A Great Leader has passed. A Great Feminine Co-Creator reborn again and again through what she called Regenopause a woman who was getting newer every day and never got older has left our world. A Great evolutionary has passed. A great light has gone out in the manifest universe. A great sun has set. A new sun must now rise ~Marc Gafni (Barbara Marx Hubbard-December 22, 1929 April 10, 2019)

Barbara Marx Hubbard, the Global Ambassador for the Conscious Evolution Movement, had passed away. Barbara has been called the voice for conscious evolution of our time by Deepak Chopra.

As an author, speaker, and co-founder and president of the Foundation for Conscious Evolution believes that humanity now, as never before, is on the threshold of a quantum leap. If we can integrate newly new scientific, social, and spiritual capacities, we could transform ourselves to move beyond our current global crises to a magnificent future. Barbara is the subject of a biography by author Neale Donald Walsch, The Mother of Invention: The Legacy of Barbara Marx Hubbard and the Future of YOU.

Barbara was a futurist prolific author, visionary, social innovator, evolutionary thinker, and educator. She is the co-founder and president of the Foundation for Conscious Evolution. She is credited with the concepts of The Synergy Engine and the birthing of humanity. Barbara is also the producer and narrator of the award-winning documentary series entitled Humanity Ascending: A New Way through Together.

Barbara Marx Hubbard also has the distinction of being the first woman to be nominated for the Vice Presidency of the United States on the Democratic ticket. Shes also co-chaired several Soviet-American Citizen Summits, introducing a new concept called SYNCON to foster synergistic convergence with opposing groups. She has been the recipient of several awards including the first Peacebuilder Award by the Peace Alliance in Washington, DC.

On August 10, 2013, OMTimes Magazine had the privilege to have Barbara Marx Hubbard in an exclusive interview

Eleven Best Quotes from Barbara Marx Hubbard

On April 3rd, 2019, Barbara woke herself up with a swollen and painful right knee. She interviewed for Unity radio to promote her upcoming program, The Eleventh Hour.

In the afternoon, she went to a local physicians clinic. Incapable to adequately diagnose and treat the knee at the clinic, she was referred to the Emergency Room. Later in the day, she was admitted into the hospital. ON April 4th, a tap was performed to relieve pain by reducing and removing fluid that was accumulating in the knee joint. Barbara moved from the ER to the Orthopedic treatment area of MCR. She participated on a call from her hospital bed for her shared project with Humanitys Team, the Evolutionary Ambassador Academy until 7:30 in the evening.

On April 6th, upon checking her knee injury, the nurses found the situation had worsened, the MD, Dr. began seeking approval for her to be taken to the operating room to have the knee thoroughly disinfected. The surgery happened, and Barbara remained stable.

On April 7th, Barbaras condition turned to the worse overnight. Barbara was determined to be in a critical state with indications of additional complications. She had not responded to attempts to wake she remained under close watch by hospital staff, friends and family. The next day, April 8th, as Barbaras condition continues to worsen, her family felt she was preparing to leave. Visitors were welcome for brief visits until 5 pm when the family arrived, for family time alone.

On the 9th of April, Barbaras family continued to hold vigil over her in the ICU at Medical Center of the Rockies in Loveland, CO. Her local community since 2016 at Sunrise Ranch, nestled in the foothills of Loveland, remained in prayerful attendance.

If you would like information about Beloved Barbaras medical condition, please go here: https://www.caringbridge.org/visit/barbaramarxhubbard

OMTimes Magazine is one of the leading on-line content providers of positivity, wellness and personal empowerment. OMTimes Magazine - Co-Creating a More Conscious Reality

Continued here:
BARBARA MARX HUBBARD: The Voice of Conscious Evolution

Daily Orange File Photo

A cross-discipline degree gives graduates a leg-up in todays ever-changing employment market, Kohn said.

Syracuse University launched the nations first joint online law and business degree, allowing students to earn two degrees at once without attending classes on campus.

SUs College of Law and Martin J. Whitman School of Management offer a juris doctor degree and a masters in business administration through the program. Students earning the joint degree take all required on-campus courses, taught with the same material from in-person classes.

