So you fell asleep easily enough, but now it's 3 a.m. Your mind is spinning, and rest is elusive. You're reliving every foolish or embarrassing thing you did in the past 24 or 48 or 72 hours, and that is a lot of material to run through. And you simply can't stop.

Except maybe you could, if only you knew how to be mindful.

"When you're caught in that loop of rumination, that's very real, and it creates very intense feelings," explains psychologist and journalist Daniel Goleman, who reported on brain and behavioral sciences for the New York Times. "If you're mindful, you realize it's just a thought. You don't have to believe your thoughts. You can question them, and that changes them. It takes energy from the brain that creates the heaviness. Looking at it in a different way makes the rumination less intense."

You might think, on hearing such praises of mindfulness a form of meditative practice that it will solve just about every problem in your life. Meditation can halt the late-night rumination cycle, right? So can't it also make you into a better person? Enlarge your brain? Make you taller and thinner and richer?

Well, no, says Goleman, who's also the author of the best-selling book "Emotional Intelligence." Some claims of meditation's power are overblown. Some studies are less rigorous than they should be. But science has proven that meditation can induce healthy and important physical improvements, such as lowering your blood pressure, decreasing relapses into depression and managing chronic pain.

Which leaves us with a question: As our interest in meditation grows, how do we know what's too good to be true?

Goleman has some answers. With Richard J. Davidson, who directs a brain lab and founded the Center for Healthy Minds at the University of Wisconsin-Madison, Goleman has just published "Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body" (Avery, $27). The book separates truth from fiction, debunking studies and highlighting truth about meditation's startling effects on the brain.

"Altered Traits" also chronicles the authors' decades-long friendship and lifelong interest in the subject of meditation, which began at a time during which scientific circles had little patience or interest in the subject.

The book is important because it represents "the coming together of two very important voices," says Scott Rogers, founder and director of the Mindfulness and Law Program at the University of Miami School of Law. He will be in conversation with Goleman at Miami Dade College.

Rogers, co-founder of UMindfulness, the university's inter-disciplinary collaboration that marries research to training, notes another benefit: Not only are Goleman and Davidson experts in their fields, they're also meditation practitioners.

"We need responsible, reasoned voices speaking from a variety of perspectives, and here we have the hard science and the journalist, and both are practitioners. We need a book we can look to as a reliable source of information," Rogers says. "They both practice and have for a long time. A lot of researchers have been interested in this over the last 10 or 15 years, but they haven't historically practiced mindfulness. There are a bunch of people practicing, but they're not scientists."

"Altered Traits" examines scientific studies on meditation and the benefits of intensive retreats, learning to view our selves and our brains in a whole new light and the importance of a good teacher ("I feel strongly the quality of the teacher is important," Goleman says). The book also challenges notions we (or at least our bosses) hold dear, such as the idea that multitasking is a positive endeavor.

"Multitasking is a myth," Goleman says. "You can't really do two things at once. What happens is your brain switches rapidly. As it switches, you lose the power of your concentration. You do many things at once, you do them less well."

But there is good news for multitaskers, according to "Altered Traits": Cognitive control can be improved. One test of undergrad volunteers tried short sessions of focusing or breath-counting. "Just three 10-minute sessions of breath counting was enough to appreciably increase their attention skills on a battery of tests. And the biggest gains were among the heavy multitaskers, who did more poorly on those tests initially," the authors write.

Which brings up another important question: If the benefits of meditation expand the deeper a person's practice goes, is meditating in short sessions still useful?

"Casual practice helps you in surprising ways, but the deeper you go and the more you practice, the more benefits you get," he says. "The research shows that right from the beginning mindfulness practices counter the ill effects of multitasking. We're all doing so many things a day. But the improvement in attention starts at the beginning."

And if you can only spare 10 minutes at a time for meditation, Goleman suggests spreading your practice throughout the day.

"Intersperse it through the day. Ten minutes in the morning. Ten at lunch. Ten at night. The effect is prolonged. If you can do 20 minutes, even better. If you can do it for a year, that's good. Five years is even better."

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Meditation expert tells us what the science really says and why multitasking is a 'myth' - Southernminn.com

Roseann N Ghallachir, a young Donegal mother diagnosed with breast cancer earlier this year, spoke on RT Raidi na Gaeltachta this past week about her experience, and how it taught her that she is far stronger than she believed.

Roseann, from Rann na Feirste, was 34 when she was diagnosed with breast cancer. In the candid interview with Michelle Nic Grianna on Barrscalta on RnaG, Roseann told Michelle how she reacted when her hair began falling out due to the treatment.

About three weeks into the chemo, I was in Sligo for a bone scan and I was walking through Penneys. I ran my hand through my hair and a big lump of it came out. This is it now, I thought. So on the way home from the hospital I phoned the hairdresser and got an appointment for the next day. I went down and shaved off the lot. I was crying, but we had a good laugh that day too.

