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Systems of adversity: for the love of teaching | Rusul Alrubail | TEDxKitchenerED
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The danger of a single story | Chimamanda Ngozi Adichie .
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The Trash You See At Black Schools & Colleges (Unequal Education)
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    If Teachers Called The Shots How Would They Design Professional Development?


    Research shows less than one third of teachers are satisfied with PD, but in a new CMRubinWorld survey, top educators reveal solutions.

    In a 21st century world where we are learning, unlearning and relearning new technologies all the time, how can teachers keep up? It is estimated that $2.6 billion dollars is spent annually on PD, yet a study by Learning Forward discovered that less than one third of teachers (only 29%) are actually satisfied with their current ongoing teacher training. Given this dissatisfaction, how would teachers do things differently?

    The Top Global Teacher Bloggers have founded schools, crafted curricula, written books and articles, led think-tanks and managed classrooms in seventeen different countries that stretch across every populated continent on earth. They are inventors and trend-setters in fields such as technology integration and innovation, mathematics instruction, literacy coaching, special needs education, science instruction, and gender equity.

    Four ways to improve teacher professional learning include encouraging social media use for anytime, anywhere learning, establishing a “coaching pedagogy” and making learning “fun and personalized,” says Craig Kemp in Singapore. It is “critical that teachers become vested partners in the process,” adds Joe Fatheree. “How can each teacher be given flexibility in how they learn while insuring that there is consistency in what they learn?” asks Adam Steiner, who believes it’s all about “good LMS like itslearning” that is providing “a menu of options in terms of learning activities while also offering a structure that insures that every participant gains the skills and concepts that are needed.”

    Read the full Article here.

    The Top Global Teacher Bloggers is a monthly series and an important platform through which CMRubinWorld has propagated the voices of the most indispensable people in our learning institutions—teachers. CMRubinWorld’s Top Global Teachers are: Rashmi Kathuria, Jim Tuscano, Craig Kemp, Jasper Rijpma, Elisa Guerra, Pauline Hawkins, Maarit Rossi, Vicki Davis, Miriam Mason-Sesay, Shaelynn Fransworth, Carl Hooker, Adam Steiner, Warren Sparrow, Nadia Lopez, Richard Wells, Joe Fatheree, Kazuya Takahashi, and Abeer Qunaibi

    CMRubinWorld’s award-winning series, The Global Search for Education, brings together distinguished thought leaders in education and innovation from around the world to explore the key learning issues faced by most nations. The series has become a highly visible platform for global discourse on 21st century education, offering a diverse range of innovative ideas which are presented by the series founder, C. M. Rubin, together with the world’s leading thinkers in education.

    For more information on CMRubinWorld
    For more information on the Top Global Teacher Bloggers
    Follow @CMRubinWorld on Twitter


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    Teaching Social Media to New Generations

    by William Jackson, Social Media Visionary of My Quest To Teach @wmjackson


     Teaching Social Media to New Generations


    The recent deaths, suicides and content that is growing more and more adult and dangerous affects the thinking and actions of children and young people that are watching online content in video and multimedia. Each generation is faced with the challenges of online content that is not child, youth and teen friendly.

    Workshops and summits for youth, teens and young adults is important to show them how their content can affect their future employment options, credit scores and even entrance into higher education and military service. Social Media has changed from just talking to friends and family to instant communication on a digital level that is beyond its original intention of casual conversations.

    The Bridge of Northeast Florida and Empowerment Resources has held several summits, workshops and trainings for youth and teens by William Jackson, instructor at Edward Waters College and Social Media Visionary of My Quest To Teach.

    Mr. Jackson is a 27 year professional educator, speaker, blogger, content creator and digital innovator that blogs nationally and internationally and speaks to diverse audiences that are mainly youth, teens and young adults on Social Media Safety, Preventing Sexting, Cyberbullying, Cyberstalking and how parents can set high expectations to keep their children out of harm’s way online.

    There are growing situations of Cyberstalking and potential child sexual abductions nationally and parents need to know what questions to ask their children about online friends, online language and Apps that may link sexual predators and children.

    Parents are the first line of protection for their children, the better a parent is educated the better they can mentor, be a role model and protector to keep their children safe, keep them equipped to understand and deal with online content. Parents cannot totally protect their children against every event or situation their children may be exposed to, they can talk to them and work with them to be prepared and cautious. Communication, expectations and spending time with children is the best way to raise digital natives that can deal with being on the Internet and the exposure to potentially dangerous content and people.

    The Bridge of Northeast Florida services youth, teens and young adults across Duval County and Empowerment Resources is an award winning mentoring program servicing girls from elementary age through high school. The Bridge of Northeast Florida – http://bridgejax.com/ Empowerment Resources, Inc. – Jacksonville www.empowermentresourcesinc.org/


    William Jackson,
    National and International Blogger,
    Speaker and Digital Innovator
    william.jackson@ewc.edu
    Jacksonville, Florida
    Blogging at: My Quest To Teach
    http://MyQuestToTeach.WordPress.com/
    Twitter: WmJackson
    Instagram: http://Instagram.com/WilliamDJackson


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    AFRICAN-AMERICAN EDUCATION LEADERS SPEAK OUT AGAINST NAACP ACTIONS

    Statement by CER Directors Hardy, Hense


     CER Directors
    David Hardy, founder and CEO of Boys' Latin of Philadelphia Charter School


    The following statement was issued today by CER directors David Hardy, founder and Chair of Boys' Latin Philadelphia Charter School and Donald Hense, founder and chairman of Washington D.C.'s Friendship Public Charter Schools, in response to the NAACP Task Force on Education Quality July 2017 Hearing Report.

    The NAACP’s campaign against charter schools is detrimental and disrespectful to all parents who struggle to ensure a quality education for their children.

    Rather than embrace, and work to expand, the opportunities that charter schools represent to America’s disadvantaged, and to families of color across the nation, the NAACP has chosen to stand as an obstacle, and work to stifle, a movement that, for thousands of children, is the greatest – and only – hope for achieving a quality education.

     CER Directors
    Donald Hense, founder and chairman of Wash., D.C.'s Friendship Public Charter Schools


    The association’s recently released report is intentionally skewed to further a union-driven, anti-charter school agenda, and its “model legislation” effort is an outrageous political scheme to further support the union’s agenda by undermining the voice and will of parents who are fighting for options for their children’s education and for the right and freedom to choose.

    The NAACP has a long history of fighting for justice and for individual rights that further opportunities, hopes and human dignity. These efforts are the antithesis of that long fight, putting the association sadly, and uncharacteristically, on the wrong side of history.

    Founded in 1993, the Center for Education Reform aims to expand educational opportunities that lead to improved economic outcomes for all Americans — particularly our youth — ensuring that conditions are ripe for innovation, freedom and flexibility throughout U.S. education.

    edreform.com | @edreform

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      Disney Dreamers Academy Class of 2018


    (BPRW) Applications Now Open for Disney Dreamers Academy Class of 2018 at Walt Disney World Resort

    One hundred high school students to be selected for exclusive, once-in-a-lifetime program taking place in March 2018


      Disney Dreamers Academy Class of 2018


    (Black PR Wire) LAKE BUENA VISTA, Fla. – June 30, 2017 – High school students nationwide can now apply at DisneyDreamersAcademy.com to be among 100 selected to participate in the 2018 Disney Dreamers Academy with Steve Harvey and ESSENCE, the innovative, outside-the-classroom, mentoring program that takes place in March at Walt Disney World Resort in Florida.

    For over a decade, Disney Dreamers Academy has helped to inspire young minds from across the country by fueling their dreams and showing them a world of possibilities as they prepare for the future. Each year, students participate in hands-on, immersive career workshops, ranging from animation to zoology. Each participant learns important skills, such as communication techniques, leadership qualities and networking strategies, and are inspired by celebrity speakers and special guests who share their stories and provide insight on how to achieve success and DREAM BIG.

    The program has produced many success stories, inspiring students to become authors, nurses, pilots, doctors, journalists and engineers following the three-day all-expenses-paid experience at Walt Disney World Resort where the theme parks become vibrant ‘classrooms’ leading to career discoveries and fun memories to cherish for a lifetime.

    “After 10 years and over 1,000 Disney Dreamer alumni, we’re excited to begin the next decade of Disney Dreamers Academy,” said Tracey D. Powell, Walt Disney World vice president of commercial management resorts and Disney Dreamers Academy executive champion. “We are excited about the many success stories, as this program continues to cultivate and inspire the minds of young high school students from across the nation to follow their dreams and accomplish their goals. By applying for Disney Dreamers Academy, future leaders of this country are taking a step toward an experience that can change their lives.”