The College of Law currently offers an on-campus joint J.D./MBA with Whitman. The college separately launched an online J.D. program, JDinteractive, in January 2019. After launching JDi, the College of Law discussed offering the joint J.D./MBA online as well.

Once we had an on-campus and online J.D. program and an online MBA program, we had this opportunity to bring them together, said Nina Kohn, director of online education at the College of Law.

Online courses include live sessions in which faculty present lectures in real-time, allowing students to interact with both the professor and their classmates.

Our standards are the same, whether you are in our residential program or our online program, said Kathleen OConnor, associate dean of online education at the College of Law. Its our professors that maintain the rigor in their courses.

Students pursuing the joint degree first apply for an online J.D. After completing a number of JDi courses, they can apply for an online MBA. The MBA applications will open in fall 2020 and will also be available to current JDi students.

Online degrees make graduate-level education accessible to students who are unable to attend on-campus classes for personal and professional reasons, such as military status or caretaking responsibilities, Kohn said. A cross-discipline degree also gives graduates a leg-up in todays ever-changing employment market, she said.

Alexander McKelvie, associate dean for undergraduate and masters education at Whitman, said having a business background is useful for attorneys, especially those looking to start their own private practice or become legal counsels for corporations.

Its really what were trying to achieve as a university, McKelvie said. When you have two separate colleges on campus that are collaborating on a joint program, thats really big.

The online MBA market is just emerging for many schools, McKelvie said. SU was among the earlier players to offer a high-quality online MBA, he said. These courses use interactive tools to keep students engaged, answering questions and reflecting on course material rather than just watching pre-recorded lectures, he said.

Both the JDi and the online MBA programs draw students from a variety of undergraduate backgrounds. Many are returning to their education with some level of professional experience, McKelvie said.

Students pursuing the online J.D./MBA can anticipate challenging coursework, OConnor said. The JDi program underwent a lengthy accreditation process from the American Bar Association to ensure the online curriculum was as rigorous as the on-campus classes.

Im excited for us at the university that were leading an innovative program on the cutting edge of legal education and combining it with an MBA program, OConnor said. We feel confident that we are bringing a very valuable degree and valuable education to these students.

Published on January 26, 2020 at 8:40 pm

Contact Sarah: scalessa@syr.edu

Read the original post:
SU launches first online JD/MBA degree in the nation - The Daily Orange

Cheerleaders

Cheerleaders, Oct. 13, 1945

Students' and cap and gowns. May 29, 1938.

Two boys in a marbles tournament at Central School, Mar. 26, 1938.

Cheerleaders, Oct. 4, 1945.

Probably c. December 1948. Burning comic books

Senior Commercial class, Sep. 28, 1943

Driver instruction, June 24, 1939.

Grant School Denison Club, making valentines, Feb. 4, 1938.

Boys high school gym class, Mar. 13, 1946.

Harding School children with hobbies, Mar. 19, 1940.

Hoover School, kindergarten, Feb. 24, 1958.

Retail sales course at high school, Sept. 28, 1937.

High school students at East door, Sept. 29, 1939.

Industrial training class, Dec. 2, 1940.

Red Cross knitters for national defense, Oct. 12, 1940.

First day of school, Hoover kids. Musser photograph, Sept. 2, 1969.

High School car check for parking qualifications. Musser photograph, Oct. 1, 1969.

NIACC biology lab, students. Musser photograph, Oct. 2, 1969

NIACC building. Girl in mechanic class. Musser photo, Oct. 20, 1969

Madison Art for Leisure Time. Musser photograph, Apr. 14, 1970

Madison art objects. Musser photograph, Apr. 16, 1970.

School bus in car wash. Musser photograph. Jan. 29, 1971

Old high school. Kids jump rope. Nov. 25, 1974.

Roosevelt Elementary, kids make jelly. Musser photograph. Feb. 11, 1975

McKinley kids play tetherball. Musser photograph, July 1, 1975.

Madison School, kindergarten and first grade, May 15, 1947.

Madison School sixth grade, May 14, 1947

Mason City High School library

McKinley first grade band, Feb. 26, 1932.

McKinley School classroom, Mar. 3, 1938.

McKinley Playground, June 22, 1943.

Mar. 1936, playground activities.

McKinley School girl at desk, Mar. 3, 1938.

