Teaching is one of the most important jobs in the world, but often teachers working where they are most needed have little help, training or support. In many low and middle income countries, like Uganda, teachers are left isolated and unsupported in remote communities where they are responsible for overcrowded classrooms.

Often they have few teaching resources and may struggle to understand the content they teach. Despite this they are expected to improve learning outcomes and lay the foundation for the prosperity of both their communities and countries.

It doesnt have to be like this, with the right training, materials and support all teachers - like Ibrahim - can be empowered to succeed, no matter where they live.

Ibrahims story

Teacher Ibrahim explains how he learned to teach with anAcademy Manager, developing his confidence and ability.

"Over the last few years working as a teacher I have undergone an amazing transformation in the way I teach. The changes have been in the things I do when I am in the classroom, the ways that I motivate the children and instruct them.

"Before, I spent a lot of time expecting the children to just work from their textbook, reading and answering questions. I stood at the front of the class or sometimes just did marking in the corner. But now, after more training, I have a lot of interaction in the classroom, more discussion, more questions from them and from me as we go along.. I believe you must be ready to try new things as a teacher, in what you do and how you do it.

"When I joined this school, the first thing I did was go on a residential training course, to spend time thinking and learning about the best ways to teach. Not what to teach but how to teach.

"We were looking at the different ways children learn and how a good teacher can make a classroom a more powerful place to learn. It was all so new and interesting to me.

"I see the change in my pupils and know for sure I am a better teacher now because of the new approaches and techniques I have learnt. I can see it in the way the children respond to me.

"One of the most effective teaching techniques I have learnt through the training sessions provided is known as STRIVE.

"S requires pupils to sit down and be attentive, so they can absorb all of the information in the lesson. T requires pupils to track teachers with their eyes, preventing them from losing concentration and vital information. R requires pupils to respond whenever they are asked a question, so that the teacher can acknowledge whether the pupil has understood what is being taught. I requires pupils to inquire whenever they have any queries or may have a question about the content. V requires pupils to visualise success so that they can visibly see the improvements in their work. Finally, E requires pupils ears to be listening at all times, as this is the pathway to the brain.

"I believe that all of my pupils are better able to learn their lessons due to the teaching philosophy I was taught in my training. It sounds so simple: narrating the positive, giving children time to think before choosing someone to answer, watching the whole room. But before I didnt know all this and now I do. Through the training, I felt as though I was a student all over again.

"Every couple of weeks the Academy Manager will come and watch me teach. She has much more teaching experience than me. She watches how I do the lesson, and then after that she talks to me about how I could do better.

"I also have a leadership and development coach who comes to the school and do the same thing. It gives me fresh perspective. This simple thing - ongoing feedback - has made me grow, over the years, to be the best I have ever been.

"Teaching is a precious skill, that needs focus - I feel that more and more now.

"Some children here have parents who cannot read and write, so it is up to me to teach everything. I can do it, and it is wonderful to see. Many children can now help their parents on their stalls or to read some little information. We can all see that the children are learning new things and that they are excited for school to start and for my lessons.

"How you work in the classroom is not just how you teach the lessons but also how you manage the classroom to get the best out of the children.

"The training has boosted my confidence and ability. I feel stronger; that people are appreciating my work and that it is making a difference.

"I wish all teachers could have my experience so they know how to succeed.

"Teaching is a skill and we have a lot of responsibility. We need to be able to teach the best way possible and we need to be supported and to be helped to do that."

To learn more about the #TeachersTransformLives campaign to mark UN World Teachers Day please visit ourwebsite HERE.

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How to remove the padlock on children's minds - Bridge International Academies - PoliticsHome.com

Sport would be nothing without its participants. But are the rights of athletes still taking a back seat to commercial and political interests?

The iconic image of African-American athletes Tommie Smith and John Carlos raising their black-gloved fists during the 1968 Olympics medal ceremony is perhaps the strongest image of athlete power. But in reality, Play the Game 2019 heard, many of todays competitors are afraid to express their opinions. The structures generated by sports organisations often create a power imbalance that allows the interests of sponsors and administrators to take precedence.

Rob Koehler, Director General of the athlete-led movement Global Athlete, said that many athletes are unable to speak openly due to the structure of global bodies like the International Olympic Committee (IOC) and toothless athletes commissions.

Retribution happens []Our structures are forcing athletes to do things they dont want to do, Koehler said. Attempts to prevent athletes from criticising Nikes Oregon project or the decision to reinstate Russia's anti-doping agency to the World Anti-Doping Agency (WADA), he said, were two recent examples: If we want to empower the athletes, let us not silence them.

Kohler gave his backing to Brendan Schwab, Executive Director of the World Players Association, who said that progress will be best-achieved through independent player unions. To achieve real change, he said, athletes unions must be fully independent, including financially independent, have the right to enter into collective bargaining and be able to appoint representatives without interference.