    Program applicants must answer essay questions about their personal journeys and dreams for the future. Students are selected based on a combination of attributes, including strong character, positive attitude and determination to achieve their dreams. Selected applicants, along with a parent or guardian, will receive an all-expense-paid trip to Walt Disney World Resort.

    Applications are open to U.S. high school students, ages 13 to 19, through Oct. 31, 2017. A distinguished panel of leaders will evaluate the applications, and selected participants will be announced in early 2018.

    For more information regarding applications, interested applicants can visit DisneyDreamersAcademy.com, or learn more about the program on Facebook.com/DisneyDreamersAcademy or Twitter.com/DreamersAcademy.

    About Walt Disney World Resort / The Walt Disney Co.:
    Walt Disney World Resort is a contiguous 40-square-mile, world-class entertainment and recreation center located at Lake Buena Vista, Fla., 20 miles southwest of Orlando. The Walt Disney Co. has a rich legacy of creativity and exceptional storytelling that brings families together in unique and memorable ways. Creative excellence is coupled with a strong commitment to community service and diversity. The Walt Disney Co. is dedicated to making a positive impact in communities around the world, with a primary focus on brightening the lives of children.

    About Steve Harvey:
    Steve Harvey began doing stand-up comedy in the mid-1980s, which eventually led to a long stint as host of “It’s Showtime at the Apollo.” His success as a stand-up comedian led to multiple TV sitcoms, including “Me and The Boys”, “The Steve Harvey Show” and “Steve Harvey’s Big Time Challenge. His first book, “Act Like A Lady, Think Like A Man,” quickly became a bestseller in 2009. Harvey has appeared on “The Oprah Show,” “Nightline,” “Good Morning America” and “The Ellen DeGeneres Show.” Currently, Harvey hosts the nationally syndicated “Steve Harvey Morning Show,” which airs in over 60 markets and has over 7 million listeners. He is host of “Steve Harvey,” a nationally syndicated daytime talk show.

    About ESSENCE Communications Inc.:
    ESSENCE Communications Inc. (ECI) is the #1 media company dedicated to African-American women, with a multi-platform presence in publishing, live events and online. The company’s flagship publication, ESSENCE magazine, is the preeminent lifestyle magazine for African-American women; generating brand extensions such as the ESSENCE Festival, ESSENCE Black Women in Hollywood and Black Women in Music, Window on Our Women and Smart Beauty consumer insights series, ESSENCE.com, and ventures in digital media (mobile, television and VOD). For 45 years, ESSENCE, which has a brand reach of 14.1 million, has been the leading source of cutting-edge information and specific solutions relating to every area of African-American women’s lives. Additional information about ECI and ESSENCE is available at www.essence.com.


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    Your CER Newswire

    A weekly report on education news & commentary from the nation's leading voice on education innovation and opportunity





    THE BELLS! Alarm bells and victory bells went off yesterday when SCOTUS announced its Trinity Lutheran Church v. Comer decision. What does it all mean? Some say it is an extremely narrow decision that doesn’t really change anything (or, at least, that’s what they’re praying for…ironic word choice intended). But, as a famous bell ringer in Paris once said, “Au contraire mes amis!” Yes, if you squint real hard and cross your fingers, it may look like it’s only about fixing up a playground. But what it really does is get us much closer to putting children at the center of our education priorities, and recognizing the fact that traditional public schools need not be, and should not always be, our default option. Blaine Amendments in state constitutions are the last line of defense for school choice opponents who are fighting against programs like Florida’s scholarship program, and this may sound their death knell (again with the bells).

    SKEWERED OR SKEWED. Reports keep popping up which continually draw headlines like ‘Study Shows Voucher Kids Don’t Learn Anything, Ever.’ But then you read the report and discover that that’s not exactly what the study found. Such is the case with the two headline-grabbing reports that popped out of the ground this week: one on Indiana, the other on Louisiana. The Washington Post, which, although it used a pretty reasonable headline on the story, reported that “Both sides could claim a measure of validation from the new research: advocates of school choice who say it isn’t fair to judge voucher programs based on test results from a student’s first year in private school, and critics who say vouchers drain funding from public schools without improving achievement.” What? How is it that an unreasonable argument – draining money, blah, blah, blah – is given equal weight as one borne out by research: i.e., that the transition to success takes 3-4 years and not only do the kids do better over time than their comparison groups but the kids who didn't take the vouchers also do better.

    AND TO LEARN MORE ON THE SUBJECT. Pat Wolf, Professor and 21st Century Chair in School Choice at the University of Arkansas talked about this yesterday at the Urban Institute’s Education Policy Program, “Making Sense of New Evidence on Private School Vouchers.” To watch the panel discussion, click here.

    STIRRED (AND A LITTLE SHAKEN). CER’s recently released Charting a New Course. The Case for Freedom, Flexibility & Opportunity Through Charter Schools has caused quite a stir and shaken up some members of the charter/choice status quo. Pointing out that there are two camps in the choice and charter movements—the system-centered campers, who crave conformity, embrace bureaucracy and measure success by standardized tests scores; and the parent-centered campers, who, well, trust parents more than bureaucrats in determent school quality—the book has made some in the establishment hopping mad. A collection of essays by eight education experts, Charting a New Course compares the approaches of the two main groups in the charter-school world: those who want to empower bureaucrats and politicians, and those who want to empower parents. It’s an important work, because the problems it addresses are hurting kids, and because it’s time for everyone to pay full attention to the fact that, for the most part, well-intentioned advocates have put government ahead of parents, again. Check it out.

    COMING ATTRACTIONS. This weekend, NBC’s Sunday Night with Megyn Kelly, is airing a piece featuring Boy’s Latin of Philadelphia Charter (whose motto is Faber est quisque fortunae suae, which, as we all know, means “Every man is the architect of his own future”) that looks at the controversy in the African American community over charters. We’ve reported on Boy’s Latin before, which has been changing lives for 20 years, and the kudos it’s received are well deserved. As the executive director of the Pennsylvania Coalition of Public Charter Schools wrote in The Philadelphia Inquirer, “The great debate in education should focus not on one preferred model over another - whether traditional public, public charter, private, or home school. Instead, we should identify the model that works best for each child.” To see a clip from Sunday’s broadcast (the Boy’s Latin part begins at 1:17), click here.

    MORE COMING ATTRACTIONS!! Yes, to help celebrate the 4th of July and just in time for summer beach reading, coming soon to an e-mail inbox near you, it’s Beyond the First 100 Days: Transforming government’s role in education. As you’ll recall, last January CER issued an agenda for the incoming administration titled The First 100 Days: The path to going bold on education innovation and opportunity. Well, as things played out, some of the items on the agenda were taken up within the 100-day timeframe – e.g., the executive order to review all Department of Education regulations and guidance documents – but others are still pending. So, like when we were students, and given more time to finish a big project, CER is giving the administration an extension to complete its work and will issue a 100-days redux. It’s still an ambitious agenda, but as was said when first published, “…the recommendations add substance, energy and direction to the new Trump Administration’s efforts to overhaul the federal role in education,” and it remains a valuable guide for action over the weeks and months ahead.

    Founded in 1993, the Center for Education Reform aims to expand educational opportunities that lead to improved economic outcomes for all Americans — particularly our youth — ensuring that conditions are ripe for innovation, freedom and flexibility throughout U.S. education.

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    Disclaimer:
    The articles on this website are provided as a community service for information purposes only. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the above article content. Use this information with caution and at your own risk.

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    North Carolina Central University Awards 725 Degrees at 129th Undergraduate Commencement

    Retired Astronaut Encourages Graduates to Look for Unexpected Opportunities


    North Carolina Central University


    North Carolina Central University


    North Carolina Central University


    DURHAM, N.C.— North Carolina Central University (NCCU) awarded approximately 725 diplomas Saturday, May 13, 2017, at its 129th Commencement ceremony at O’Kelly-Riddick Stadium.

    Combined with the 490 Graduate and Professional degrees conferred one day earlier, the Class of 2017 was the largest in university history.

    Interim Chancellor Johnson O. Akinleye recognized the accomplishments of graduating senior William McIntosh, a 12-year veteran police officer who participated in NCCU’s Distance Education program with Wake Technical Community College (Wake Tech).