Penny war stamp sales at McKinley School. Nov. 19, 1942.

Monroe School cafeteria, Dec. 28, 1939.

Monroe school classrooms, Dec. 4, 1940.

Monroe School manual training, Jan. 25, 1940.

Monroe School Swimming Pool, Dec. 22, 1939.

Monroe school, believed to be a teacher, Dec. 4, 1940.

Kids play marbles on the playground, Mar. 14, 1936.

Lincoln Safety Patrol, May 25, 1937.

School Board, Jan. 23, 1946.

School nurse and students, Feb. 16, 1945.

J.C. sewing class, Feb. 13, 1946.

Vaccinations, April 18, 1944.

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New online alternative education program coming to Mason City Schools - Mason City Globe Gazette

Daytona State College is renaming its College of Workforce and Continuing Education for Mary Karl, who founded the school that eventually folded into Daytona State College.

DAYTONA BEACH The name Mary Brennan Karl was so revered in the early 1960s, the second new building constructed on the campus of Daytona Beach Junior College was named for her.

The Mary Karl Library saw a lot of students come and go over the decades. With the library newly relocated in the new Daytona State College Gale Lemerand Student Center, the old library building is about to be torn down.

That left college President Tom LoBasso with unfinished business. "We said, Wait a minute. We cant just say thanks and end it there, " he said.

[READ ALSO: Daytona Beach native, former Florida Supreme Court Justice Fred Karl dies]

So this month DSC officials put her name on the Mary Karl College of Workforce and Continuing Education. LoBasso, college Board Chair Randy Howard, associate vice president Sherryl Weems and Rick Karl, Mary Karls grandson, all helped tell the story at a ceremony attended by approximately 200 people at the Advanced Technology College on Thursday.

"It is no stretch to say that Daytona State College would not exist if it were not for the efforts of Mary Brennan Karl, whose passion for education in the first half of the 20th century changed the lives of so many young men and women," LoBasso said.

Karls contributions

Her work through the Great Depression and, later, World War II, not only linked people with skills that would propel them to gainful employment, but also secured from the federal government 29 acres from where Daytona State Colleges main campus now sprawls.

Mary Brennan Karl, born in 1895 in Harbor Beach, Michigan, had a comfortable upbringing. Her father was a banker, said Rick Karl, director of aviation and economic resources at Daytona Beach International Airport and Mary Karls grandson.

She married Fred J. Karl in 1920, according to a News-Journal biography, and started a family in Florida. Circumstances changed.

"They lost everything in the Depression," Rick Karl said. "They were actually in poverty. It drove her to become a public school teacher to survive, really."

She started teaching at Mainland High School in 1930, then later became director of the Opportunity School, training students in business English, typing and shorthand. Later called the Volusia County Vocational School, its offerings expanded to include construction trades and tourism and hospitality training, LoBasso said.

In World War II, the school trained welders, boat builders and mechanics. After the war, her vision was ambitious enough to pursue an expansion. Working with U.S. Sen. Claude Pepper and Daytona Beachs other educational giant, Mary McLeod Bethune, Karl requested the federal government give to Volusia County the Welch Training Center, 55 buildings used during the war to train the Womens Army Corps and as a convalescent center by the Army.

That old Army training base is now the site of Daytona State Colleges main campus.

Rick Karl said he is inspired by the story of his grandmother and Bethune traveling by train to Washington to meet with Eleanor Roosevelt, whose call to the Pentagon helped seal the deal.

"This is a story about three women collaborating in the 1940s to make something like this happen. So thats what were proud of: that a single person not of wealth but of tenacity can get out and make something like this happen."

Mary Karl died in 1948, the same year the feds gave her vocational school the old Army base. A News-Journal editorial in 1959 would call her "a virtual martyr to the task of community building."

Mary Karls legacy

Her vocational school was folded into Daytona Beach Junior College when it was established in the 1957.

Art Giles a former Volusia County councilman and the founder of Giles Electric Co. Inc., a South Daytona business now led by his son Brad attended the Mary Karl Vocational School in 1957 and 1958. He studied electrical apprenticeship classes, which taught him blueprint reading and basic wiring.