I had cancer, I was going to lose my hair, it was going to happen, so what was the point of crying about it? I always wondered what Id be like with short hair, now I had a chance to see!

Roseann said that she always kept a positive mental attitude, which helped her greatly.

I said to myself, this is not going to beat me. I always thought of the people going through much worse than me, and thats how I looked at it. There were difficult times when I couldnt see the light at the end of the tunnel, but it (the treatment) has passed quickly. Im nearly there now, and Im still here.

She said that she met a lot of other young women with breast cancer during her treatment, and that they are a great support to each other. She also said that the experience has changed her profoundly.

I stopped worrying about silly things. The children are the most important thing in my life, and as long as theyre ok everythings ok. It has taught me that Im a lot stronger than I realised. Until you are in the midst of fighting cancer, you dont know how strong you are. Everyone has that strength in them, though people dont realise it.

Id say to people to check themselves. When I found the lump, I spent a day and a night thinking about it before I went to the doctor. I didnt want to look silly going to the doctor, and for them to tell me it was nothing ... But Id say to people, dont waste any time thinking about it. Thats why the doctor is there. If you see any changes at all, go to the doctor.

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Young Donegal mother talks candidly about cancer experience - Donegal Democrat

You are here: Home / Health / Three Indispensable Ways Dreams Take Flight.Like

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(ThyBlackMan.com)There are two types of people in the world: those who are grounded and those who have taken flight. Dreamers who have taken flight are not necessarily those whose dreams have taken off, but theres an important discrepancy here: better to be dreaming in the air than being stuck on the ground with wishful thinking.

The fact is we are born dreamers; its part of our DNA. Dreams are locked somewhere in our subconscious reality; no matter where we end up in life they are there, waiting to be released.

The ways in which we give birth to our dreams are myriad. There are certain indispensable qualities of thinking that one must be in possession of in order for ones dreams to become a reality. Here are three indispensable ways our dreams are born.

Dreams Are Born by Attitude

Happiness, writes Dale Carnegie, doesnt depend on any external conditions; it is governed by our mental attitude.

Attitude is the most important of virtues; it can determine whether you soar or remain on the ground. To be sure, our mental approach can be sufficiently adjusted. Mental anxiety is the number one killer of dreams in life.

Many people are grounded by the lack of a proper attitude. Pigeon thinking is hopping around on the sidewalk of life like a pigeon, afraid to dream, afraid to fly. Its the attitude that keeps one disconnected from soaring to ones greatest heights. If you have a dream for your life, you must nurture it with a good attitude.

Dreams Are Infused by Altitude

By altitude I mean the urgent need to improve; to move up; to position oneself to take advantage of opportunity. How far up do you want to go?

By altitude we mean the height of an object in relation to its ground level. In short, how high a dream can travel. All dreams begin at ground-level they begin where you are. If you have no money, zero capitalization and very little support, you can still have a dream.

Altitude comes as a direct result of the proper attitude. Or, as the venerable Zig Ziglar once said, Your attitude, not your aptitude, will determine your altitude.

Desire is the launching pad for dreams.

Dreams Are Sustained by Amplitude

Ever heard a person describe their big idea and how its going to create millions for them then three days later they have no idea what that dream is all about? Thats because their dream lacks amplitude it has no life of its own!

Amplitude is a physics term and denotes the distance moved by an object relative to its point of equilibrium. The amplitude of a dream is proportional to the amplitude of its source. That means your dreams have life; they echo like sound waves.

In life, it means how far your dreams move from the point of origin. Theres an old saying that goes, I shot an arrow into the air, it landed I know not where.

In other words, in order for dreams to take flight, they must become dynamic, they must move and become reproductive. Dreams must take a life of their own.

Anais Nin writes, Throw your dreams into space like a kite, and you do not know what it will bring back; a new life, a new friend, a new love, a new country.

Dreams are born by attitude, infused by altitude and sustained by amplitude.

Staff Writer; W. Eric Croomes

This talented brother is a holistic lifestyle exercise expert and founder and executive coach of Infinite Strategies LLC, a multi-level coaching firm that develops and executes strategies for fitness training, youth achievement and lifestyle management. Eric is an author, fitness professional, holistic life coach and motivational speaker.

In October 2015, Eric released Lifes A Gym: Seven Fitness Principles to Get the Best of Both, which shows readers how to use exercise to attract a feeling of wellness, success and freedom (Infinite Strategies Coaching LLC, 2015) http://www.infinitestrategiescoaching.com.

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Three Indispensable Ways Dreams Take Flight. - ThyBlackMan

Last time we talked about how stress can cause headaches, neck and pack pain along with many other serious health issues. This month lets get into practical ways to decrease these effects of stress on your body.

Lets look at some different categories of stress management.