    McIntosh earned a Bachelor of Science degree in Criminal Justice while also working as a K-9 officer and teaching physical fitness classes at Wake Tech by using distance-learning and other flexible credit options available through the program, Akinleye said. Additionally, as part of McIntosh’s coursework, he designed a physical fitness standard for law enforcement officers based on the Fitbit health tracker that has since been deployed in a pilot program by the Clayton, N.C., Police Department where he works.

    “William’s journey shows that the race is not given to the swift, but to those who endure to the end,” Akinleye said.

    Joan Higginbotham, a retired astronaut and member of the NCCU Board of Trustees, spoke to graduates, urging them to “have a career plan, but don’t be afraid to alter that plan if the right opportunities come along.”

    Higginbotham, who is now an executive at Mooresville, N.C.-based retailer Lowe’s, said she planned to go to work as an engineer at IBM before she got a surprise offer from the National Aeronautics and Space Administration (NASA) to become a payload specialist in 1984.

    Her first application to become an astronaut was unsuccessful, but she later was selected and flew on a Space Shuttle Discovery mission to the International Space Station in 2006, logging over 300 hours in space.

    She reminded the graduates not to give up after disappointments, adding that “the highs of success are measured by how you handle the lows of failure.”

    Also during the Commencement ceremony, University of North Carolina Board of Governors member Joe Knott presented NCCU Associate Professor Charmaine McKissick-Melton with the board’s Excellence in Teaching Award. McKissick-Melton is an instructor in the Department of Mass Communication.

    Opera singer Hilda Harris was awarded a Doctorate of Humane Letters by the university. Harris, an NCCU alumna, broke ground as an African-American opera singer and vocalist with major roles in productions in New York and around the world, often performing parts written for male voices, known as trouser roles.

    “When I was studying here [at NCCU] it never occurred to me I could be the first woman of color to preform trouser roles at the Metropolitan Opera,” she said.

    North Carolina Central University


    North Carolina Central University


    North Carolina Central University prepares students to succeed in the global marketplace. Selected as 2016 HBCU of the year by HBCU Digest, NCCU offers flagship programs in the sciences, technology, nursing, education, law, business, and the arts. Founded in 1910 as a liberal arts college for African-Americans, NCCU remains committed to diversity in higher education. Our alumni excel in a wide variety of academic and professional fields. Visit www.nccu.edu.


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    American University Announces the Launch of Online Master of Science in HR Analytics and Management

    New Graduate Program Offered for HR Professionals to Gain Critical Technology and Analytics Skills Needed for Today’s Organizational Demands


    Washington, DC (01/12/2017) – The School of Professional & Extended Studies (SPExS) at American University announces its new online graduate degree — a Master of Science in Human Resource Analytics and Management. “The HR industry is now heavily reliant on technology to deliver services,” said Bobbe Baggio, Associate Dean of Graduate Programs and Online Learning. “It’s critical that HR professionals evolve their positions to today’s demands. They need to know how to create an engaging company culture with technology while they drive organizational growth through understanding and using the right metrics and programs.”

    With the guidance of an expert HR advisory council, the online MS in HR Analytics and Management degree was created so professionals could develop stronger HR programs, design engaging online initiatives, and enhance HR strategies. It includes critical courseworkin subjects like emerging trends in Human Resources, HR performance analytics, and design and decision sciences.

    Program goals push students to:
  • Improve HR initiatives with the combination of data analytics and human resources

  • Increase human workplace performance through new technologies and trends

  • Establish fair performance analytics for employees, teams, workgroups and industries through critical analysis

  • Solve complex and sensitive HR issues quickly with new strategic proficiencies

  • Assess performance of internal and external agency initiatives to better define roles

  • Create an inclusive human-resource decision-making process by addressing the importance of issues in integrity, accountability, diversity, and inclusion

  • Strengthen organizational governance when you evaluate the system through human resource analytics


  • Learn more about the program, its coursework, and potential careers here.

    About American University
    American University is a leader in global education, enrolling a diverse student body from throughout the United States and nearly 140 countries. Located in Washington, D.C., the university provides opportunities for academic excellence, public service, and internships in the nation’s capital and around the world.

    To learn more about American University’s online programs, contact an admissions adviser at 855.725.7614 or request more information.


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    The articles on this website are provided as a community service for information purposes only. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the above article content. Use this information with caution and at your own risk.

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    Cheetah Learning Announces Partnership with Affirm to Make Project Management Training More Affordable


    CARSON CITY, Nevada, (December 21, 2016) – Cheetah Learning, an award-winning provider of Project Management training, has announced that the company is now providing its students the option of paying with Affirm, a trusted online financing service that allows students to pay over time.

    Cheetah Learning chose Affirm as its partner for its new financing option because of the companies’ shared core values: user-friendliness, trustworthiness, and transparency. Unlike other financing services, Affirm discloses its fees upfront, and performs a “soft credit check” that does not affect its users’ credit scores.

    Cheetah Learning CEO and Founder, Michelle LaBrosse, was looking for a way to provide Cheetah students more options to pay for Cheetah’s Project Management training classes. She identified Affirm as a trustworthy partner for helping make Cheetah classes more affordable by allowing students to pay in installments over time.

    “What I liked about Affirm is they made it easy for us to partner with them,” said LaBrosse. “It’s as easy for us as it is for our students to use their valuable service to get the training they need to succeed in their careers.”

    Since the launch of Cheetah Learning’s partnership with Affirm last month, more than 20 students have registered for Cheetah Learning courses through Affirm. LaBrosse said, “We’ve had several dozen more people register who would have put the course on hold until they could save up the funds. Considering that most people get a $20,000 boost to their salary, getting their PMP quicker by using Affirm has tremendous value.”

    To learn more about Cheetah Learning’s partnership with Affirm or Cheetah’s Project Management courses, contact the company at (888) 659-2013 or info@cheetahlearning.com.

    About Cheetah Learning
    Cheetah Learning offers courses across the globe and online, Cheetah was awarded the Project Management Institute Professional Development Provider of the Year for 2008 for the significant contribution it made to the field of Project Management with its accelerated approach to teaching and doing Project Management. Its founder, Michelle LaBrosse, PMP, was recognized by PMI as one of the 25 Most Influential Women in Project Management worldwide.


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    Optimizer Invest, Kinetic Investments and Right Casino Founders Invest $2 Million In Online Trading School Investoo.com


    Optimizer Invest, Kinetic Investments and Right Casino’s Sam Miranda have invested a total of $2 million into a new online trading school Investoo.com, now part of the Investoo Group.

    Investoo.com is an online education platform with 50,000+ members that offers Forex, Binary Options and CFD courses in over 8 languages. It also offers other trading services including signals, indicators and trading tools.

    David Merry, Partner in Kinetic Investments, and Samuel Miranda, who both previously sold Right Casino Media to Catena Media PLC in November 2015 for $9 million, will also help oversee the development of educational products, community and increased marketing efforts.

    Their aim is to turn the Investoo Group into one of the biggest affiliates in the retail trading industry.

    They will be supported by Scandinavian investment company Optimizer Invest, the largest single shareholders in Catena Media PLC, which is one of the world’s biggest iGaming lead generation companies.

    Merry commented: “Ki is investing in a business with proven affiliate and subscription based models. Investoo.com offers fantastic content and user value through its products, which are reflected in its 50,000-strong membership. Having worked with all partners previously, I believe together we can achieve our goals.”

    The group will launch additional new services, such as SnipetheTrade.com, a Forex signals and EA service.

    Carla Maree Vella, CEO of Optimizer Invest added: “This investment is a natural next step for us. Optimizer has extensive experience in lead generation that we now want to implement in more areas. Foreign exchange and options trading are segments we believe in and where a lot is still undone. Investoo has built a business with great content and ease of use that we will develop further”.

    Investoo Group CEO and founder Adam Grunwerg, said: “The group is receiving the investment, expertise and resources to take it to the next level. We have a lot of concepts in the pipeline - better social trading products, community features and seamless integration with brokers.”

    Investoo Group, based in London, expects to grow to a team of 20 employees in the upcoming months.

    For more information on Investoo Group please visit: www.investoogroup.com


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    New TeachUp Model Provides Educators With Timely and Accessible Professional Development Experience


    CMRubinWorld's new interview with teachers and Edmodo on TeachUps, the flourishing international movement of educators improving their craft in more intimate settings.