The U.S. Major League Baseball Players Association (MLBPA), Schwab pointed out, was transformed into one of the nations strongest unions under the stewardship of Marvin Miller. Under his leadership, the union oversaw a huge investment in player health and safety, the abolition of the maximum wage, the introduction of collective bargaining, and allowed players a cut of TV rights money.

Play the Game 2019 also heard the views of athletes representatives, all of whom claimed that athletes power is increasing. Moritz Geisreiter, board member of the independent German athletes body Athleten Deutschland, pointed out that his organisation has now become the primary voice of German athletes in politics and the media.Personal development should be seen as just as important as athletic progress he said.

Han Xiao, Chair of the United States Olympic Committees Athletes' Advisory Council , said that an increasing number of athletes want to participate in sports governance, but those making lower and mid-level decisions need to learn to better engage with those on the field.Emma Terho, member of the IOC Athletes Commission, stressed that sport has great power to bring people together, and when athletes are given positions of power, they have a strong responsibility to use that power positively. Fellow Athletes Commission member James Tomkins said that athletes now enjoy good representation within the upper echelons of the IOC. Were trying to infiltrate those middle layers, he said.

In more than 40 sessions, over 170 speakers will present their thoughts and oponions on a wide range of the most topical questions in world sport during the 11th Play the Game conference, taking place in Colorado Springs, USA, 13-16 October 2019.

Read more about Play the Game 2019

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Athletes' voices: breakthrough or breakdown? - Play the Game

(MENAFN - GetNews) Gently Empowered's individual therapy sessions lets one client meets weekly with one therapist for traditional talk therapy and strategy sessions on either Zoom, Skype or Facebook Video Messenger.

North Lanarkshire, Scotland - October 14, 2019 - Gently Empowered provides professional therapy sessions for individuals, groups, and families who are survivors of domestic abuse and violence. In their individual therapy session, Gently Empowered's domestic abuse experts work closely with the individual using a range of methods to help the victim of domestic abuse experience inner healing and eventually unleash the best version of themselves faster. All sessions are done online, making it convenient and comfortable for victims of domestic abuse to seek help privately and from the comfort of their homes.

"With my online therapy sessions, you now have a Flexible and Stress-free Alternative to the traditional model of therapy, said Angela Murray, Founder of Gently Empowered.

Angela is a survivor of domestic violence, who developed strategies to build a successful life of her own as a psychotherapist and life coach. She provides online therapy sessions to individuals who are looking for flexibility, affordable options, as well as anonymity while dealing with their challenges. She's passionate about inspiring survivors of domestic violence to create the life of their dreams by helping them heal and develop strategies using motivational psychotherapy.

Individual therapy also called psychotherapy is a process through which clients work one-on-one with a trained and certified psychotherapist in a private setting. Individual therapy session provides an opportunity for a person to receive support and experience growth during challenging times in life. It can also help one deal with many personal challenges resulting from domestic abuse and violence.

'As a certified individual psychotherapist and life coach, I help individuals gain deep and sustainable healing so that they can start flourishing in every aspect of their life. Through my unique style in psychotherapy, I work with your mental health to find out about past occurrences and help you deal with present difficulties. Also, my coaching is focused on the future, providing support and encouragement for personal development, Angela commented.

Unlike many self-acclaimed psychotherapists, Angela is a trained and certified psychotherapist who is also a survivor of domestic violence. As someone who had experienced domestic violence and abuse, Angela has been able to identify twenty different types of domestic abuse, instead of the four popular known types, that victims encounter. Her deep understanding of the issue makes her an industry leader in domestic abuse and violence-related therapy. Having survived all twenty-four different types of domestic abuse, Angela is now passionate and well-positioned to help other victims of domestic abuse with her survival strategies to become better and stronger.

To learn more about Gently Empowered Motivational Therapy for Domestic Abuse, visithttps://www.gentlyempowered.comor book a one-on-one online session with Angela Murray by visitinghttps://www.gentlyempowered.com/therapy-services-master-pageand get help from an Expert Psychotherapist.

About Angela Murray

Angela Murray is a motivational psychotherapist specializing in helping survivors of domestic abuse overcome their trauma. Angela has 13 and a half years of personal experience of extreme domestic abuse and violence, so she knows first-hand the devastating impact abuse can have on a victim's life, health and wellbeing. After qualifying as a psychotherapist, Angela developed The Gently Empowered treatment program, free workbook, and worksheets which she promotes on her website specifically to help survivors of domestic abuse heal from their trauma and build the life of their dreams.

Media Contact Company Name: Gently Empowered Contact Person: Angela Murray Email: Send Email Phone: (+44) 07902172741 Country: United Kingdom Website: http://www.gentlyempowered.com

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Link:
Angela Murray of Gently Empowered Introduces Individual Therapy Sessions - MENAFN.COM

The uniforms may be intimidating at first, but are these camo-clad students really that different from the rest of the Vanderbilt community? The Reserve Officers Training Corps (ROTC) is a program offered at colleges around the nation that provides students preparation to become U.S. military officers while obtaining a college education. With such a rigorous program, this college experience may seem daunting to most students.

