former Amish woman says she had a similar experience after she and her husband married. She says neither of them actually knew what sex was, beyond believing it was something reserved for married people so they could procreate.

Nobody spoke to me, nobody told me how it worked, nothing, she says. Nobody told my husband how it worked; there was nothing, she says. I know thats not the case for everybody because everybodys different. But that was our story.

The Amish leader who spoke to LNP says he believes sex education should be taught inside the home not in school.

We do feel that thats very critical and very important in todays world, he says. The abuse cases, [Bontrager] makes it look like its a lot worse ... and Im sad to say theres too much of it. But percentage-wise, I dont think its any worse, or not as bad, in the Amish than it is in the outside world.

The Amish leader says, if anything, the Supreme Court decision might be helping to curb abuse.

I guess I would rather feel if our kids went to school until theyre 17 and were rubbing shoulders with each other, very possibly it would even be worse than what it is this way, he says.

Donald Kraybill, who is widely considered an expert on the Amish and is the distinguished professor and senior fellow emeritus at the Young Center of Elizabethtown College, points out that abuse happens in any religion.

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Abuse is a human problem and its everywhere, and the biggest factor is patriarchy and male dominance, which unfortunately historically has infected almost most of our cultures worldwide, he says.

Bontrager, however, believes a lack of education also can play a role.

Education includes knowing how to love your children, includes other members of the community recognizing signs of abuse and looking out for each other and reporting to the police if they see things, she says. And had people done that for me, when I was a kid, maybe, you know, I would never have been raped at 15, at 16, says Bontrager, who wrote about her experiences in a memoir titled An Amish Girl in Manhattan.

Individual cases of sexual abuse are well-documented, but opinions regarding its prevalence in Amish communities vary considerably. Even in mainstream society, gathering accurate data on abuse is difficult; for the Amish, no reliable statistics are available.

Bontrager says an Amish bishop in Arthur, Illinois, told her that the leadership committee within an Amish community there actually has a policy to report abuse to the police.

So that was a huge, major breakthrough, she says. I mean, this is really a historic breakthrough to now know that this is official Amish policy.

The Lancaster County Amish community has implemented an initiative called the Conservative Crisis Intervention committee. The Amish leader who spoke to LNP says that the committee works with law enforcement to report abuse cases to them.

So, its not that were sweeping things under the rug, he says. Its not that were not reporting cases.

Bontrager believes education could go a long way toward reducing sexual abuse in the Amish community.

[My story of abuse] is on the extreme end of the worst, but its not unusual and its not abnormal, and thats really the heartbreaking thing, she says. And I attribute this all to a lack of education.

Erika Riley was an intern at LNP this past summer.

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Education is imperative in understanding Alzheimer’s | Editorials – Citrus County Chronicle

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THEISSUE: Citrus County is home to a large senior population.

OUROPINION: It behooves the community to be informed.

With Citrus County having one of the states oldest populations, Alzheimers disease should be a concern to seniors and to the community at large.

The Alzheimers Foundation of America notes it is important to understand Alzheimers disease (AD) is not a normal part of aging, and it is important to look for signs that might indicate Alzheimers disease versus basic forgetfulness or other conditions.

With Alzheimers disease, the symptoms gradually increase and become more persistent.

But exactly what is Alzheimers disease?

According to the foundation: Alzheimers disease is a progressive brain disorder that impacts memory, thinking and language skills, and the ability to carry out the simplest tasks. Alzheimers disease is the most common cause of dementia.

Take note: Dementia itself is not a disease, but a term used to describe symptoms such as loss of memory, loss of judgment and other intellectual functions.

The main markers of Alzheimers disease in the brain are reported to be high amounts of two proteins: beta-amyloid and tau. Beta-amyloid was discovered in 1984. Two years later, tangles of tau were discovered in people with AD. Both proteins may cause brain cell damage. Researchers dont know yet if high levels of beta-amyloid and tau cause AD or if theyre symptoms.

Alzheimers disease can cause dementia. Now, sadly, more than 5 million Americans are currently living with Alzheimers disease.

AD is not new. Dr. Alois Alzheimer first noted the unique symptoms of the disease way back in 1906, with a patient who experienced memory loss, paranoia, psychological changes and shrinking of the brain. Psychiatrist Emil Kraepelin, Dr. Alzheimers colleague, coined the name Alzheimers disease in a 1910 medical book.

Scientists have carefully studied the disease since that time, but so much is still unknown about AD. The first clinical drug trial to combat Alzheimers was in 1978 and genetic studies among families began in 2003.

And through the years, we have become quite fearful of AD. Memory lapses, confusion, mood swings, forgetfulness all attributable to many causes have made us conscious of what could be a more serious problem.

There is hope. New drug trials are ongoing and we have learned more about how a healthier lifestyle can help. Not cure, but at least help. Even our fear of the disease may spur us to follow up with medical checkups, just in case. Earlier diagnosis is a plus in coping and treating the symptoms of Alzheimers.

We are lucky to live in a community with impressive resources for Alzheimers patients and their caregivers. Support comes in the form of trained educators teaching coping skills, support groups, education about the disease, businesses and churches striving to become dementia friendly and trained, empathetic health care providers, to name a few examples. Caregivers can rest easier with special scent kits to help keep their loved one safer. We can learn from a Virtual Dementia Tour provided by a home health care agency. The YMCA has a special Art from the Heart program. Publications are even available for education about firearms and AD patients.