    Technology is quickly and forever changing. The moment teachers master one new piece of ed tech, there may be something newer they need to know more about. With Edmodo’s support, teachers from all over the world are meeting up with other teachers in their local communities to talk about ways they can improve their teaching with technology.

    These informal gatherings - TeachUps - are face-to-face get-togethers initiated by Edmodo-using educators. A TeachUp is usually hosted and organized by one teacher. It’s a “mini-classroom” in which teachers can network, exchange ideas on best practices as well as share resources. Response to date from teachers hosting TeachUps has been so positive that Edmodo is now working with educators to expand and enhance this professional learning initiative and encourage collaboration amongst TeachUp hosts.

    C. M. Rubin, Founder of CMRubinWorld, recently interviewed educators about the TeachUps to get their thoughts. “The TeachUp model allows an Edmodo-using educator to design a professional development experience that is tailored to the teachers that will be attending. The variety of approaches that this allows is endless,” says teacher Keith George. “The point is that a TeachUp is about good teaching.” “I’ve found that I can train teachers willing to get involved in projects that are jointly moderated. I feel that I can draw positive energy from the audience and get feedback when my ideas are important to them,” adds teacher Joanna Waszkowska.

    “We've seen huge enthusiasm for TeachUps internationally,” says Edmodo’s Senior Manager of Programs, Niccolina Clements Mangroo. “If you imagine each TeachUp as a mini-classroom of local educators based on collaboration and mutual respect, it's easy to see how a TeachUp so perfectly complements Edmodo's online global network of educators.”

    Read the full article here

    CMRubinWorld launched in 2010 to explore what kind of education would prepare students to succeed in a rapidly changing globalized world. Its award-winning series, The Global Search for Education, is a celebrated trailblazer in the renaissance of the 21st century, and occupies a special place in the pulse of key issues facing every nation and the collective future of all children. It connects today’s top thought leaders with a diverse global audience of parents, students and educators. Its highly readable platform allows for discourse concerning our highest ideals and the sustainable solutions we must engineer to achieve them. C. M. Rubin has produced over 500 interviews and articles discussing an expansive array of topics under a singular vision: when it comes to the world of children, there is always more work to be done.

    Follow @CMRubinWorld on Twitter
    For more information on CMRubinWorld


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    The articles on this website are provided as a community service for information purposes only. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the above article content. Use this information with caution and at your own risk.

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    Standing On Broad Shoulders To Raise STEAM Awareness

    by William Jackson, M.Ed.
    Edward Waters College @wmjackson


    This blog is inspired by Rusul Alrubail | TEDxKitchenerED
    https://youtu.be/CzHP-PIFBH0

    Raising new generations of scholars is a challenge especially if you’re working hard to change the mentalities of children, youth, teens and young adults. Working to teach and mentor them to see the value in a new way of learning and applying that learning to new skills in the areas of STEAM. Included in this is working with parents that must buy-in to the new directions of scholarly thinking and intellectualism that is seen as being Blerdy, Geeky and Nerdy which many of color still do not understand that this is a good thing. There are a growing number of careers that are challenging, the paradigm shift happening when technology took a leap and allowed for a surge in intelligence and intuitiveness by digital devices. Access to the Internet, integration of Social Media where teachers can have access to PLC - Professional Learning Communities, EdCamps, Conferences, Workshops and Seminars. To broaden their understanding of student lead instruction and hands on project based learning.

    There must be a trust relationship with educators and parents that when applied properly Science Technology Engineering Arts Mathematics (STEAM) can prepare students for future careers. Careers are not the manual labor jobs of decades ago, now careers are intellectual, problem solving, hands-on, critical thinking and collaborative in nature. In order to be prepared students must start in Early Learning environments with a foundation built on reading and comprehension. There must be an understanding on why education is important not just why students have to go to school. Teachers must see beyond the area codes, zip codes, lunch codes of the diversity of their students and just see the potential of greatness in their students.

    Students cannot learn without books that are current and help to apply learning in real life situations so students can see why reading is fundamental. Books must be in the hands of students so parents can see why they need books at home and to reinforce the reading abilities in their children. If parents no matter their educational background do not see how important reading is they are dangerously close to committing educational neglect and potentially psychological child abuse.

    STEM - STEAM - STREAM are innovative ways to teach that require a transformative change from teacher centered instruction to student centered learning. This change is not easy, it requires a fundamental curriculum change, ongoing professional development that is structured to be cross curricular, standards based and guided by data from accurate and true assessments. Project implementation and testing should be combined to make sure the student’s needs are being serviced not just tested for testing sake to accumulate data. In many cases teachers must work as a team, collaboration is vital to developing projects that contain each of the elements of STEAM and are planned steps that address problem solving, critical thinking and even integration of videos from YouTube, Vimeo or streaming services. Understanding that STEAM careers are available to students of color not just limited manual labor or service oriented jobs help open the mental doors for intellectual application and study.

    STEM helps elevate students of color past the view that they are less valuable and less capable than their white peers. I still hear after 27 years as an educational professional that students of color are less capable and inferior than non-students of color. The references to "those children," or "those kids that are free or reduced lunch kids" are still be stated by educators which creates a dangerous mind-set. STEM STEAM STREAM STEM(2) CSTEM can help children go anywhere they want in life even the stars. Parents and teachers must be willing to guide students in and out of school even if students are not sure where they are going in life. As a past STEAM educator and still have a passion for it, my focus was on Technology and Engineering, but I still worked with the Science, Arts and Mathematics teacher to be sure that students saw the relationships each had to one another.

    The joy and success was when students of color thanked me for teaching them about bridges, space travel, shapes, introduced them to robotics and allowed them to play multifaceted games that challenged them. Projects touched on relevant issues that students could connect with like the history and construction of bridges in Jacksonville, the importance of the space industry in Florida and how people of color are important in industry, sciences and technology; the potential careers in STEM not just in sports and entertainment.

    Black girls and all girls (#BlackGirlMagic) in my classes were especially treated as engineers, scientist and innovators because boys already understood in their way through their playing and thinking this was cool. They learned of Buiford Gilyard the first Black man in space, Mae Jamison the first Black woman in space, there is a rotating International Space Station in orbit around the planet and submarines can travel underwater around the globe.

    STEM and STEAM is the avenue for children of culture and color to develop an awareness and excitement of careers. Students of color must be able to see beyond sports and entertainment. STEM has the capability to close achievement gaps for children of color and culture in comparison to their white peers that may already be exposed to these careers through family members or friends.

    Even foreign students understand the value of sciences, mathematics, technology and the arts. There must be an authentic dialogue with parents to help them see their children in STEM careers lifted higher in employment, education and even social status than their parents. Breaking generational curses of government assistance, poverty, under employment. Authentic dialogues, authentic historical information must be shared with children of color and culture. When students see they have broad and strong shoulders to stand on, then student’s will see the value and empowerment of creativity, exploration, innovation, and being a thought leader and content creator.

    Students must be taught, guided, and have role models that will guide them pare

    This blog is inspired by Rusul Alrubail | TEDxKitchenerED
    https://youtu.be/CzHP-PIFBH0

    The Danger of a Single Story
    https://youtu.be/D9Ihs241zeg


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    The articles on this website are provided as a community service for information purposes only. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the above article content. Use this information with caution and at your own risk.

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    The Obama administration shines a spotlight on the educational gap


    The Obama administration shines a spotlight on the educational gap between African-American students and the national average. While dropout rates continue to improve, the statistics on predominantly African-American high schools are staggering. Did you know:

    * According to a study performed by Johns Hopkins, more than half of all African-Americans attend schools where graduation is not the norm.

    Take Charge of Your Children's Education
    * The US Department of Education found that the average African-American twelfth grade student only reads at a level comparable to the average level of white eighth grade students.

    * Schools with a student body composed of 75 percent or more low-income students have three times more uncredentialed or out-of-field teachers, according to the US Department of Education.

    With all the disadvantages faced by African-American high schools students, it is no surprise that these students routinely score lower on three sections of the SAT. There are students that overcome years of substandard education, but it is an uphill struggle, all the way. Only five percent of enrolled college students are African-American, while African-Americans make up 36 percent of prison inmates.

    Preparing Our Youth for College

    Since the public school sector is not up to the challenge of preparing African-American youth for the challenges of higher eduction, it falls to parents and the community. Parents who involve themselves in their children's education provide them with a stronger platform for attending higher learning institutions. Talk with school guidance counselors about all the different options, and find out about programs designed to help minorities cover the costs. Be an active member of the PTA and make changes geared toward pushing academic success. Athletic scholarships are not the only road for minority students seeking a college education. Programs like the A Dream Deferred conference help educators learn how to bridge the educational gap. Demand better from the public school system, and be a powerful advocate for educational success.