A recent study showed people who view current stress as bad for them are more harmed by that stress. The opposite was the case for people who viewed it as positive. For example, if you are suffering financial hardship and you view whats happening as a path to avoid such problems in the future, the stress is acting as a positive by motivating you to change. Also, its common to view potential dangers as more dangerous than they really are. Thinking realistically about the worst likely outcomes can reduce the stress.

Much of the problem with stress is caused by having too many stressors. If a job is the chief cause of your stress, find a less stressful one. If a marriage or relationship proves beyond repair, get out of it.

Fifteen minutes of cardiovascular activity three or four times per week, reaching the level of pulse and breathing rates where you can barely maintain a conversation, will significantly reduce the negative effects of stress.

Achieving a relaxed mental state for 15 to 30 minutes a few times per week is a very popular stress management strategy. Smartphone apps, articles and books provide simple ways to achieve a meditative state.

Many stressful situations can be improved by decreasing some stressful aspect of the situation. For example, a financial problem might be solved by learning better money management or gaining new job skills. A relationship problem might be solved by personal improvement or counseling.

It may also help to achieve any goal you consider worthwhile. For example, if you have a financial problem and you help others as part of a service organization because you value helping those less fortunate, this activity will decrease the negative effects of your financial stress.

Stress has been called the silent killer for good reason, because many of the harmful effects of stress are hidden until it is too late. Incorporating good stress management can make a big difference.

Dr. Stephen Trapani, DC, has been a practicing chiropractor in Walla Walla for more than 30 years, specializing in care for acute and chronic neck and back pain. He can be reached at drtrapani@charter.net.

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Attitude, exercise among ways to cut stress-caused ills - Walla Walla Union-Bulletin

No move

Philippe Coutinho has not only been denied his dream move to Barcelona, but could well face years at Liverpool while he runs down his long term contract according to the Mirror.

Thats because the club are not willing to offer him any assurances he will be sold to Barcelona at any price, or indeed any other club next summer or the summer after.

The player himself wants to leave and has made that very clear in the form of a transfer request yet that was of course denied by the club, and he now faces a season of anguish where he has to rebuild his relationship with the fans and vitally, manager Jurgen Klopp.

The last thing Coutinho will want to do is remove himself from the team and see his place lost given it is a World Cup year and hes desperate to represent Brazil in Russia, yet Liverpool have made his position clear.

The option of going on strike may be something a player like Alexis Sanchez is willing to do and Diego Costa has certainly proven thats possible should a club refuse to sell you, yet Liverpool fans will hope Coutinho echoes Luis Suarez.

However, there is one key difference in the situations Suarez knew he had one final year at Liverpool in the Premier League, and that he would be allowed to leave for Barcelona the following summer.

No such assurances have been given to Coutinho and that more than anything else may affect the players form and mental attitude in the months ahead.

Theres no denying a fit Coutinho would be key to Liverpool, especially in the Champions League and in top games in the Premier League, but keeping a player who does not want to be at a club is always a huge risk.

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Liverpool refuse to confirm to Coutinho he will be allowed to leave next summer - 101 Great Goals

Merrillville's Markus Fielder celebrates with teammate Justin Rhodes after Rhodes' touchdown Friday in Crown Point. Fielder, No. 2, didn't win a game while at Clark and lost his first two at Merrillville before finally feeling the joy of a W.

Valparaiso's Michael Scarsella, left, reacts after intercepting a LaPorte pass on Friday in LaPorte.

Night after night after night, gave after game, Markus Fielder was one of the best football players on the field. But the standout athlete had never won a varsity game.

Fielder played junior varsity as a freshman at Clark, and the Pioneers won just one game. Then, his sophomore and junior years in north Hammond Clark went 0-20, getting pounded in many of those losses. The Pioneers were shut out seven times in two seasons, even though Fielder rushed for 1,000 yards last year.

Then, he moved to Merrillville, one of the Region's most historic and respected programs. And the Pirates lost their first two games to Andrean and Penn. That set up a trip to rival Crown Point for a game that went down to the wire. The Bucs prevailed 34-26, and when they went into their victory formation to run out the clock, one thing happened that was profound.

Tears entered the eyes of Fielder, who had three catches at the wide receiver spot for the Pirates.

"It was unreal," said Fielder, who broke his personal 22-game losing streak. "I've been playing for three years and I always came up short. It meant a lot. I've been working for this since my sophomore year. It made me really happy.

"When it finally set in and we were in our victory formation, all the emotion set it."

Crown Point's Tyler Gomez runs for a touchdown against Merrillville on Friday night in Crown Point.

Crown Point's Eric Mahaffey is brought down by several Merrillville defenders Friday in Crown Point.

Merrillville's Xavier Griffin can't get a handle on a pass Friday in Crown Point.

Crown Point's Ethan Potosky grabs Merrillville's Justin Rhodes during Friday's game in Crown Point.