To first-year Martayn Van de Wall, its an experience worth having. While being a first-year student majoring in economics, Van de Wall is an MS1, or first-year cadet, in Army ROTC.

ROTC at its core will allow me to become an officer in the army, which is something Ive always dreamed of being. Its putting me on a good path throughout college, and it gives me a sense of purpose in my classes and in my life, Van de Wall said.

First-year Mae Winglass is another MS1 at Vanderbilt. While Winglass wasnt involved in a similar program in high school, she has a grandfather who served in the Marine Corps and a sister who participated in Boston Colleges ROTC. Both of these ties influenced Winglass in her decision to join ROTC, she said. Furthermore, Winglass was intrigued by the workforce exposure provided by the program, such as the ability to practice military skills and be introduced to the various military branches.

I knew that it would be really nice to have a job right out of college that would give me applicable experience and the army is a really good networking organization, Winglass said .

So why Vanderbilt? Though Winglass was initially interested in programs at larger colleges, she was drawn to Vanderbilts community. She noted being impressed by the distinguished cadre, the officers responsible for training the unit, and motivated cadets on campus. During orientation, which began two days before move-in day, Winglass and her fellow cadets participated in activities such as canoe racing and paintball. In this setting, Winglass was able to connect with other ROTC members and ease into the training of the program.

Similarly, Van de Wall said the small program threw him with a group of people much similar to a sports team.

I think it provides a small community-type-feeling so you really get to know the other cadets well, and when I visited, you could feel that, Van de Wall said. With the people who guided me around, they gave me a good sense of what my experience was going to be like and definitely made me feel like a part of the program almost from the get go.

According to Lieutenant Colonel Matthew Mount, Assistant Professor of Military Science, there are a total of 78 students in the ROTC program, with 13 Vanderbilt students in the MS1 class. Along with Vanderbilt students, the ROTC program in Nashville consists of students from Belmont University, Tennessee State University, Lipscomb University, Trevecca Nazarene University, Fisk University and Welch College. As all cadets train together on Vanderbilts campus, Mount views the variety of people involved as a great benefit to the program.

They come from different backgrounds, different universities, different levels of scholastic achievement so they [the ROTC students] have a much more diverse opportunity to work with these other students, Mount said.

As a connected group of cadets, Van de Wall and Winglass complete rigorous training every week. For Winglass, physical training is from 5:50 a.m. to 7:00 a.m. every Monday, Wednesday and Friday in which she exercises with fellow cadets for roughly an hour. Winglass also has a Leadership and Personal Development class that teaches her techniques such as land navigation, military customs and courtesies, map reading and various military hand signals. Following this class, Winglass attends a two to three-hour lab in which she practices her newly-acquired skills. Other techniques the cadets practice are first aid training, setting up bases, tactical maneuvering and learning army conduct codes. These activities are led and organized by senior (MS4) and junior (MS3) cadets as well as by cadre members. Despite being in a teaching position, the older ROTC members and cadre members are still approachable and personal, Wineglass said.

Van de Wall is also part of the Ranger Challenge Team, which is often described as the varsity sport of ROTC. This means Van de Wall has physical training throughout the whole week, with an additional two days of training on Tuesdays and Thursdays. While its a huge time commitment, Van de Wall said he definitely finds many advantages to the program.

It inspires you to work hard, keeps you on a good schedule and teaches you a lot about time management and leadership, Van de Wall said. We havent really gotten into leadership positions yet as MS1s, but just going out and inspiring your fellow cadets to keep going despite having to get to bed early and wake up early while working with test schedules I think are the biggest pros, just the life skills that you learn.

Though Winglass admits the early mornings can be tough, she appreciates the structured schedule of her ROTC life. The program primarily trains cadets for a life in the military, but the ROTC also helps cadets plan their future in general. Mount noted that he often has interviews with his cadets in order to help them start looking forward to their futures.

I try to drive into these kids as freshmen and MS1s that the more planning you can do now for the future, the less surprise youll have in the future, Mount said. The decisions you are making today are either gonna open or close the doors of tomorrow.

Winglass has also been introduced to a breadth of opportunities through the ROTC program, such as the Cultural Understanding and Leadership Program (CULP). CULP is an international program through which ROTC students can explore jobs and studies abroad. Winglass has also been able to meet ROTC members who are involved in a variety of clubs across campus, reassuring her that shell easily be able to have a world of interests outside of ROTC.

Looking forward, Winglass will serve either four years active duty or eight years reserve commitment post graduation. She is considering going into military intelligence or logistics. Van de Wall intends to also join active duty post-graduation, most interested in joining active duty and going into infantry and aviation.

I think its nice in that its like a sorority: it helps you meet people and it helps you meet older people as well as students in your own grade, Winglass said. Ive obviously gotten to meet a lot of cool people, and I have learned some cool stuff. I get to run around in a uniform, and Im going to get field training.

So next time youre in the crowd at a football game and those students in uniform go out onto the field to do push-ups, theres a chance they are a fellow student in your class.