    Online Resources that Can Help

    Parents can find helpful resources at sites like Black Excel and Young Black Scholars. Black Excel offers a variety of links to educational sources. They also provide information about limiting college related debt and finding minority scholarships.

    There are thousands of scholarship programs specifically for African-American students. Take advantage of them and keep tuition costs down to something affordable. Many of these programs don't require an A grade point average, making them accessible for the average student. Another great resource is 4 Black Youth, a site that lists hundreds of scholarship opportunities only available to African-American students.

    Young Black Scholars promotes an atmosphere of educational excellence. Hosting a variety of workshops, conferences, programs and seminars, YBS has helped more than 21,000 African-American students realize the dream of a college degr ee. YBS, operating out of Los Angeles, is a model example of the type of program parents need to find locally.

    The government knows about the issue, but they have been unsuccessful at fixing the root cause. Don't wait until senior year to start worrying about continuing education for your children, start now! Make sure students go to school and get the help they need to succeed both in the classroom and out.

    N. Miller is an accomplished freelance writer with publications all over the web. Her experience working with GED preparation programs gives her a unique perspective on the challenges facing the educational system. She writes and contributes to several sites including DegreeJungle.com a resource for university students.

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    Disclaimer:
    The articles on this website are provided as a community service for information purposes only. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the above article content. Use this information with caution and at your own risk.

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    TASA Applauds Supreme Court’s Ruling to Uphold Affirmative Action Program at University of Texas


    June 23, 2016 Washington, DC  The American Sociological Association (ASA) applauds the U.S. Supreme Court’s ruling today in the affirmative action case Fisher v. University of Texas at Austin. The judgement allows the university to continue using race as a factor in admissions decisions.

    “This ruling is an important victory for diversity in higher education,” said ASA Executive Officer Sally T. Hillsman. “Scientific research shows that having a diverse student body leads to a number of educational benefits, including a decline in prejudice, improvements in students’ cognitive skills and self-confidence, and better classroom environments.”

    In October 2015, the ASA and eight other science organizations joined the American Educational Research Association in filing an amicus curie brief with the Supreme Court in the Fisher v. University of Texas at Austin case, urging the court to consider the scientific evidence during its deliberations.

    “It is the responsibility of the ASA and our sister organizations to ensure that the courts have the necessary social science research on hand to inform their decisions,” Hillsman said. “This is not a responsibility we take lightly.”

    Founded in 1905, the ASA has more than 12,000 members and a long history of presenting the consensus research findings of sociologists to American courts for their use in evaluating evidence and legal issues.

    About the American Sociological Association
    The American Sociological Association (www.asanet.org), founded in 1905, is a non-profit membership association dedicated to serving sociologists in their work, advancing sociology as a science and profession, and promoting the contributions to and use of sociology by society.


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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    The Virtual Classroom

    By Megan Alpine


    If you’re a Project Manager who has researched Project Management Professional (PMP®) exam prep programs for yourself or for your project team, you’re likely familiar with the “classroom versus online” dilemma. The “dilemma” goes like this: classroom courses immerse students in the material they need to know for the PMP exam in a very short amount of time, but they’re inflexible. Students have to give up a full week out of their lives in order to take the class, often travelling far from where they live to attend the course.

    Online prep courses have more flexibility - but unless they are extremely self-disciplined, many students find it hard to get through all the material in a reasonable amount of time. Online classes also lack “face time” with instructors, which allows students to ask instructors for clarification on course materials in real time and can make learning more engaging.

    Both possibilities - online and classroom - come with significant trade-offs, so students are left to pick the lesser of two evils.

    But could there be another way? Recently, some PMP exam prep providers have started to offer courses in a new, online format that combines the benefits of both the online and classroom formats. One of these providers, Cheetah Learning, calls this format the “Virtual Live PMP.” Their Virtual Live PMP exam prep program uses a video conference format to allow students to interact with their instructor and several other students in real time.

    Michelle LaBrosse, CEO and Founder of Cheetah Learning, sees the Virtual Live PMP program as the ideal format for students who want the classroom experience without needing to travel to a attend a course. According the LaBrosse, the live online format is “better than being in a classroom because there aren’t the distractions of the classroom. You don’t have to worry about the stress of getting there - either staying in an unfamiliar hotel, or commuting every day. You get to focus more on the material every day.”

    In Cheetah’s PMP exam prep programs, students are required to complete all course activities independently and share them with their instructor. LaBrosse finds that their new, live online format most effectively engages students in course activities and prepares them to pass the exam. “Students can’t look over at their classmates’ work,” she explains. “They have higher accountability for doing the work themselves, rather than going with what’s going on around them, which wouldn’t help them pass the class.”

    At the same time, LaBrosse explains that in the Virtual Live PMP program, “students play off and interact with each other like they would in a regular classroom, since they can see each other and their instructor on video.”

    But is the live online format the best choice for everyone? “There is the same level of coaching in classroom and in the virtual classes,” says LaBrosse. “If you want a real time experience, virtual is actually a little better than a classroom.”

    She warns, however, that “it might not work for people with a lot of distractions at home. They need to get away from the distractions” to experience the full benefits of the course, she finds.

    About the Virtual Live PMP program, Labrosse noticed that students find the program challenging at first. “It’s been fascinating to watch. The class is a lot of work at first, but students really get into it by Wednesday [the third day of the course],” she finds. “They are following the program fully by Wednesday after they see the benefits.”

    If you’re considering enrolling in a PMP exam prep course, remember to think outside of the “classroom or online” dilemma. New live online formats may bring together the best features of both of these formats to provide a learning experience well-suited to the needs of many students.

    PMIndustry123@gmail.com


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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    WEIGHING THE VALUE OF A COLLEGE EDUCATION


     COLLEGE EDUCATION


    A majority of Americans, including parents with children under 18 years of age, think college is worth the price tag, and many consider a college education to be important for both future earning potential and personal growth and experience, according to an Exclusive Point Taken-Marist Poll, commissioned by WGBH Boston for its new late-night, multi-platform PBS debate series Point Taken. However, three in four U.S. residents consider the cost of a college education to be out of reach for most American families.

    The national survey was conducted by The Marist Poll in advance of this week’s Point Taken episode, airing Tuesday, April 26, 2016 at 11:30pm ET (check local listings) and streaming on Point Taken. The series is hosted by Carlos Watson, Emmy Award winning journalist and OZY Media co-founder and CEO.

    55% of Americans, including 51% of parents, think college is worth the cost, and more than three in four Americans consider college education to be essential. In fact, 77% of residents perceive a college degree to be key to future success, and the same proportion thinks the need for a college degree equals the importance of a high school diploma for an earlier generation. Similar proportions of parents share these views.

    Not surprisingly, Americans with a four-year college degree, 68%, are more likely than those without such a degree, 47%, to report that a college education is worth the price tag. Those with a degree, 88%, as well as those who earn $50,000 or more annually, 81%, are also more likely than those without a degree, 70%, or those who earn less than $50,000, 73%, to consider a college education to be key to future success. Gender differences are also present. Women, 61%, are more likely than men, 49%, to say college is worth the price tag.

    “While there are concerns about the cost, Americans still see the value of a college education,” says Dr. Lee M. Miringoff, Director of The Marist College Institute for Public Opinion.

    "For decades, a college education has been viewed as a ladder to success," says Denise DiIanni, series creator and Executive-in-Charge. "And this week's Point Taken will delve into the data, the perceptions and realities of its value."

    Six in ten Americans, 60%, believe that, without a college degree, jobs are limited. Non- white residents, 67%, are more likely than white residents, 56%, to report jobs are limited for those without a college degree. Americans who receive an annual salary of $50,000 or more, 42%, are more likely than those who make less, 32%, to disagree.

    Americans do divide, however, about whether learning a trade or skill provides greater earning potential, 42%, than receiving a college education, 46%. Men, 47%, are more likely than women, 37%, to think that learning a trade or skill allows a person to earn more money than going to college. Generationally, millennials, 32%, are less likely than older generations to have this view.