Merrillville's Markus Fielder celebrates with teammate Justin Rhodes after Rhodes' touchdown Friday in Crown Point.

Merrillville's Anthony Swims intercepts a pass intended for Crown Point's Brett Schoettle on Friday in Crown Point.

Crown Point's Tyler Gomez is brought down by several Merrillville defenders Friday in Crown Point.

Merrillville's Xavier Griffin can't get a handle on a pass Friday in Crown Point.

Crown Point's Eric Mahaffey is brought down Merrillville's Anthony Swims on Friday in Crown Point.

Crown Point's Tyler Gomez runs for a touchdown against Merrillville on Friday night in Crown Point.

Crown Point's Eric Mahaffey is brought down by several Merrillville defenders Friday in Crown Point.

Merrillville's Xavier Griffin can't get a handle on a pass Friday in Crown Point.

Crown Point's Ethan Potosky grabs Merrillville's Justin Rhodes during Friday's game in Crown Point.

Merrillville's Markus Fielder celebrates with teammate Justin Rhodes after Rhodes' touchdown Friday in Crown Point.

Merrillville's Anthony Swims intercepts a pass intended for Crown Point's Brett Schoettle on Friday in Crown Point.

Crown Point's Tyler Gomez is brought down by several Merrillville defenders Friday in Crown Point.

Merrillville's Xavier Griffin can't get a handle on a pass Friday in Crown Point.

Crown Point's Eric Mahaffey is brought down Merrillville's Anthony Swims on Friday in Crown Point.

Merrillville coach Brad Seiss said Fielder's teammates knew about his streak and one of the goals against the Bulldogs was to get No. 2 a win. Seiss and the staff were pleased when the players were clapping and shouting for Fielder after the win.

"Markus always has a smile on his face, whether in the hallway, weight room or on the field," Seiss said. "When he came over here he said, 'Coach, I've never won a game.' He worked hard. The kids worked hard and we're happy it finally happened for him.

"There's more to football than wins or losses, but this meant a lot to him and the guys."

So when you finally get a win and drive back to school, what in the world do you do?

"Me and some of the guys went to Hooters," Fielder said. "I got a barbecue chicken sandwich. It was good. Real good."

Andrean quarterback Bobby Finn runs away from an Indianapolis Chatard tackler during the 1997 Class 3A state championship game. The 59ers lost 27-24, but Finn received the IHSAA's mental attitude award. The 1997 team celebrated a 20-year reunion at 5959 Broadway on Friday.

Throwback Friday

Does anyone remember when Andrean was an also-ran in Region football? Solid. Decent. But never playing much past Halloween.

Then, athletic director Frank Podkul brought in Ted Karras Jr. to take over the program in 1996. The entire attitude and belief system changed at 5959 Broadway.

In 1997 Andrean advanced to the Class 3A state championship game for the first time in school history and lost an instant classic to Indianapolis Chatard 27-23. In the game against Chatard, Andrean quarterback Bobby Finn had the greatest play I have ever seen. His 2-point conversion run where he made, seemingly, every Chatard defender miss him twice before crossing the goal line was unreal.

After that game, Andrean got back to Indianapolis five times on Thanksgiving Weekend, winning championships in 2004 and 2013.

Members of Andrean's 1997 Class 3A state finalist football team, with coach Ted Karras Jr., were honored at Friday night's game at Father Vincent Eckert Stadium. These 59ers, now with their kids in tow, were the first Andrean team that advanced to state.

The 20th anniversary of the 1997 team had a reunion at the old haunts Friday night.

Approximately 20 members of this historic team returned home from far off places like Indianapolis, Iowa and even Florida to remember and embrace the past. They hung out with their families in the end zone in the 'Niners home opener.

They shared memories and life updates as little ones ran around playing touch football a few dozen feet away from the varsity game and wives met or became reacquainted.

Players from the classes of 1998 through 2001 enjoyed each other's company. Some tailgated and some attended a postgame gathering, but the highlight for many, some of whom who hadn't touched that field since the semistate win over Fort Wayne Harding, was being presented to the crowd during a halftime roll call and thanked for setting a tone for a program that has won 12 sectionals and two state titles in the ensuing 20 years.

Head coach Ted Karras, Jr., who only recently left coaching after a run of college success that included an NAIA championship at Marian, was the main draw. He had an old Andrean windbreaker and wore a New England Patriots hat. His son plays for the Patriots.

He was delighted to see so many former players and their smiling families.

Finn, the Mental Attitude winner for Class 3A that season, was among others on hand.

The only problem with the celebration was New Prairie's 42-3 win over the 'Niners.

Three Observations

Payback is a Switch

Getting a Pick 6 is always nice. But getting it against your former teammates after a long eligibility fight that ended up in a LaPorte County courthouse, well, that's like a Pick 24.