Were pretty much just like other students. Ive had people thank me for my service which is just pretty funny because we havent really done anything yet other than workout. Hopefully one day I will earn that honor, but people should treat us like anything else like their classmates and putting extra work on the side, Van de Wall said.

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A day in the life of ROTC first-years - The Vanderbilt Hustler

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The Germans are invading, and I for one am ready to welcome them. Don't be alarmed if their spartan, unsentimental fortresses start popping up in your neighborhood. It may take some time to adjust to the European-style management, but I think we'll find that it's worth the inconvenience. Shock troops from the Rhineland are just what America needs right now: brutally efficient, but surprisingly family-friendly. Willkommen, Deutschlanders!

No, I haven't been binge-watching Man in the High Castle. I've been shopping at Aldi.

Discount grocery stores are exploding here in the U.S., and for good reason. Millions of Americans have decided that it's time to small up and simple down. If that's your life goal, then Aldi is the grocery store for you.

What's so magical about these German outlets? In Aldi's case, the bottom line really is the bottom line. Its business model was developed in post-WWII Germany, when the company's founders, Theo and Karl Albrecht, worked aggressively to supply basic staples to a war-torn society at the lowest possible price. Aldi's customer base has expanded considerably since that time, both in size and in wealth. The obsession with price-slashing has remained, however, as the company's most defining feature. You'll notice it immediately just strolling through the aisles. Stuff is cheap at Aldi. This satisfied customer was able to trim her grocery bill without sacrificing her favorite groceries. For the mother of five hungry boys, that seems almost miraculous.

You might think, based on this description, that Aldi is mainly a refuge for enormous families and cheapskates. That's actually not the case. If you expect your local Aldi to feel like a used car lot, you haven't quite grasped the budget-grocery revolution. Aldi shoppers do like conserving their pennies, but we're also conserving our time, and attention. Many people are attracted to discount grocery shopping for the same reasons that they love Marie Kondo's decluttering, the tiny-house revolution, or Voluntary Simplicity. There's no need to think about brand selection, because they only offer one. Leave your phone in your pocket! Cross-checking prices is pointless, because it's Aldi. If they could sell the product for less, they probably would.

Fifty years ago, housewives like me would probably have rebelled against this model. In those days, budgeting was part of the vocation of a wife and mother. Men had most of the earning power, but women did most of the shopping. Corporations facilitated this arrangement by tailoring their brands to the sensibilities of domestic women, bolstering their sense of purpose and identity. As marketers clearly understood, consumption choices can be empowering, even when the products on offer are substantially similar. For a suburban soccer mom, the daily grind tends to revolve around mundane tasks that meet other people's needs. It's easy to feel that your dreams and personality have gotten lost somewhere between the crock pot and the 43rd spin cycle. Brand choices can help these shoppers recover some sense of individuality. Your hobbies and interests may have gone by the wayside, but as the lady of the household, you get to decide whether to be a Tide or a Cheer family. You pick your bologna's first name.

What changed? Women still do most of the shopping for American families, and we still struggle to maintain a sense of identity. Why do we suddenly want to shop like war-ravaged Germans? As an enthusiastic Aldi shopper, I think the change reflects two larger trends. One is worrisome, but the other is more positive.

The bad news is that cognitive overload is reaching epidemic levels in America today. Ordinary people are becoming overwhelmed by the number of things we're expected to worry about and manage. People have always worried about their health, finances, and voting habits. It's becoming more clear, though, that consumption itself can become quite burdensome, especially if we're feeling constant pressure to make informed and responsible choices. From the coffee shop to the grocery store to our TV streaming services, American adults today are bombarded with more information than we can comfortably process. We're getting burned out, which may be one reason that we're more stressed-out and anxious than the impoverished citizens of the developing world.

Choice can be pleasant, but it can also be exhausting if you're expending all your mental energy selecting a single outfit from an overstuffed closet, or choosing from thousands of tomato soup recipes. Our brains are becoming like offices in which every filing cabinet and desk drawer is hanging open. We're desperate to close some, so we find ourselves yearning for less stuff, smaller spaces, and fewer meaningless consumption choices. A wall of different pasta brands once felt like a luxury, but now it's just another source of stress. Is there a difference between Barilla and Buitoni? Am I a bad person if I don't check? Just sell me some spaghetti, please!

To some extent, corporations themselves have created this problem. They spent decades insinuating their way into our lives through commercial jingles, product placement, and logos plastered on every available surface. Eventually we rebelled, and started flocking to stores like Aldi, which promise to liberate us from the endless maze of trivial decisions.

Cognitive overload isn't just a product of empty consumerism, though. It also stems from more positive changes. Housewives today don't need to define themselves through detergent choices, because technology and cultural change have opened a much richer array of options. At-home mothers have endless opportunities for personal development and self-expression. We're keeping cooking blogs, running Etsy shops, and freelancing as musicians, photographers, or writers. Why invest yourself in brand selection when you could be learning sign language, getting SCUBA certified, or becoming a first-class pastry chef? It's good that we're finding more meaningful ways to express ourselves.