    Aside from the financial benefits of a college education, more than two-thirds of Americans, including 70% of parents, report the personal growth and experience of a college education is worth the cost. Here, too, residents with a college degree, 74%, and women, 72%, are more likely than those without a four-year education, 62%, and men, 61%, to have this view. Millennials, 73%, are more likely than Baby Boomers, 62%, and members of the Silent-Greatest Generation, 60%, to say the growth and experience of a college education is worth the price tag.

    Looking at the overall impact of a college education, 78% of Americans with a four-year degree report their life would be worse if they did not have that degree. While a plurality of residents without a four-year college degree, 48%, say their life would be no different if they had that education, 44% say it would be better, and only 4% report it would be worse.

    While many Americans perceive a college education to be a worthwhile investment, three in four residents, 75%, think the cost of a college degree is out of reach for most American families. However, millennials, 30%, are more likely than their older counterparts to believe the cost of a college education is within reach. Still, 67% of millennials report the cost of a college degree is out of reach for most Americans.

    However, 65% of Americans, including the same proportion of parents, say college is worth the financial risk, despite the amount of debt students will take on, because of the future earnings potential and career opportunities. Again, residents with a college degree, 75%, and women, 71%, are more likely than those without a degree, 58%, and men, 58%, to have this view. Millennials, 72%, are more likely than those in the Silent- Greatest generation, 58%, to report the cost of college is worth the financial risk.

    For more on Point Taken:
    Point Taken
    #pointtakenPBS

    For more on The Marist Poll:
    Maristpoll.marist.edu
    #MaristPoll

    About The Marist Poll
    Founded in 1978, The Marist College Institute for Public Opinion (MIPO) is a survey research center at Marist College in Poughkeepsie, New York. The Marist Poll has conducted independent research on public priorities, elections, and a wide variety of social issues. Through the regular public release of surveys, MIPO has built a legacy of independence, reliability, and accuracy. Its results are featured in print and electronic media throughout the world.

    About WGBH Boston
    WGBH Boston is America’s preeminent public broadcaster and the largest producer of PBS content for TV and the Web, including Frontline, Nova, American Experience, Masterpiece, Antiques Roadshow, Arthur, Curious George and more than a dozen other primetime, lifestyle, and children’s series. WGBH also is a major supplier of programming for public radio, and oversees Public Radio International (PRI). As a leader in educational multimedia for the classroom, WGBH supplies content to PBS LearningMedia, a national broadband service for teachers and students. WGBH also is a pioneer in technologies and services that make media accessible to those with hearing or visual impairments. WGBH has been recognized with hundreds of honors. More info at www.wgbh.org.


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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

    No Endorsement:
    BlackRefer.com does not endorse or recommend any article on this site or any product, service or information found within said articles. Resources and links included in said articles are only suggested as sources for further exploration, but we cannot vouch for or take responsibility for information contained in these resources. The opinions and views of the authors who have submitted articles to BlackRefer.com belong to them alone and do not necessarily reflect the views of BlackRefer.com.



    WHAT ARE THE POTENTIAL BENEFITS OF ONLINE LEARNING


     ONLINE LEARNING


    Online learning is a trend that is on the rise. According to recent reports by some organizations such as Babson Survey, Research Group indicated that the number of postsecondary students enrolling in online classes was approximately 6.7 million in 2015.Colleges and universities have continued to emphasize on the creation of fully online courses and entirely on distance education by creating essay for sale online platforms.

    Student demand is one of the major factors that have lead to growth and development of online learning. A huge number of students are seeking for flexible opportunities that can be cost effective .Online learning has offered all these factors.

    Possible advantages of online learning

    Convenience and flexibility
    Students can access their courses any time and anywhere. They can log on the respective sites at their convenient time, meaning that working students and parents can have the option of attending classes regardless of the tightness of their schedule. The only thing they need is a computer and the internet to undertake online sessions.

    Student enrichment
    Online education provides a better framework for interaction since it might be less intimidating that one –on-one with lectures in classrooms. Online learning provides equal platform to share ideas and has a voice in a diverse way. Additionally, instructors have the opportunity to approach students in a better way than in classroom.

    Cost-effective choices
    Students might be able to save money through online sessions. This will help down limit cost such as transport and other expenses that might be incurred by physical attendance to classes. Some web-based classes might not need physical textbooks since reading materials might be available either in the school library or the e-libraries. They can also be accessed on digital publishers.


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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    BlackRefer.com does not endorse or recommend any article on this site or any product, service or information found within said articles. Resources and links included in said articles are only suggested as sources for further exploration, but we cannot vouch for or take responsibility for information contained in these resources. The opinions and views of the authors who have submitted articles to BlackRefer.com belong to them alone and do not necessarily reflect the views of BlackRefer.com.



    (BPRW) Students culminate exclusive weekend at Walt Disney World Resort with Steve Harvey and ESSENCE Magazine


     Students culminate exclusive weekend at Walt Disney World Resort
    Mickey Mouse is joined by: (Behind, Center: L-R) ESSENCE Editor-At-Large Mikki Taylor, ESSENCE Communications President Michelle Ebanks, Steve Harvey, Walt Disney Parks and Resorts Vice President of Deluxe Resorts and Disney Dreamers Academy Executive Champion Tracey D. Powell and the Disney Dreamers Academy Class of 2016(Gregg Newton, photographer)

    (Black PR Wire) LAKE BUENA VISTA, Fla. – March 9, 2016 –Walt Disney World Resort concluded its ninth-annual Disney Dreamers Academy with Steve Harvey and ESSENCE Magazine, a four-day, once-in-a-lifetime educational and mentoring program for a select group of high school students. The students – identified as “Dreamers”– were selected from thousands of applicants nationwide and are now among approximately 900 students to hold the honor.

    The program featured an exclusive weekend of dreaming big, discovering possibilities and preparing for the future. Along with a parent or guardian, each teen received an all-expense-paid trip to Walt Disney World Resort, where they learned important networking skills, participated in hands-on career workshops and created fun memories to cherish for a lifetime. Students were also motivated and inspired with presentations from noted professionals and celebrities, including: Steve Harvey, film producer Will Packer, actress Tamera Mowry-Housley and Bledsoe Technologies’ 17-year-old CEO, Jaylen Bledsoe.

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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    Cheetah Learning Updates PMP Exam Prep Course Following New Changes to PMP Exam


    CARSON CITY, Nevada, (January 11, 2015) – Cheetah Learning, a PMI Registered Education Provider (PMI-REP)® of Project Management training, is pleased to announce that they will be updating their award-winning Cheetah Exam Prep® for PMP® Exam program to reflect the Project Management Institute’s (PMI) upcoming changes to the exam. Cheetah Learning has 15 years of experience with PMP exam changes, and has updated their exam prep program to reflect PMI’s changes on an ongoing basis.

    The newest set of changes to the PMP® Exam were implemented following a Role Delineation Study (RDS), which provided an updated description of the Project Management Professional role. In accordance with the RDS, PMI has added information on eight tasks related to the Project Manager’s role (what the PM does) in the areas of Initiating, Planning, Executing, and Monitoring and Controlling.

    Cheetah has updated their course content and sample test questions to include this new information. PMI will implement these changes to the PMP® Exam on January 11, 2016 and Cheetah will teach their updated course curriculum to all students preparing to take the exam on or after that date.

    Michelle LaBrosse, CEO and founder of Cheetah Learning, said, “We are always excited about exam changes as it means our industry is keeping current with new trends in Project Management.”

    Founded in 1999, Cheetah Learning has served some of the biggest publicly traded companies in the US for over twelve years. Whereas the first-try pass rate for the PMP® Exam is estimated to be approximately 60 percent, 98 percent of students who go through Cheetah Learning’s Cheetah Exam Prep® for PMP® Exam program pass the test. Following Cheetah’s most recent on-site training program in Denver, 100 percent of students passed the PMP® Exam on their first try.

    To learn more about Cheetah Exam Prep® for PMP® Exam, requirements to sit for the PMP® Exam, and Cheetah’s other Project Management course offerings, contact the company at (888) 659-2013 or info@cheetahlearning.com.

    About Cheetah Learning

    Cheetah Learning is a Project Management Institute Registered Education Provider. Offering courses across the globe and online, Cheetah was awarded the Project Management Institute Professional Development Provider of the Year for 2008 for the significant contribution it made to the field of project management with its accelerated approach to teaching and doing project management. Its founder, Michelle LaBrosse, PMP, was recognized by PMI as one of the 25 Most Influential Women in Project Management worldwide.