Lyric McFarrin played quarterback for Chesterton last season but moved in with his mother in Michigan City and the transfer fight began. The IHSAA agreed with Chesterton that the move was for primarily athletic purposes.

A judge, however, gave McFarrin eligibility right before the start of the season.

In Friday's 35-14 win over the Trojans, McFarrin picked a pass and returned 45 yards for a score.

"It meant a lot, from the standpoint of everything me and my family went through to get this opportunity," McFarrin said. "To make something out of it, it felt great. I knew some of them were going to get a little dirty, so I had to make sure I didn't get involved in that and kept my cool."

It feels like the first time

The Boone Grove-Whiting football series was a little like the Floyd Mayweather-Conor McGregor fight last Saturday. Completely one sided.

The Oilers were 6-0 against the Wolves and had knocked Boone out of the sectionals the last two Octobers.

Then, out of nowhere, Friday night happened.

Truman beat Dewey. Balboa beat Creed. The barbarians slapped Rome. The United States beat Russia. In hockey. Donald Trump beat Hillary Clinton.

And now Boone Grove beats Whiting?

Brae'ton Vann had a last-second interception to secure the historic 19-12 win.

"I'm just pumped. Excited," said Vann, whose game-ending 40-yard interception return for a TD sealed it for the Wolves. "I'm just a sophomore, but the coaches believed in me."

Vann also rushed for 153 yards on 24 carries and added two receiving touchdowns.

There is absolutely nothing mini about this Vann.

"We can't really explain how this feels at the moment," Boone Grove coach Dan Kukulski said. "Our whole program and community have bought in, and our defense played phenomenally."

Whiting had just 99 yards rushing. It marked the Oilers' first back-to-back losses since 2010.

Offense has been the hallmark of Jeff Cain's vaunted program on the shore of Lake Michigan, but the boat is taking on water right now.

"We're getting a pretty decent effort defensively, we just have to get it going on the other side," Cain said.

Just what the doctor ordered

Munster coach Leroy Marsh knew the start of this season could be slow. After losing countless standouts to graduation, his young Mustangs entered this season with a road map, compass and confused looks on their faces.

A 33-14 loss to Lake Central and 33-21 loss to Chesterton set up Friday's home game against E.C. Central.

It wasn't quite a "must-win" situation. But close.

The Mustangs hadn't started 0-3 in 20 years.

So the 35-13 win was important for the youngsters looking to turn the corner.

The scores from Friday's prep football action in the Region.

Vince Bravo replaced Will Melby at quarterback and threw for 139 yards and three touchdowns to spark the 'Stangs.

Mistakes and penalties, though, had the game tied at 7-7 late in the third quarter.

We had kept shooting ourselves in the foot in the first half," Marsh said. "In the second half, we went a little more basic, and we threw the ball a little bit to get them out of the box. They had 10 or 11 in the box on every play.

The Valparaiso Vikings raise their helmets and cheer toward their fans following their win over LaPorte on Friday in LaPorte.

Quote of the Night

LAPORTE A buddy of mine told me about this no-named Irish band back in the summer of 1980. He said they were really good.

Many in the Region are kind of scratching their heads about Valparaiso's 3-0 start. The Vikings are giving up 6.67 points a game, which is tied for 15th in the state, along with Hanover Central and Lowell.

But when you look at who Valpo has played -- Penn, Mishawaka, LaPorte -- its defensive numbers are that much more impressive.

Valpo athletic director Herb Hofer summed it up best while standing next to me.

"Our guys play hard," he said. "Every play."

That would be an understatement, sir. But absolutely correct.

LaPorte's Nolan Lorenz, center, runs downfield against the Vikings defense on Friday in LaPorte.

LaPorte's Selah Brooks, bottom, brings down Valparaiso's Reece Crossin, above, on Friday in LaPorte.

LaPorte's Nolan Lorenz, center, runs for the end zone Friday in LaPorte. The play resulted in a Slicers fumble.

Valparaiso's Sam Bernardi, right, reacts after a pass interference committed by LaPorte's Selah Brooks on Friday in LaPorte.

The LaPorte defense brings down Valparaiso's Reece Crossin on a run Friday in LaPorte.

Valparaiso's Jake Leffew, left, prepares to throw a pass Friday in LaPorte.

Valparaiso's Eddie Curry, left, tries to get around a LaPorte tackler Friday in LaPorte.

The LaPorte defense brings Valparaiso's Reece Crossin, center, down on a run Friday in LaPorte.

Valparaiso's Reece Crossin prepares to throw a pass Friday in LaPorte.

Valparaiso's Jesse Harper, right, is cheered on by a teammate after making a catch to solidify a Vikings first down late in the fourth quarter Friday in LaPorte.

Valparaiso's Michael Scarsella, left, reacts after intercepting a LaPorte pass on Friday in LaPorte.