American grocery stores are struggling right now to compete with their German competitors. Expect some disorienting shake-ups in the market. Over the long run, though, American companies should be able to find ways to respond to the demand for high-value, low-stress shopping. Imagine a world in which you could enter your family's information (ages, dietary restrictions, food likes and dislikes) into a database, and allow a computer algorithm to generate your grocery list. Swing through a drive through on the way home from work each night, and peek inside your box to see what's for dinner. The computer has already chosen an appropriate wine pairing for you. You'll love it.

Even if automation doesn't appeal, get used to the idea that budget shopping is no longer just for poor people. People of all income levels are craving the simplicity of tiny stores with a few good products. Aldi may not be your grandmother's grocery store, but it's here to stay. Ich bin ein Berliner! Now, pass me a jelly donut.

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The refreshing simplicity of Aldi - The Week

Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson

Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson

Clawson, MI Opiates in the Workplace What Can You Do?

Presenter Korrin Krieg from Class A Training Center will be joining us the Business Womens Network of the Royal Oak Chamber for the networking lunch and learn on Oct. 16.

Korrin will be discussing the impact of opiates in the workplace and what managers or colleagues can do.

Please join us!

Wednesday, October 16: Networking will begin at 11:15am, Lunch will be Served at 11:45am and Program will begin promptly at 12pm.

Dont forget your business cards or fliers and be prepared to give a 30 second promotional message about your business! Why not invite your friend or coworker who would also enjoy a networking opportunity?

October Luncheon Location:

Three Cats Caf (At Leon & Lulu)

116 West 14 Mile Rd.

Clawson, MI 48017

If you have any dietary restrictions, please kindly let us know as soon as possible, so that we may do our best to fulfill your need.

Registration Information:

$20 for Royal Oak Chamber Members

$25 for Future Chamber Members & Guests

Refunds may be issued up to 7 days prior to the event.

The luncheon fee reflects the price of the meal plus processing fees.

Click Here to Register

About Business Womens Network

The mission of BWN is to promote and support women in business in the greater Royal Oak area by providing opportunities for networking,

professional and personal development, leadership, education, and community involvement.

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Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson - Oakland County 115 News

Neuro-education is an emerging field of study linking research and practice in the fields of neuroscience, neuroanatomy, and cognitive sciences to inform educational practices. To paraphrase Dr. Mariale Hardiman, of Johns Hopkins University and author of "The Brain-Targeted Teaching Model," research tells us neuro-education practices help educators focus on how students learn rather than merely what they learn. While all learning is brain-based, all teaching is not. Neuro-education includes brain targeted teaching practices and instructional design for learners from pre-k to young adults, referred to as Generation Z (Gen Z). While studying for my doctorate in education, I became interested in neuro-education, in particular, how stress affects learner success in harming or promoting neuroplasticity, the strengthening of cells, and neurogenesis, the building of new cells. Research led me to Dr. Hardimans model and ways that model may support Gen Z learners in a college environment. Brain-based teaching strategies are effective tools for educators regardless of the learning platform: traditional classroom, online, hybrid or other modality.

After recovering from a severe brain hemorrhage, Harvard University-trained neuroanatomist Dr. Jill Bolte Taylor wrote in "My Stroke of Insight," Although many of us may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think. Dr. Bolte Taylors 2008 TED talk is the first such presentation to go viral through the internet. When we design experiences for learners as feeling beings that think, and associate learning with positive emotional connections, teaching becomes brain targeted and fosters long-term potentiation or LTP. LTP is the strengthening of learning and memory in neural connections known as synaptic plasticity and is a positive biological outcome of successful teaching strategies. To paraphrase Dr. Marian Diamond of the University of California, Berkley, if we are going to keep our anatomy for the rest of our lives, we should know what we are working with. This same thought process may apply with educators and students. Educators should know who and what we teach. We are not just teaching accounting we are strengthening and growing brain cells in feeling, developing beings like Gen Z learners.

The October 2018 American Psychological Association (APA) annual Stress in America survey, conducted with The Harris Poll, provides important insights for educators regarding members of Gen Z. The survey defined Gen Z as young American adults from ages 15 to 21. Related studies list Gen Z from ages 15 to 22 in 2019, including a report from Michael Dimock, President of the Pew Research Center, on where Millennials end and Gen Z begins. Dimock offers this definition: Anyone born between 1981 and 1996 (ages 23 to 38 in 2019) is considered a Millennial, and anyone born from 1997 onward is part of a new generation. Other names that surfaced from Google Trend data are Generation Z, iGeneration, and Post-Millennials.