"Most of the people studying there ended up working at (Cape Canaveral), building the launch towers," Giles said. "(Later, in the 1960s) I wound up going to a class down here at Mary Karl Vocational School and when the GE people who were teaching that class left, they sent me to Houston to train for that and I became an adjunct professor to teach that one course. I taught about 45 different people."

Thousands of people have gotten training over the decades, as the junior college became Daytona Beach Community College and later Daytona State College.

Sherryl Crooms, associate vice president of the Mary Karl College of Workforce and Continuing Education, said shes impressed by Karls vision and tenacity, given the political and cultural context of the times in which Karl built her school.

"Kudos to Mrs. Karl for understanding that when you invest in people with education and training opportunities, you invest in your community," Crooms said. "And when you invest in your community, you invest in the economy."

Link:
DSC honors its founding mother of workforce education, Mary Karl - Daytona Beach News-Journal

CHEYENNE U.S. Deputy Secretary of Education Mitchell Zais paid a visit to one of Wyomings four charter schools Friday.

While every child is special, every child is different, said Zais, whose tour of Poder Academy Secondary School came ahead of National School Choice Week. Since 2011, school choice week has celebrated varied K-12 education options including online education, magnet schools, private schools and charter schools like Poder, which are publicly funded, privately operated schools.

The notion of charter schools is still new here. The public is still uncertain as to what charter schools are, and its not as easy as it could be to get an application approved by the school board, said Nick Avila, chief operating officer of Poder. We operate like a small corporation. We have board members, officers and then the principals run the schools.

Avila also agreed with Zais, who championed charter school expansion in his previous role as South Carolinas education chief, that The biggest challenge to more charter schools in Wyoming is the absence of a state authorizer.

While many of the 45 states with charter school laws have a state-level body to review and approve applications, Wyoming leaves that decision up to the public school districts.

When it comes down to charter schools I think its really similar to regular schools. You have some good ones and some not so good ones, Laramie County School District 1 Superintendent Boyd Brown said. I think our state has done a good job of trying to make sure we have quality charter schools that come in.

During the 2018-19 school year, Poder students received some of the highest scores in the district on the Wyoming Test of Proficiency and Progress, also known as WY-TOPP.

Marcos Martinez, the chief executive officer and founder of Poder, said it took about three years for the district to approve the schools application. At the time the school district was not allowing charter schools to come in. What I was told was that a lot of applications were coming in, looking to serve middle- and upper-class students, Martinez said.

Instead, Poder focused on serving students who were falling through the cracks. The schools mission focuses on college preparation, and offers dual enrollment and advanced placement courses. If we thought we could open one more school we would, Martinez said about his visions for the future. But its a very difficult process.

The majority of charter schools operate in urban areas, so Wyomings relatively low population presents another challenge.

Its harder to create a school thats sustainable financially because youre going to be serving relatively fewer students than you would if you were in a more populous area, said Todd Ziebarth, senior vice president of the National Alliance for Public Charter Schools. Related to that is finding and retaining high quality staff in rural areas.

After his visit to Poder, Zais stopped by St. Marys Catholic School, a private school in Cheyenne which charges tuition. While Wyoming has no school voucher program which 14 other states have passed to allow parents to use public funds for private education Zais said hed come to advocate for a policy that could open the door to changing that. The Education Freedom Scholarships and Opportunity Act, would make available $25 million (in scholarships) to the state of Wyoming, he said.

If the federal act, which Wyomings Congresswoman Liz Cheney has co-sponsored, passes, it would be a local decision on how the dollars could be used, Zais said. Apprenticeships, homeschooling and online education are all options, but perhaps the most contentious is the possibility that it could potentially fund private, religious education. Several states, including Wyoming have laws against public financing of parochial instruction, like the kind St. Marys offers.

But rumblings on the national level are signaling efforts to overturn some of those rules.

Earlier this week the U.S. Supreme Court heard a case which centers around the constitutionality of allowing parents to use public money to pay for private religious school tuition, not unlike St. Marys. If you get a scholarship or grant for a college you can take that to a faith-based institution or a secular institution, said Zais, who believes it should operate the same for K-12 students.