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Saturday Morning QB: Merrillville's Fielder gets first career win at CP - nwitimes.com (blog)

Bachelor of Science in Education/Early Childhood Education

The Bachelor of Arts in Education (BSED) with a specialization in Early Childhood Education is an undergraduate degree program preparing candidates for teacher licensure in the field of early childhood (birth to age eight/grade 3). The curriculum is aligned with the Interstate Teaching Assessment and Support Consortium's (InTASC) model core teaching standards and the National Association for the Education of Young Children (NAEYC) standards. The curriculum includes common core standards, child development and learning, building family and community relations, cultural diversity, assessment to support young children and families, strong content knowledge to build developmentally appropriate and meaningful curriculum and experiences, and professionalism and ethics of educators. Throughout the program, students are required to complete verified field experiences and student teaching.

The Bachelor of Science in Education/Early Childhood is an undergraduate degree program intended to prepare students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to work with children from pre-K through grade 3 or age 8 as a licensed early childhood educator. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The mission of the Doctor of Education in Higher Education Administration program is to prepare education professionals who can address the multiple challenges facing higher education in a dynamic global community. The program prepares students to lead innovative, institutional policy changes and improvements within complex educational environments involving multiple stakeholders. The program addresses the diversity of higher education entities including public and private colleges and universities, governmental entities, accrediting and regulatory bodies, and higher education professional associations. The program emphasizes the discovery, integration and application of knowledge about higher education and leadership, promotes a commitment to professional integrity and development, the value of human diversity, innovative practice, and collaboration.

The Master of Arts in Education/Administration and Supervision program prepares candidates for principal licensure. The standards-based program is designed to provide principal candidates with the knowledge, skills, and dispositions necessary to be successful school leaders who can apply theory to practice. The program encompasses instructional leadership, organizational management, technology management, and data-driven decision-making. An administrative internship is an integral component of the program, providing candidates with a field-based experience in the various aspects of school administration and supervision.

The Master of Arts in Education/Administration and Supervision is a graduate program intended to prepare candidates for K12 school principal licensure. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and an administrative internship above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed school principal. There may be additional qualifications and/or disqualifications applicable in order to work as a principal with any local, state or federal entity.

The Master of Arts/Adult Education and Training (MAED/AET) program is designed for individuals interested in working with adult learners in areas such as corporate training, non-profit and community-based organizations, government, postsecondary education, and human services agencies. Learners develop competencies and expertise necessary to align education and training with strategic objectives and human services foundations across an enterprise with culturally diverse populations. Learners expand their knowledge in andragogical theory, instructional design and strategies, assessment of learning, delivering online learning, management and marketing, and technology integration. In addition, learners engage in practice through collaborative learning, social media, and community-based learning. Graduates will be able to serve adult students, colleagues, industries, and communities as expert educators and trainers.

The Master of Arts in Education/Adult Education and Training is a graduate degree program intended for students interested in working with adult learners in an educational or training environment. The MAED/AET does not prepare students for any type of professional certification or state licensure as a teacher. The program is only intended as an advanced degree.

The Master of Arts in Education program with a specialization in Curriculum and Instruction is intended to afford P-12 educators the opportunity to enhance their curriculum, instruction, and leadership repertoire by expanding their knowledge of assessment, instructional strategies, integration of technology, professional development, data-driven decision making, and mentoring and coaching. Educators will develop teacher leadership skills by exploring the latest research, trends, and strategies. Graduates will be able to effectively collaborate with all stakeholders and serve their students, colleagues, and communities as ethical leaders committed to excellence.

The Master of Arts in Education/Curriculum and Instruction is a graduate degree program intended to provide educators with advanced knowledge and skills in curriculum and instruction. The MAED/CI does not prepare students for any type of professional certification or state licensure as a teacher. The program is only intended as an advanced degree.

The Master of Arts in Education/Elementary Teacher Education (MAED/TED-E) is a graduate degree program preparing candidates for teacher licensure. The guiding philosophy of the MAED/TED-E program is to provide the adult student, who already has a degree in a discipline other than education, with the skills and knowledge that will allow them to become a competent and effective educator. This program focuses on elementary student learning by improving the educator's responsibility for that learning. Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences, covering a variety of developmental levels. The focus of each observation will relate to specific course content.

The Master of Arts in Education/Elementary Teacher Education is a graduate degree program intended for students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become elementary school teachers. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The Master of Arts in Education/Secondary Teacher Education (MAED/TED-S 07AZ) is a graduate degree program preparing candidates for teacher licensure. The guiding philosophy of the MAED/TED-S program is to provide the adult student, who already has a degree in a discipline other than education, with the skills and knowledge that will allow them to become a competent and effective educator. This program focuses on secondary student learning by improving the educator's responsibility for that learning.

Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences, covering a variety of developmental levels. The focus of each observation will relate to specific course content.