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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

    No Endorsement:
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    Cheetah Learning Students Have 100 Percent Pass Rate on Updated PMI Agile Certified Practitioner Exam


    CARSON CITY, Nevada, (December 11, 2015) - Cheetah Learning, a PMI Registered Education Provider (PMI-REP)® of Project Management training, is pleased to announce that 100 percent of students who took the updated version of Cheetah Exam Prep® for the PMI-ACP® Exam passed the exam on their first try. Cheetah Learning recently updated its exam prep materials to reflect changes to the PMI-ACP® Exam, the Project Management Institute’s agile certification. The Project Management Institute (PMI) implemented these changes to the PMI-ACP® Exam on October 15, 2015, following a three-month pilot period.

    The PMI-ACP®, the Project Management profession’s fastest growing certification, covers many approaches to agile, including Scrum, Kanban, Lean, extreme programming (XP), and test-driven development (TDD). Since its introduction in 2011, the PMI-ACP® certification has grown rapidly in popularity each year, experiencing more than a 50 percent growth rate between 2014 and 2015.

    Michelle LaBrosse, CEO and Founder of Cheetah Learning, said, “As the exam had substantial changes, we made substantial upgrades to our Cheetah Agile BOK, and our prep material is right on target to help people pass this fastest growing certification in Cheetah Speed.”

    The recent major changes to the PMI-ACP® Exam included adding a new knowledge domain called “Agile Principles and Mindset” and updating and validating 62 tasks as they pertain to seven domains of practice. During the pilot period students results were delayed up to 3 months; however, now students will receive their exam results upon completion of the test. Cheetah Learning made the significant amount of changes needed to its PMI-ACP® exam prep and offers the only PMI-ACP® exam prep program that has compiled a single Agile “Body of Knowledge,” known as the Cheetah Agile BOK, similar to the Project Management Body of Knowledge (PMBOK® Guide) on which PMI’s PMP® Exam is based. Note that even PMI has yet to compile its own single Body of Knowledge for the PMI-ACP® Exam, which has made it extremely difficult for students studying on their own.

    Students who enroll in the Cheetah Exam Prep® for the PMI-ACP® Exam program will still follow Cheetah’s award-winning, hands-on accelerated learning approach in order to move from basic awareness to mastery of the material in a four-week, online program. Included in the Cheetah’s PMI-ACP® Exam prep are the 21 hours of agile training that many people need to meet PMI’s requirements to sit for the exam.

    Additionally, upon completing the Cheetah Exam Prep® for the PMI-ACP® Exam, students who hold the PMP or other PMI credentials will earn 48 Professional Development Units (PDUs) needed to maintain their certifications. These PDUs earned will include PDUs for all three of the new “Talent Triangle” requirements.

    To learn more about Cheetah Learning’s Cheetah Exam Prep® for the PMI-ACP® Exam online program or to see if you are eligible to sit for the PMI-ACP® Exam, contact the company at (888) 659-2013 or info@cheetahlearning.com.

    About Cheetah Learning

    Cheetah Learning is a Project Management Institute Registered Education Provider. Offering courses across the globe and online, Cheetah was awarded the Project Management Institute Professional Development Provider of the Year for 2008 for the significant contribution it made to the field of project management with its accelerated approach to teaching and doing project management. Its founder, Michelle LaBrosse, PMP, was recognized by PMI as one of the 25 Most Influential Women in Project Management worldwide.

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    Disclaimer
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    No Endorsement:
    BlackRefer.com does not endorse or recommend any article on this site or any product, service or information found within said articles. Resources and links included in said articles are only suggested as sources for further exploration, but we cannot vouch for or take responsibility for information contained in these resources. The opinions and views of the authors who have submitted articles to BlackRefer.com belong to them alone and do not necessarily reflect the views of BlackRefer.com.



    What Should Students Learn in an Age of Increased Migration and Radicalism?




    CMRubinWorld interviews Director General of the International Baccalaureate, Siva Kumari, about the global competencies needed and the solutions the IB has developed.

    In a live interview with C. M. Rubin at the recent IB Heads World Conference, Kumari discusses the philosophy of the IB, her future vision, and how the IB curriculum is being used to promote global understanding and peace.

    She explains that "Our children are growing up globally conscious more than ever and world events, as we know today, can have both immediate and trickle effects in other parts of this highly interconnected world. The IB’s founders, however, recognized the impact of international-mindedness from the beginning and, because we started with schools around the world 50 years ago, our organization has developed deep fluency in the practice of these concepts in schools around the world".

    CMRubinWorld is an online publishing company which has become a highly visible platform for global discourse on 21st century education. The company is respected for publishing a diverse range of innovative ideas that are presented by the founder, C. M. Rubin, together with the world’s thought leaders in education. Our interviews and articles covering the vital issues faced today are intended to be of integral value to parents, students, and educators who are our readers around the world.

    John(at)cmrubinworld(dot)com

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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

    No Endorsement:
    BlackRefer.com does not endorse or recommend any article on this site or any product, service or information found within said articles. Resources and links included in said articles are only suggested as sources for further exploration, but we cannot vouch for or take responsibility for information contained in these resources. The opinions and views of the authors who have submitted articles to BlackRefer.com belong to them alone and do not necessarily reflect the views of BlackRefer.com.



    (BPRW) MillerCoors Renews Commitment to Thurgood Marshall College Fund With a Milestone $1.2 Million Donation


     MillerCoors Renews Commitment to Thurgood Marshall College Fund
    Steve Canal, National Community Affairs, MillerCoors presents Thurgood Marshall College Fund President and CEO Johnny C. Taylor with $1.2 million donation during 27th Annual TMCF Gala held in Washington, DC.


    (Black PR Wire) WASHINGTON, DC – MillerCoors, founding corporate sponsor of the Thurgood Marshall College Fund, recently presented the organization with a $1.2 million donation to support its programming and scholarships during TMCF’s 27th Anniversary Awards Gala on Monday at the Hilton Washington, DC.

    “We have deep tradition in supporting education and are extremely proud of our longstanding partnership with TMCF. This amazing organization continues to help thousands of students professionally develop and attain a higher education,” said Steve Canal, national community affairs for MillerCoors. “MillerCoors is committed to empowering the next generation of leaders by providing educational resources and guidance.”

    “As a founding partner, MillerCoors has been there for TMCF and our 300,000 students from day one,” said TMCF President & CEO Johnny C. Taylor, Jr. “Last night, MillerCoors gave our community $1.2 million to open the door yet again for more black college teachers to bring their best to America’s public K-12 classrooms and more HBCU college graduates to become future business leaders -- beginning and building their careers at an iconic company like MillerCoors. Their commitment to TMCF for over 28 years has continued to demonstrate to other companies why supporting HBCUs is smart for our country -- and we are most grateful!”

    The funding will support their Teacher Quality and Retention program; as well as a number of students will receive a scholarship. MillerCoors also provides real-world experience for program scholars through its summer internship program, career readiness counseling and on-site student interviews during its annual career fairs. Furthermore, MillerCoors actively recruits students for employment opportunities. For more information please visit www.millercoors.com.

    About MillerCoors Through its diverse collection of storied breweries, MillerCoors brings American beer drinkers an unmatched selection of the highest quality beers steeped in centuries of brewing heritage. Miller Brewing Company and Coors Brewing Company offer domestic favorites such as Coors Light, Miller Lite, Miller High Life and Coors Banquet. Tenth and Blake Beer Company, our craft and import division, offers beers such as Leinenkugel’s Summer Shandy from sixth-generation Jacob Leinenkugel Brewing Company and Blue Moon Belgian White from modern craft pioneer Blue Moon Brewing Company, which celebrates its 20th Anniversary this year. Tenth and Blake also operates Crispin Cider Company, an artisanal maker of pear and apple ciders using fresh-pressed American juice, and imports world-renowned beers such as Italy’s PeroniNastroAzzurro, the Czech Republic’s Pilsner Urquell and the Netherlands’ Grolsch. MillerCoors also offers pioneering new brands such as the Redd’s Apple and Redd’s Wicked Apple franchises and Smith & Forge Hard Cider. MillerCoors seeks to become America’s best beer company through an uncompromising promise of quality, a keen focus on innovation and a deep commitment to sustainability. MillerCoors is a joint venture of SABMiller plc and Molson Coors Brewing Company. Learn more at MillerCoors.com, at facebook.com/MillerCoors or on Twitter through @MillerCoors.