The APA report offers telling statistics about Gen Zs emotional status and implications for education practices. Firstly, stress appears to also define this generation as individuals most likely to report, and seek professional help for, mental health and stress-related illness:

Secondly, Gen Zs are more likely to report they are diagnosed with an anxiety disorder (18%) and more likely than all generations to report a diagnosis of depression (23%). While Gen Xers (15%), Millennials (14%) and Boomers (12%) report a diagnosis of depression in similar percentages, only 4% of older adults say the same. Americas youngest adults are the most likely of all generations to report poor mental health, stress, detachment and loneliness. Research also displays that Gen Z is our most diverse group, best-educated and most focused on attending college. Research from many sources, including the Pew Research Center, implies that Gen Z requires more dedicated emotional support systems in college environments, perhaps more than any other generation historically.

A number of studies display the effect of stress on learning and cognition, particularly upon the evolutionary rock-star of the brain, the pre-frontal cortex (PFC). Research is uncovering how Gen Zs prolific use of backlit screens and social media affects the architecture and performance of their PFCs. The PFC is located in the frontal lobe directly behind our forehead. The PFC is the last and most evolved feature of our brains. Humans are the only known creatures to possess this structure. The PFC controls executive functions like decision-making, time management and self-control. The PFC and surrounding cortical areas control working memory or scratch-pad memory. The PFC is the part of our brain that helps us think about ourselves. No other creatures appear to perform this task. The PFC makes us human.

The PFC is also highly susceptible to the detrimental effects of stress. The two factors of anxiety and depression reported in Gen Z studies greatly impact concentration, learning and retention of information. A study from Yale University reports that stress-signaling pathways impair learning, causing a loss of prefrontal cognitive abilities and detrimental architectural changes to prefrontal cortical functions. Chronic stress, as reported by Gen Z, hinders the ability of the brain to connect past knowledge to current information, to make good decisions around study and work habits, and to use new information to help regulate thought, behavior and emotion. While stressful events, such as exams, papers, grading and deadlines, are common in education for students and professors, prolonged stress, perceived and reported by Gen Z, has a critical impact on learning and memory processes that are central to educational systems. For more information, see this excellent article in Nature titled Learning and Memory Under Stress: Implications for the Classroom, by Suzanne Vogel and Lars Schwab.

In summary, stress is affecting the capacity of a significant number of high school and college-age students right now. We need to develop additional and different support systems, including learning design and teaching strategies, to help this generation of learners. This point leads to the Brain-Targeted Teaching Model strategies mentioned earlier, based on the work of Dr. Hardiman.

Dr. Hardiman is an experienced K-12 school superintendent, college professor, dean and current director of the Johns Hopkins University Neuro-Education Initiative. Her passion for how neuroscience and education intersect is the research behind the following six strategies of the Brain-Targeted Teaching Model:

The next Academically Speaking #Neurominute blog will apply these strategies to the Gen Z learning experience. I leave you with this statistic a recent Harris Poll stated 78% of Gen Z high school students, and 80% of college learners, rank their teachers and professors as the most important influencers in their personal development ahead of their parents, friends and peers. Educators have a significant opportunity to affect how and what Gen Z learns.

Dr. Mark F. Hobson is senior associate dean of Business Programs at Southern New Hampshire University and has 25 years' business administration experience in private industry, education and public administration. He holds advanced degrees in business and education, a doctorate in business administration, and is pursuing a doctorate in higher education administration.

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#Neurominute Neuro-Education and Gen Z | SNHU - Southern New Hampshire University

Over 400 students from 20 school districts across Westchester attend the inaugural Westchester County International Day of the Girl conference, titled Taking Charge of Your Future, at Manhattanville College in Purchase Oct. 11, 2019. Tania Savayan, tsavayan@lohud.com

Empowerment is one of those words that means different things to different people.

To Amanda Costas, a ninth-grader at North Salem High School, "empowered is when I'm with a group of people that are all uplifting me, each other."

For her classmate Jules Ageel, "what makes me feel most empowered is seeing other women do great things."

There was plenty of opportunity to be uplifted and see women doing great things at Westchester County's inaugural International Day of the Girl conference at Manhattanville College. Costas and Ageel were two of over 450 young female participants on Friday from 24 of the county's schools.

Ferocity from Young at Arts perform at the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

The conference's theme was "Taking Charge of your Future." It gave girls an opportunity to hear from a dozen women leaders, including stateSenate Majority Leader Andrea Stewart-Cousins, and take workshops on everything from financial skills to healthy relationships to coding for video games.

"I'm really pro feminism and stuff like that," Ageel said."As soon as I heard aboutthe workshops they were doing today andthe speakers that were coming,I was really interested to hear what everyone had to say."

The conference was thevision ofDeMia Harris-Madden, executive chair of the Westchester County Youth Board. Shepulled it together in a hurry, but almost twice as many girls attended asexpected.

"We realize not every girl has the same challenge or concern. So we wanted to make thisas diverse as possible," Harris-Madden said.

"As a young lady who grew up in an urban community, we didn'thave those role models that were prominent unless they worked in our schools," Harris-Madden said. "We didn't have forums like this where you could see a judge, a reverend,a legislator, assembly person, a senator. That's what I keep in mind as I'm building."