The Master of Arts in Education/Secondary Teacher Education is a graduate degree program intended for students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become secondary school teachers. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The Master of Arts in Education (MAED) with a specialization in Special Education is a graduate degree program preparing candidates for teacher licensure in the field of special education. Candidates for this program have already earned a bachelor's degree and wish to gain the pedagogical skills and knowledge that will assist them in becoming effective special education educators. The program's curriculum includes orientation to the exceptional child, foundations and methodologies of mild disabilities, diagnosis and assessment of disabilities, structured English immersion, reading and language arts instruction, inclusion strategies, and collaboration and resource management for the special educator.

Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences. The focus of each observation will relate to specific course content. Students' field experiences are designed to prepare them for student teaching. Student teaching is an integral component of the Special Education Program. Student teachers work with a cooperating teacher and with a University of Phoenix faculty advisor during a field-based experience in mild to moderate special education setting. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified teacher.

The Master of Arts in Education/Special Education is a graduate degree program intended for students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become special education teachers. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

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Online Education Degrees - University of Phoenix

ITT Educational Services (NYSE: ESI) and China Online Education Group (NYSE:COE) are both consumer discretionary companies, but which is the superior business? We will compare the two companies based on the strength of their analyst recommendations, profitability, risk, valuation, earnings, institutional ownership and dividends.

Risk and Volatility

ITT Educational Services has a beta of 1.96, suggesting that its stock price is 96% more volatile than the S&P 500. Comparatively, China Online Education Group has a beta of -0.49, suggesting that its stock price is 149% less volatile than the S&P 500.

Insider & Institutional Ownership

62.7% of ITT Educational Services shares are owned by institutional investors. Comparatively, 24.0% of China Online Education Group shares are owned by institutional investors. 3.8% of ITT Educational Services shares are owned by company insiders. Strong institutional ownership is an indication that large money managers, endowments and hedge funds believe a company is poised for long-term growth.

Profitability

This table compares ITT Educational Services and China Online Education Group -s net margins, return on equity and return on assets.

Analyst Recommendations

This is a breakdown of current ratings and price targets for ITT Educational Services and China Online Education Group -, as reported by MarketBeat.com.

Earnings & Valuation

This table compares ITT Educational Services and China Online Education Group -s gross revenue, earnings per share and valuation.

ITT Educational Services has higher revenue, but lower earnings than China Online Education Group -. China Online Education Group is trading at a lower price-to-earnings ratio than ITT Educational Services, indicating that it is currently the more affordable of the two stocks.

Summary

ITT Educational Services beats China Online Education Group on 7 of the 8 factors compared between the two stocks.

About ITT Educational Services

ITT Educational Services, Inc. is a provider of postsecondary degree programs in the United States. The Company offers master, bachelor and associate degree programs to over 45,000 students, and short-term information technology and business learning solutions for career advancers and other professionals. It has approximately 138 campus locations in over 40 states. It offers online programs to students in all over 50 states. It designs its education programs, after consultation with employers and other constituents, to allow graduates prepare for careers in different fields involving their areas of study. It provides career-oriented education programs under the ITT Technical Institute name and the Daniel Webster College (DWC) name. The ITT Technical Institutes offers over 50 education programs in various fields of study across business, drafting and design, electronics technology, criminal justice, information technology (IT), and Breckinridge School of nursing and health sciences.

About China Online Education Group

China Online Education Group is engaged in providing online English language education services to students in the Peoples Republic of China (the PRC). The Company operates an online education platform that provides online tutoring programs to students through the Internet. Its platform analyzes teachers teaching aptitudes, feedback and rating from students, as well as background, and recommends suitable teachers to students according to their respective characteristics and learning objectives. The Company develops and tailors its curriculum to its interactive lesson format. The Company offers various courses, which include Classic English and Classic English Junior that are focused on the development of English communication skills. The Company also offers various specialty courses that are focused at situation-based English education and test preparation needs, such as Business English and International English Language Testing System (IELTS) Speaking.

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ITT Educational Services (ESI) and China Online Education Group ... - The Ledger Gazette

Speaking recently during the just-ended BOSETU elective congress, Molao said this is meant to ensure coherent, efficient, seamless, responsive and relevant teacher education system. He added that the number of students choosing to enroll for diploma programmes offered by Colleges of Education has gone down significantly.

This year the total enrolment in all the four colleges is only 874. This is equivalent to just over 80% of the Serowe College of Education capacity alone, he added.

Molao said these are indicators that the demand for these programmes is far below the existing supply hence the ministry has realised that this is not cost effective hence the time has come to transform the colleges to the status of degree-offering institutions.

He also said that one reality that needs to be accepted is that the basic education system has developed to the point where there is need to have the minimum requirement being a first degree.

What is currently happening is that diploma holders have to be taken for further studies to acquire a first degree, he added.