Zais said he met with Wyoming Gov. Mark Gordon earlier in the day to discuss the legislation, but did not specifically address the possibility of bringing a school voucher program to the state. Cassie Craven, a lobbyist for the libertarian Wyoming Liberty Group, said that the organization wants to see some kind of voucher program happen, and foresees drafting some type of legislation after this years budget-oriented legislative session.

As of now though, the governor, who would have to sign off on any such legislation, hasnt developed a clear, statewide policy position on school vouchers.

Gov. Gordon is supportive of local choice, said Lachelle Brant, education policy adviser for the governors office. Hes also in favor of a parents choice to pick the best education option for their kids.

Kathryn Palmer is the Wyoming Tribune Eagles education reporter. She can be reached at kpalmer@wyomingnews.com or 307-633-3167. Follow her on Twitter at @kathrynbpalmer.

Read more:
Opening charter schools in Wyoming is a "difficult process" - Wyoming Tribune

The programming language has a relatively simple, clean syntax that's easy for non-programmers to learn and understand.

Several years in, Python remains "the big kahuna" in programming languages, as the IEEE Spectrum puts it, garnering the top spot on its annual list for 2019.

"Python's popularity is driven in no small part by the vast number of specialized libraries available for it, particularly in the domain of artificial intelligence," the IEEE said.

Python consistently receives top billing in rankings mainly because it is one of the easiest programming languages to learn because it reads like English, industry observers said. This makes Python a good choice if you're thinking about learning a coding language.

SEE:Python is eating the world: How one developer's side project became the hottest programming language on the planet (cover story PDF) (TechRepublic)

Python is growing in popularity for statistics, data visualization, and other types of research that involve large datasets, according to Bennett Garner, a back-end engineer at Cube, a financial planning company.

"If you're interested in programming, Python is a good first language to learn,'' he said. "It's still growing in popularity, especially for data intensive applications."

In his work, Garner uses Python for Cube's web server, Django, background worker tasks, and any scripting the company needs. "Often, that involves calculating thousands or tens of thousands of financial data points across various model, scenario, and time vectors."

It has a relatively simple, clean syntax that's easy for non-programmers to learn and understand, he said. "So, the learning curve for Python is less steep than for statically typed languages that often involve a lot of boilerplate code, like Java."

There is also a strong open source community for Python packages, he said.

SEE:Getting started with Python: A list of free resources(TechRepublic download)

Developers are commonly using Python for implementation in hot technology areas like machine learning, artificial intelligence and data science, and making students and others who learn the language highly marketable, said Karen Panetta, an IEEE Fellow and dean of graduate education for the school of engineering at Tufts University.

"However, the value of the language is not just for scientists and engineers," Panetta added. "It's advancing the digital humanities so that it is becoming the language for the 'non-nerds,' too."

Another reason to learn Python is that the language has a rapid ramp-up time so students can quickly learn to write programs that provide instant gratification with the impressive visualizations of the results, Panetta said.

"Colleges and universities use Python in their first-year programming courses to engage students, which impacts retention, especially for women and other underrepresented groups in the engineering and science disciplines," she said.

Keep in mind that Python is slower than other traditional languages and not as efficient when speed is important, so it may not be ideal for a mobile app or in gaming development, Panetta noted.

Google recently launched a new training course for US job seekers to learn Python. The course, the Google IT Automation with Python Professional Certificate, is free for a seven-day trial and then costs $49 per month. It is being run by the online education company Coursera.

There are lots of online courses and IEEE has chapters around the world that are constantly offering short courses and workshops in Python, Panetta said. "For instance, my own Boston IEEE chapter offers a short course in Python and uses it for applications in signal processing and for wireless communications."

The best resources Garner says he has seen on learning basic programming principles come from Harvard's CS50 course. "David Malan is an excellent instructor, and the course walks students through the fundamentals of computer science. The course does not start with Python, but by the end, you'll be writing complex Python web applications and you'll have an understanding of why computers work the way they do," he said.

"If you want to make yourself marketable, it's the language to learn," said Panetta. "If you want to just learn to program, it's a wonderful first language to learn, it's free and easy."