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The girls appreciated the opportunity to be there.Shania Rivera, a senior at Alexander Hamilton High School in Elmsford, said that girls are used to being in situations where they are outnumbered by boys.

"So being with a bunch of other females who are empowered really shows uswhat is possible in our day and age today," she said.

The girls had a wide range of plans fortheir futures. Some want to be doctors or lawyers, others to make a career in performing arts. Ninth-grader Sam Jagemann aspires to the FBI.

But they all agreed that there are still obstacles for girls today.

Yorktown High School seniors from left, Dayanavi Nunez, Samantha Adjei and Kaitlyn Folchetti attend the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

"Gender equality has always been an issue, but it'svery disappointing to see that it's still in aspects of our daily lives," Rivera said.

Girls pointed to gaps in pay betweenmale and female athletes, the way girls are still told to look over their shoulder when walking alone, the lack of women in STEM fields and barriers to education for girls around the world as signs that girls still have a wayto go. They expressed frustration that so much focus is placed on how they look and what they wear.

"I think that girls needs to have a voice, especially with things in the government," Costas said. "There's only been male presidents, but it's good that more women are stepping up to higherroles and different positions in the government."

The firstUnited Nations declaration ever to specifically call for girls' rights was passed in 1995 at the World Conference on Womenin Beijing. The resolution to establish the International Day of the Girl Child was passed 16 years later, in December of 2011.

UN Women, a United Nations group working for gender equality,acknowledges that many of the promises made to the girls of the world 24 years ago remain unfulfilled. Their theme for 2019's Day of the Girl was "GirlForce: Unscripted and Unstoppable," meant to celebrate the achievements of girls since 1995.

The achievements of other young women are what makes Amanda Collins, a North Salem High School freshman, feel empowered. She pointed to climate activistGreta Thunberg as an inspiration.

"When I watch her, I feel so special because I feel like I can have the opportunity one day to speak about what I'm passionate about," Collins said.

What are teenage girls today passionate about? Gun violence, climate changeand racial inequality werea few of the issues the girls had on their minds, before even getting into the academic and social pressures they face.

"A lot of young ladies are under a extreme amount of pressure and stress due to social media, peer pressures, school," said Harris-Madden.

The gathering also gave participants a chance to let off steam. When the all-girl rock band from Young at Arts played Alicia Keys' "Girl on Fire" during opening ceremonies, all the girls sang along at the top of their lungs.

"I really like that it gives the girls an opportunity to come from different parts of the county and speak with each other," said Alanis Cabrera of Alexander Hamilton High. "Women's empowerment for meis basically accepting and motivating one another, despite any background differences."

Twitter: @sdgrosserode

DaMia Harris-Madden, left, executive director of the Youth Bureau, and Ariana Quinones from YWCA White Plains, speak at the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

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Hundreds come out for Westchester's inaugural Day of the Girl conference - Lohud

Professor Graham Wilson is a Senior Tutor of the University of Oxford and is a world-renowned behavioural scientist, author and commentator on many aspects of management, leadership, organisation and personal development. He delivers pioneering, and exceptional outcomes.

He would be coming to Nigeria on the 16th and 17th of October to deliver the TEXEM executive development programme Developing Interpersonal Influence, addressing Vulnerability, and achieving Authenticity for value creation. In this interview, he speaks on the essence of stakeholder influence.

In this turbulent, ambiguous and complex socio-economic landscape that currently characterises the operating context of Nigeria. How apt is this forthcoming programme for Chairs of Boards, CEOs, MDs and Executive Directors, among others?

This programme offers a unique opportunity for leaders to reflect on how to get the best out of others. This programme would help executives challenge assumptions and learn how to do more with less. I teach in a facilitative manner, and so participants start from wherever they currently are and, move forward from there.

Do you agree with John C. Maxwell when he said that Leadership is Influence-nothing more, nothing less?

No. There are a myriad of ways in which influence is applied that has nothing to do with Leadership. While leaders often influence, there are lots of different ways in which they do so. The idea that this is all they need to consider, which is what the Maxwell quote implies is far too simplistic.

How can this programme help leaders succeed during a period of low growth and depressed morale?

In addition to networking, this programme would provide participants with the opportunity to reflect. Also, by exploring what we know about motivation and how to build a modern understanding of it into their activities would stimulate enhanced morale, performance and value creation for stakeholders.

What will leaders who attend this Programme take to their Organisations afterwards?

Leaders who attend would:

Develop their interpersonal influencing skill

Learn to build enduring organizations that meet the needs of stakeholders

Learn to promote a trusting relationship in their organization

What methods or how do you intend to achieve the themes of the programme?

Using videos, case studies and presentations, we will bring contemporary ideas to the group for them to discuss, interpret, and apply to their particular circumstances. Thus, providing a range of activities for them to draw on in this process.

How do you intend to bring all your achievements at the Leadership strand of the GCAP/Smith School(University of Oxford) and the Coaching Course/Programmes you have delivered and Supervised since 2012, to bear on the 16th and 17th of October 2019 at the Radisson Blu Anchorage Hotel, Victoria Island, Lagos?