Molao said in an effort to transform tertiary education the ministry is also transforming the Botswana College of Open and Distance Learning (BOCODOL) into an open university. The Botswana Open University Bill according to the minister was approved by Parliament in July and has paved a way for the establishment of the Botswana Open University.

He added that the Botswana Open University will increase access to tertiary education.

There is no doubt that this will provide opportunities for employment creation as well as the maximisation of our human capital. This will be derived from the fact that the Open Education will tap into already existing expertise

in the country. Take advantage of the opportunities availed by the Open University either as students or experts in the different fields that will be offered by the university, he noted.

Molao further indicated that another reform within the tertiary education sector relates to the rationalisation of programmes offered by public institutions. He added that the ministry is concerned with the duplications that are evident in some of the tertiary institutions. He said such duplications in the academic programmes create inefficiencies in the education system.

As a result we have embarked on the rationalisation of academic programmes offered by BIUST, BUAN and UB. The outcome we are targeting is a complementary landscape that enables public institutions to be responsive and efficient in addressing the human resource development needs, he added.

Meanwhile, Professor Roy Du Pre, the European Union University Teacher Development Advisor emphasised the need for the country to move a resource-based economy to a knowledge-based economy. He said currently the country is reliant on minerals and once they deplete there would be no income hence the need to find alternatives, which is knowledge creation.

The world is in economic transition. Knowledge-based economy is reliant on intellectual capacity than on physical input and its creation is central to economic growth and its application. Du Pre added that there is need to invest in ensuring that everyone gets access to technology and that money should be prioritised on improving the knowledge economy.

Let us rethink the way government spends money otherwise knowledge economy would remain unachievable. Stand up and do what you are supposed to do. If knowledge is power then it should empower the weak, he said

Original post:
Colleges of Education to transform into faculty of education - Mmegi Online

ITT Educational Services (NYSE: ESI) and China Online Education Group (NYSE:COE) are both consumer discretionary companies, but which is the better business? We will contrast the two businesses based on the strength of their earnings, profitability, risk, valuation, analyst recommendations, institutional ownership and dividends.

Insider & Institutional Ownership

62.7% of ITT Educational Services shares are owned by institutional investors. Comparatively, 24.0% of China Online Education Group shares are owned by institutional investors. 3.8% of ITT Educational Services shares are owned by company insiders. Strong institutional ownership is an indication that hedge funds, endowments and large money managers believe a company will outperform the market over the long term.

Analyst Ratings

This is a summary of current recommendations for ITT Educational Services and China Online Education Group -, as provided by MarketBeat.com.

Profitability

This table compares ITT Educational Services and China Online Education Group -s net margins, return on equity and return on assets.

Earnings & Valuation

This table compares ITT Educational Services and China Online Education Group -s revenue, earnings per share and valuation.

ITT Educational Services has higher revenue, but lower earnings than China Online Education Group -. China Online Education Group is trading at a lower price-to-earnings ratio than ITT Educational Services, indicating that it is currently the more affordable of the two stocks.

Volatility & Risk

ITT Educational Services has a beta of 1.96, suggesting that its share price is 96% more volatile than the S&P 500. Comparatively, China Online Education Group has a beta of -0.49, suggesting that its share price is 149% less volatile than the S&P 500.

Summary

ITT Educational Services beats China Online Education Group on 7 of the 8 factors compared between the two stocks.

About ITT Educational Services

ITT Educational Services, Inc. is a provider of postsecondary degree programs in the United States. The Company offers master, bachelor and associate degree programs to over 45,000 students, and short-term information technology and business learning solutions for career advancers and other professionals. It has approximately 138 campus locations in over 40 states. It offers online programs to students in all over 50 states. It designs its education programs, after consultation with employers and other constituents, to allow graduates prepare for careers in different fields involving their areas of study. It provides career-oriented education programs under the ITT Technical Institute name and the Daniel Webster College (DWC) name. The ITT Technical Institutes offers over 50 education programs in various fields of study across business, drafting and design, electronics technology, criminal justice, information technology (IT), and Breckinridge School of nursing and health sciences.

About China Online Education Group

China Online Education Group is engaged in providing online English language education services to students in the Peoples Republic of China (the PRC). The Company operates an online education platform that provides online tutoring programs to students through the Internet. Its platform analyzes teachers teaching aptitudes, feedback and rating from students, as well as background, and recommends suitable teachers to students according to their respective characteristics and learning objectives. The Company develops and tailors its curriculum to its interactive lesson format. The Company offers various courses, which include Classic English and Classic English Junior that are focused on the development of English communication skills. The Company also offers various specialty courses that are focused at situation-based English education and test preparation needs, such as Business English and International English Language Testing System (IELTS) Speaking.

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Comparing ITT Educational Services (ESI) & China Online Education Group (COE) - Dispatch Tribunal