We deliver the top business tech news stories about the companies, the people, and the products revolutionizing the planet. Delivered Daily

Image: Getty Images/iStockphoto - mirsad sarajlic

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Python: Where to learn it and why you should do it now - TechRepublic

Maria Pea is an accomplished scholar. She holds two masters degrees one in rehabilitation counseling and the other in higher education and she is pursuing a doctoral degree in psychology.

But her credentials belie a lifelong struggle with ADHD (attention deficit hyperactivity disorder), a learning disability she has spent years confronting and helping others overcome.

Pea, associate director of the Disability Resources Center on campus, now works with students with disabilities, physical and neurological, who need academic accommodations to help them achieve grades that are indicative of their abilities, not their disabilities.

And she is one of a growing number of UNLV faculty members making strides to introduce or improve best teaching practices for diversity and inclusion in the classroom.

This is a new area of research in the country, said Barbee Oakes, UNLVs chief diversity officer. As one of the most diverse campuses in the country, this is one of the greatest gifts we can give the whole field of higher education getting faculty together to study and develop best practices to help our students overcome any barriers to their academic success.

Pea recently completed a scholarly review of available research on creating courses that are universally accessible to students with different learning styles.

What the research shows is that in higher education, we need to focus on helping students develop critical thinking skills, Pea said. And when it comes to students with different learning abilities, we have to offer more than one way to approach the subject or skill, and give students more than one way to demonstrate or apply the concept.

Results of her review will be among the 35 presentations in this years Best Teaching Practices Expo. The two-day event started yesterday. Today it will feature a series of workshops in the new Faculty Center on the second floor of Beam Hall.

This event really highlights great ideas across disciplines from really fantastic faculty, said Melissa Bowles-Terry, associate director of the Faculty Center. It is a great place for faculty to get new ideas for their own practice. There is a lot of information this year on diversity and inclusion, but there are also great presentations on confidence-building, interactive learning, and problem-solving.

Poster presentation submissions were reviewed by a committee to ensure that the teaching practice described is:

University Libraries each year publishes expo posters electronically to an institutional repository, Scholarship of Teaching and Learning (SoTL), which also serves as an incubator for peer-reviewed publications by faculty, staff, and students.

Alison Sloat, who teaches the first-year seminar for science, is presenting a practice called the Identity Prism, which she and an interdisciplinary group of faculty developed to help first-year students adapt to college life.

The practice was designed especially to help students from underrepresented groups or who are the first in their families to attend college, but it is helpful for all first-year students, Sloat said. The concept for the practice sprung from what the group learned during a two-day Educational Equity Institute put on in August by UNLVs Faculty Center in partnership with undergraduate education, online education, and the office of diversity initiatives.

A lot of the research shows that first-generation college students and minorities often feel alone or feel like theyre not a part of campus culture when they first get to college, Sloat said. The identity prism provides a classroom exercise where students can learn from each other in a way that builds community.

On the first day of class, Sloat asked the students to independently fill out the prism of information, such as their major, something about their life outside the class, their academic goals, strengths, something about their identity, and finally, a fear or anxiety they have about college. Then, they paired up with a partner and shared one aspect of their prism to see what they might have in common. She also shared her identity prism with the class.

In gauging the success of this practice, Sloat conducted the exercise in four sections, which included 88 students. She found that 66 percent of students reported they felt anxious about failing, not belonging, and being first in their family to attend college. In doing the exercise, the students had an opportunity to think, pair, share, and realize they are not alone either they found others who belonged to similar affinity groups or shared the same fears or academic goals.

While more research can be done on the efficacy of this practice, Sloat said it appears to have had a positive effect. At the end of the semester, she found 4 percent fewer students failed her first-year seminar compared with the year before. And, she received positive feedback from students.

Meanwhile, Karyn Holt is presenting on how the practice of using closed captions to help deaf students is beneficial to all students. Holt, who is retired from the U.S. Air Force, teaches evidence-based practice in the School of Nursing and is a nurse-midwife.

Holts presentation shows students in her online courses use the tool to their advantage, regardless of any disability.

What it showed me is that in creating classes that are universally designed for learning, all students will benefit, she said, noting that several of her students shared how the tool has helped them stay on track and overcome challenges related to access rather than their learning abilities.

One student said she uses the closed captions to keep up with lectures while she commutes in the quiet car on the Amtrak train, Holt said. Another said her husband had been annoyed by her listening to lectures while he watched TV, so using the closed captions gave her more time to do homework while he watched TV.