For the last 35 years, I have been studying, applying, writing about, and teaching organisational and individual development. Over that time, I have learnt a lot on leadership, coaching, and how to maximize performance. This body of knowledge has been of interest to other people. More importantly, I have found ways of engaging with groups who are keen to explore and expand their impact. I plan to bring my pedigree, expertise and track record at Oxford University and beyond towards delivering this programme to make a positive impact on the organisations in Nigeria. Through this programme, we would share fresh and actionable insights that executives require to succeed during these dire socio-economic times and beyond.

Why should executives attend your programme holding later this month?

Let me quote from the statement at some previous delegates of TEXEM, and you can be the judge. Dayo Babatunde, Senior Partner, Ernst and Young, said and I quote: I regard These Executive Minds Executive Education programme as the best I have attended in recent times. Not one of them, but the very best as it was humanly perfect.

Peter Atolo Irene, CEO, International Energy Insurance Company, said: The content of the programme has been rich and educative, refreshing, enlightening and thought-provoking. I enjoyed this programme, and I am looking forward to another program.

Andy Uwejeyan, the Managing Director A&J Construction Company Ltd., said: I found this programme very, very rewarding. In the past, I always had a way of thinking that the matter of sustainability-related only to policy matters but during this programme it has been broken down into the company level and for me, there are many takeaways that I hope to begin implementing once I get back home.

Frank Algbogun, CEO and Publisher, Businessday, said: My experience in this programme has been quite enormousThe organisers, we saw that they prepared for us and they were quite good, quite sociable, and quite academic, and we had discussion platforms that were divided into groups. On a general note, TEXEM is laying a foundation that will grow like an iroko tree. On this note, I want to thank the CEO of TEXEM, AlimAbubakre, and his colleagues for making it possible for us to attend.

Get more information about this programme today by visiting https://texem.co.uk/programmes/developing-interpersonal-influence-addressing-vulnerability-and-achieving-authenticity-for-value-creation.html or call Texem on +447425883791 or email exec@texem.co.uk

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How leaders can share actionable insights on successes UK-based Prof. Graham - Daily Trust

Fife Alcohol Support Service (FASS) is helping to tackle social isolation and loneliness in the Kingdoms communities with Curnie Clubs.

The initiative has been running since 2016 with groups in Kirkcaldy, Glenrothes, Methil, Cupar, Dunfermline and it recently expanded in Cowdenbeath and a second group in Glenrothes.

Curnie Clubs support people who are socially isolated in the community, and help to develop their social skills and confidence with the aim to improve their quality of life.

Members also benefit from professional therapeutic group work that allows natural attributes, skills and abilities to emerge and be recognised.

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The aim is they become self-sufficient and self-sustaining, achieving personal development through peer support and new-found friendships.

Donald Grieve, project manager, said: There are people who attend the clubs who go from sitting in the house alone and unable to leave, to going into employment.

Sometimes you dont need tablets from the doctor and sometimes you dont need the job centre pushing you sometimes all you need is an understanding ear.

Myself and all my staff are counsellors, but we dont sit and counsel people.We use these skills to bring people on, and to get down to the root of their fears, so we can build a plan around that and get them mobile again.

What we are doing here is creating a safe environment where people can be themselves a place where it is okay to make mistakes.The clubs host a number of activities and sessions one of the more popular is about the process of change, and how this is where issues start. It then goes on to think about what is actually happening and what actions people can make to affect change.

Added Donald: A very powerful part of this process is when people start to look at what has influenced them in their lives, so inevitably they can discover the reasons why they became isolated.

Lee Mathieson from Kirkcaldy has been attending the Curnie Club in the town for 10 months and attributes her recent successes to Donald and his team.

She said: I have mental health issues and adult ADHD, it got to the stage where I had isolated myself from everybody because I couldnt cope with my illness.

I was isolated for about three years, and the longer that went on, the worse it made my mental health.

I was referred to the Curnie Club by my doctor.

I thought what else have I got to lose and went along to check it out.

I had no confidence, but the club helped me get some of that back, Im able to leave the house now and I have made some new friends.

Donald and the rest of the team have been absolutely brilliant.

David Webster from Cupar has been visiting the Curnie Clubs for a year and is now training to be a volunteer.

David said: I have suffered from depression and anxiety issues, and drug and alcohol abuse, with help from the club I have come a long way in combating these issues.

My life was on a downward spiral for a while, and it came to the point where I didnt leave the house in over a month.

A friend suggested the Curnie Club, so I phoned Donald and he said I should pop in.

It was quite a big step for me, but I went and it has helped me a lot. If I have any issues it is really good to be able to speak to team members who will help me to sort it out.

Im training to be a volunteer with the club, so what I am doing is going around all the different clubs getting to know everyone.

I feel lucky that I found the club. It has helped me to realise my potential. I cant wait to start giving back.

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Fife clubs are helping to tackle social isolation - Fife Today