In a nutshell, a strong, dedicated group of people here consistently put in a profound amount of work in the fight against Alzheimers. And we can all do something to help.

Want to take a step in that direction? This Saturday, the annual Walk Aware to support Alzheimers will take place in Floral City. Show your support by participating in your choice of a 1/4-mile walk, a 1 1/2-mile walk or a historic walk. Pre-registration is at 8 a.m. with opening ceremonies at 9 a.m. The walk begins at 9:30 a.m. Cost is $25 per person, $10 for children ages 6-12 and free if younger than 5. To register, call 352-616-0170.

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Education is imperative in understanding Alzheimer's | Editorials - Citrus County Chronicle

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Social skills educator to speak at Western Oakland County Parenting Education Fair – Spinal Column Online

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By Spinal Column Staff | on October 16, 2019

Brooks Gibbs

Brooks Gibbs, an award-winning social skills educator and popular youth speaker, will give the keynote speech at the Western Oakland County Parenting Fair Saturday, November 2 at Walled Lake Northern High School.

The event runs from 7:30 a.m. to 2:30 p.m. Its geared to parents, guardians, educators, teachers, administrators and childcare workers.

Gibbs has presented 2,500 speeches, teaches youth how to be emotionally resilient and encourages them to live by the Golden Rule. He has a number of viral videos.

He said, Im going to teach you how to really raise an emotionally healthy child who is emotionally resilient and kind. We can empower our kids not to get upset by the mean actions of others. Ive got massive content Im excited to deliver back in my hometown.

Gibbs also wants to be sure the educational process continues after this event. He added, I will give my full Raise them Strong online program absolutely free ($50 value) to everyone who registers so you can learn more at home and also share content made just for your children.

Offerings also include two separate tracks and three rounds of breakout sessions by a dozen-plus presenters.

This event is hosted in partnership with the PTAs and staff from Bloomfield Hills Schools, Farmington Public Schools, Oakland County Community College, the Oakland County Youth Assistance, Oakland Schools, Novi Schools, Walled Lake Schools and West Bloomfield Schools.

Pre-registration is encouraged, tickets are $15 online or $25 at the door.

For more information on sponsorship donations, program details, or to register, visit

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Social skills educator to speak at Western Oakland County Parenting Education Fair - Spinal Column Online

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K-12 Online Education Market Analysis by Key Players, Types, Applications and Growth Opportunities to 2025 – Statsflash

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The Global K-12 Online Education Market report provides information by Top Players, Geography, End users, Applications, Competitor analysis, Sales, Revenue, Price, Gross Margin, Market Share, Import-Export, Trends and Forecast.

Initially, the report provides a basic overview of the industry including definitions, classifications, applications and industry chain structure. The K-12 Online Education market analysis is provided for the international markets including development trends, competitive landscape analysis, and key regions development status.

Complete Report on K-12 Online Education market and Top companies. Get SAMPLE at

2018 Global K-12 Online Education Market Report is a professional and in-depth research report on the worlds major regional market conditions of the K-12 Online Education industry, focusing on the main regions and the main countries (United States, Europe, Japan and China).

Global K-12 Online Education market competition by top manufacturers, with production, price, revenue (value) and market share for each manufacturer.

Major players profiled in the report are Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu, iTutorGroup, EF Education First, Chegg, Knewton, Tokyo Academics.

On the basis of products, report split into, K-12 Online Education.

On the basis of the end users/applications, this report focuses on the status and outlook for major applications/end users, consumption (sales), market share and growth rate for each application, including Pre-primary School, Primary School, Middle School, High School.

The report introduces K-12 Online Education basic information including definition, classification, application, industry chain structure, industry overview, policy analysis, and news analysis. Insightful predictions for the K-12 Online Education market for the coming few years have also been included in the report.

Development policies and plans are discussed as well as manufacturing processes and cost structures are also analyzed. This report also states import/export consumption, supply and demand Figures, cost, price, revenue and gross margins.

The report focuses on global major leading K-12 Online Education Market players providing information such as company profiles, product picture and specification, capacity, production, price, cost, revenue and contact information. Upstream raw materials and equipment and downstream demand analysis is also carried out.

The K-12 Online Education industry development trends and marketing channels are analyzed. Finally the feasibility of new investment projects are assessed and overall research conclusions offered.

Table of Contents

1 K-12 Online Education Market Overview

2 Global K-12 Online Education Market Competition by Manufacturers

3 Global K-12 Online Education Capacity, Production, Revenue (Value) by Region (2013-2018)

4 Global K-12 Online Education Supply (Production), Consumption, Export, Import by Region (2013-2018)

5 Global K-12 Online Education Production, Revenue (Value), Price Trend by Type

6 Global K-12 Online Education Market Analysis by Application

7 Global K-12 Online Education Manufacturers Profiles/Analysis

8 K-12 Online Education Manufacturing Cost Analysis

9 Industrial Chain, Sourcing Strategy and Downstream Buyers

10 Marketing Strategy Analysis, Distributors/Traders

11 Market Effect Factors Analysis

12 Global K-12 Online Education Market Forecast (2018-2025)

13 Research Findings and Conclusion

14 Appendix

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K-12 Online Education Market Analysis by Key Players, Types, Applications and Growth Opportunities to 2025 - Statsflash

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