Other students for whom English is not their native language reported the closed captions helped them understand what was said by reinforcing the material because they could hear it and read it, she said.

In addition to her poster, Holt will be showcasing one other tool that could be the wave of the future. Rather than presenting in person, she will be presenting as a robot controlled remotely from her home office in Alaska.

Ill probably be the only robot there, she said.

See the rest here:
UNLV Faculty Focus on Best Teaching Practices for Diversity and Inclusion - UNLV NewsCenter

The North Carolina Associate of Educators (NCAE), a state affiliate of the national teachers union (NEA), is surveying its membership of school employees to determine how many days they are willing to miss work (strike) to pressure the legislature to increase teacher pay and increase Medicaid funding. The survey is being administered by the NCAEs 2020 Racial and Social Justice Caucus.

The efforts to promote a strike of North Carolina teachers and school employees is more evidence that the states public education system has become a key player in political gamesmanship- a sad reflection on how little value certain education professionals and political leaders put on education. Its more about promoting a political agenda based on money and influence and less about education.

Mark Jewell, NCAE president, seeking to justify the survey, stated, Educators are understandably frustrated by the decade of disrespect and marginalization they have received from lawmakers, and we will consider all that is necessary to make a positive impact for public schools and all of those who serve in them.

Mr. Jewells argument fails to acknowledge that in just the past five years, N.C. teachers have received a combined cumulative 23.6 per cent pay raise. This year alone the legislature attempted to provide a 3.9 per cent raise over a two-year period, but was stymied by Governor Coopers veto. The Governor wanted to expand Medicaid and add a five per cent raise for teachers without a serious consideration of the impact on the taxpayers.

The NCAE president further misses the mark because the survey promotes the idea of breaking a state law that prohibits strikes by teachers and public employees. And should teachers and school employees initiate a strike it will result in charges of a Class One misdemeanor and potential job loss.

Why then would an educational and political leader want to force the hand of the legislature knowing that pay raises are waiting should the Governor rescind his veto, and in the process jeopardize the job opportunities for the very people the organization is seeking to support? The answer is simple- its about political change in legislative leadership, not about students, teachers and the education system.

Mr. Jewell and the NCAE are doing the bidding of the Governor and Democrat leaders in trying to find martyrs who can be used for political messages. The effort has nothing to do with education - its purely politics, but unfortunately for the NCAE it will fail.

The facts dont support the arguments but additionally, the number of union members no long support the threat. According to a recent NC Civitas report, membership in the NCAE declined 6 per cent the previous two years to just 28,725 members. This is part of a growing nationwide trend of declining teacher union membership across the country.

There is another political calculus that needs to be considered and that is the growing frustration that parents and taxpayers are experiencing with the education environment. Across the state educational alternatives are being considered by parents and children, such as public charter schools, private schools and homeschooling. Parents and communities are quickly assessing the value of the public education system and are finding very viable and successful alternatives.

If Mr. Jewell and the NCAE prefer political action over education as the current survey indicates then public schools will suffer as parents pursue other options.

Excerpt from:
Proposed teacher strike will fail public education | Editorials - Carolinacoastonline

The research study Global Online Higher Education Industry 2020 offers strategic assessment of the market. The industry report focuses on the growth opportunities, which will help the Global Online Higher Education market to expand operations in the existing markets. The report covers major Online Higher Education manufacturers analysis with company profile, product picture and specifications, sales volume, revenue, price and Online Higher Education gross margin and contact information.

Pearson Adobe Systems Inc. Citrix Systems, Inc. SAP SE Oracle Cisco Apollo Education Group, Inc. Tata Interactive Systems Microsoft McGraw-Hill Education Blackboard Inc.

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Additionally, the leading players in the world Online Higher Education industry have been profiled in this report. The key Online Higher Education market players with their business overview, marketing strategies, strategic alliances and acquisitions are included in this Online Higher Education market report. The report (Worldwide Online Higher Education Market) features significant industry insights, Online Higher Education market expectations, and key developments, which will help firms operating in the Online Higher Education market to make informed business decisions.

This report provides detailed picture of the Online Higher Education market with varying competitor dynamics. It provides a future outlook prospect on different factors driving or prohibiting Online Higher Education market growth. It provides forecast(2020-2026) appraise on the basis of how the Online Higher Education market is estimated to grow. It helps in understanding the keen Online Higher Education segments of market and their future. It provides detailed analysis of competitors which keeps you ahead in Online Higher Education market. It helps to make important business decisions by having complete insights of Online Higher Education market.

In addition, detailed business overview, Online Higher Education market revenue analysis, strategies, and SWOT analysis of the key players has been included in the report. Players in the Global Online Higher Education market are aiming to expand their operations to emerging regions. Further, companies in the Online Higher Education market are focusing on innovation and positioning their products at competitive prices. An in-depth Online Higher Education supply chain analysis in the report will give readers a better understanding of the Online Higher Education market.

The report also delivers a detailed segment-based assessment of the Global Online Higher Education market. The segments together with their sub-segments have been analyzed in this report. Furthermore, the Online Higher Education report evaluates the trends that will help to fuel the growth of the individual sectors. The key segments coupled with with their Online Higher Education market forecasts both in terms of revenue and volume have been covered in the Online Higher Education market research study. The worldwide Online Higher Education industry report also talks about the emerging geographical sectors in Online Higher Education market and the trends that will drive the industry across these regional segments.

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Online Higher Education Market 2020 By End-user, Industry Growth, Type, Trends, Cost, Demand and Applications with Forecast 2026 - Expedition 99

After eight years of supporting Ardmore students who may not have found traditional avenues for school effective, the Second Chance Academy has been dissolved. Ardmore City Schools Superintendent Kim Holland said the program has been outgrown by the district.

Were reorganizing because weve got more kids than we can serve, Holland said after Mondays Board of Education meeting. Its evolving into a program we think will serve more kids. He said staff will continue working with Second Chance students through the end of the current school year, but other personnel was reassigned to other parts of the district as part of Mondays vote.

The academy was formed in the summer of 2012 at the First Christian Church in Ardmore. Due to unmet building requirements, the program then moved to Charles Evans Elementary. By 2018, Second Chance Academy had taken over portable buildings that once housed University Center of Southern Oklahoma classes. The academy would help about 75 students each year, but Holland hopes the new program can serve up to 250 students each year.

We think were going to be able to give kids more attention, more services with this new format, Holland said.

Unlike Take Two Academy, which assists high school students who may be missing credits needed to graduate, Second Chance Academy targeted students who have been removed from the classroom for disciplinary reasons, or students that cannot participate in traditional classrooms for medical reasons. Holland said the mission of the new program will still focus on these students along with over-aged eighth graders.

We need to go ahead and get them into a program like this so they can catch up and get back on their grade level before they get to high school, he said.

Second Chance currently provides two full-time teachers, two social workers, and one special education teacher. Staff evaluates students each week to ensure students are keeping up with the curriculum. Holland said the new program will use scheduled meetings between teachers and students, either to provide more personalized instruction or to distance students from people or situations that cause problems.

Aside from disciplinary reasons, Holland hopes students with medical conditions can also receive personalized instruction. Weve got kids that are, healthwise fragile and cant succeed in a regular school situation. They now have more freedom to work with individuals outside of the school setting, he said.

Holland admitted that the new program is still being developed and is currently without a proper name, but knows the ultimate goal is to keep students from falling through the cracks.

Right now its just a good idea, well see how it works out, he said.

In other business, the board:

approved fundraiser requests for the Jefferson PTO, AHS FCCLA;

approved rental agreement with Heritage Hall for March 17 Powwow;

approved agreements with Jam Down Sound and Music Mix for the AHS Prom;

approved an agreement with Take Two Alternative Education Services of Southern Oklahoma, Inc. for alternative education services for 2019-2020;

approved an agreement with AirMedCare Network B2C Annual Athletic Site Membership, with $920 in dues paid for by Lexy Thompson;

canceled school on May 15 for the Class 5A and 6A State Track Meet at Noble Stadium;

received gifts from students across the district for a board appreciation event.

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Alternative avenues for education: Ardmore school board votes to end Second Chance Academy, replace it with online tools, individualized lessons -...