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    See how becoming a Cheetah Certified Project Manager can expand your talent capabilities!




    http://www.cheetahlearning.com/


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    Disclaimer
    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    New Report Finds Link Between School Takeovers and Disenfranchisement of African American and Latino Communities


    Today, the Alliance to Reclaim Our Schools (AROS), a coalition of nine national organizations that together represent more than seven million parents, students, educators and community members, released a report arguing that state takeovers of public schools and districts are systematically targeting African Americans and Latinos and denying them the right to run their schools.

    Read the report here: http://www.reclaimourschools.org/sites/default/files/out-of-control-takeover-report.pdf

    The report, launched as students across the country go back to school, critiques what AROS calls an intentional effort to remove local control so that schools can be privatized without the opportunity for communities to voice their public opposition. The report examines some of the most prevalent state takeovers of schools and school districts.

    Key takeaways from the report:
    Recovery School District, LA: Created in 2003 but used in 2005 to seize virtually all public schools in New Orleans, the state-run RSD has now converted to charters, or closed all of the 107 schools it seized.

    Achievement School District, TN: Modeled after the RSD, the Tennessee ASD has removed 29 schools from the Memphis and Nashville school districts. All but one of those schools has been handed over to a private charter operator.

    Education Achievement Authority, MI: After decades of disinvestment and under-funding, the State of Michigan seized control of the Detroit Public Schools in 1999. In 2009, after a brief return to local control, the State again installed an Emergency Manager with control over the district. In 2012, the state created the Education Achievement Authority and removed 15 schools from the already-state controlled district. The results of these takeovers have included massive financial deficits, plummeting enrollment, school closures, high teacher turnover and more. Student academic performance is unimproved.

    Despite the failure of these “achievement districts” to achieve much of anything for the students and families who lose control of their local public schools, legislation to create more of these state-run districts has been aggressively pursued across the country this year. In the past six months, three additional states have created state-run districts: Georgia, Wisconsin, and Nevada. Similar bills have been proposed in a half-dozen other states.

    In conjunction with the report launch, AROS groups across the country will be taking actions on the ground in their local communities.

    “Districts that have been weakened by years of disinvestment are now being declared ‘failures’ and seized by the State,” said Keron Blair, Director at AROS. “Communities are being inundated with a flood of failing charter schools that suck resources from their public schools and cut off community access and democratic engagement.

    “It's one thing for states to take over schools and provide high-quality institutions, but it is quite another to highjack schools from communities and hand them over to private interests that don’t have the best interest of children and communities at heart.

    “Each and every student should get a chance at a more equitable quality of education regardless of where they live. It’s time for local and state officials to put a stop to the takeovers.”

    The coalition’s recommended model for sustainable community schools includes:

    Curriculum that is engaging, culturally relevant and challenging, with a broad selection of classes and after-school programs in the arts, languages, and ethnic studies, as well as AP and honors courses, services for English Language Learners, special education, GED preparation and job training;

    An emphasis on high quality teaching, not high stakes testing;

    Wrap-around supports such as health care, eye care and social and emotional services available before, during and after school and provided year-round to the full community;

    Positive discipline practices such as restorative justice and social and emotional learning supports, and

    Transformational parent and community engagement in planning and decision-making. This process recognizes the link between the success of the school and the development of the community as a whole. AROS demands that the rights of parents and communities to make decisions about their schools be returned to them and that they are provided with the resources necessary to establish sustainable community schools, that the ability of citizens to use their civic engagement capacity to impact their schools and communities be expanded.

    The Alliance to Reclaim Our Schools (AROS) is a national community/labor table of organizations of parents, students, teachers and community members who are fighting for the public schools our children deserve.


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    Disclaimer
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    BlackRefer.com does not endorse or recommend any article on this site or any product, service or information found within said articles. Resources and links included in said articles are only suggested as sources for further exploration, but we cannot vouch for or take responsibility for information contained in these resources. The opinions and views of the authors who have submitted articles to BlackRefer.com belong to them alone and do not necessarily reflect the views of BlackRefer.com.



    Purdue University diversity initiative promotes faculty innovation


    WEST LAFAYETTE, Ind. — A new Purdue University initiative, led by the Office of the Provost, will leverage faculty-driven innovation to improve minority recruitment and retention. Known as the Diversity Transformation Award, the program will challenge faculty to conceive — and implement — projects that advance campus diversity.

    This is the first initiative of its type to tap the talents and creativity of faculty in addressing diversity issues, said Deba Dutta, provost and executive vice president for academic affairs and diversity.

    “Our country is the most pluralistic and multicultural nation in the world,” said Dutta, who spearheads the Diversity and Inclusion Leadership Team and serves as the university’s chief diversity officer. “Purdue seeks to be a leader in mirroring the diversity of our nation and world. One of the intended outcomes of the Diversity Transformation Award program is to create an environment where faculty, students and staff all benefit from combined knowledge and shared cultures.”

    Purdue is investing $1,000,000 to launch the initiative and will fund five to eight faculty proposals for two-year terms (up to $150,000 per project). A complete description of the program, submission guidelines and examples of proposal ideas are available at https://www.purdue.edu/diversity-inclusion/faculty/dta/index.html

    A faculty review panel will be engaged in the proposal selection process, starting with a review of five-minute oral presentations (followed by questions and answers). Panelists will then select a subset of proposals for a second round of presentations. Video recordings of the proposals will be posted online for the campus community, the intent of which is to spark additional ideas and new collaborations.

    Mark J.T. Smith, dean of the university’s graduate school and a member of the Diversity and Inclusion Leadership Team, said there is a pressing national need to increase the participation of underrepresented racial and ethnic minority populations in higher education.

    “The nation is dramatically changing demographically and students need to be educated and prepared to excel in a multicultural work environment,” Smith said. “Diversity and inclusiveness better ensures the highest-quality education for all students, providing them exposure to a full spectrum of creative ideas, perspectives, and experiences.”

    The DTA program is seeking projects that address recruitment, enrollment, retention, and graduation of underrepresented minority students, as well as their transition into graduate programs. The program’s goals also include increasing the number of underrepresented minority faculty members and improving overall campus climate. Joining Smith and Dutta on the Diversity and Inclusion Leadership Team are Ximena B. Arriaga, provost fellow and associate professor in social psychology; and Venetria Patton, provost fellow and professor of English and African American studies. The Diversity Transformation Award joins other new initiatives to strengthen Purdue’s commitment to diversity, including the launch of Purdue Polytechnic High School. Opening in 2017, the Indianapolis-based charter school will provide a bridge for students to be admitted directly to Purdue.

    Writer: John Hughey, 765-494-2432, hugheyj@purdue.edu
    Contact: Mark J. T. Smith, 765-494-2604, mjts@purdue.edu


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    Disclaimer
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    Tinder Reveals Top 50 U.S. College Campuses with Most Popular Men and Women


    Los Angeles – Aug. 26, 2015 – Tinder, the world’s most popular social app for meeting new people, has just released its list of “Most Right-Swiped” U.S. campuses. According to Tinder’s proprietary data, the list was compiled based on male and female students enrolled in a college or university who received the most right swipes, indicating collectively which schools had the most desirable student body.

    Summary of Insights

    · Top 10 campuses for females and males who received the most right swipes are widely dispersed, not similar

    · University of Mississippi made the top 10 most right-swiped male and female lists

    · Top 10 campuses with the most popular females are all public schools

    · The majority of campuses with the most popular males are private schools, with the 5th most right-swiped being a military academy

    · Top 4 most right-swiped males attend a religiously affiliated university

    · Top 25 males: ACC Schools lead with 7; Ivy League came in second with 4 schools

    · Top 25 females: SEC schools lead with 5; Big 12, ACC came in second with 4 schools

    · Profiles with the most right swipes all contained bios

    Top 25 List: Campuses with Most Swiped Right Females

    1. Florida State University
    2. University of Miami
    3. University of Mississippi
    4. University of Colorado Boulder
    5. University of Alabama
    6. Colorado State University
    7. Boise State University
    8. Iowa State University
    9. University of Arizona
    10. University of Iowa
    11. Kansas State University
    12. Indiana University
    13. Texas Christian University
    14. San Diego State University
    15. Virginia Tech
    16. Miami University (Ohio)
    17. Clemson University
    18. Ohio University
    19. University of Florida
    20. University of Kentucky
    21. Auburn University
    22. Texas Tech University
    23. Pennsylvania State University
    24. West Virginia University
    25. Southern Methodist University


    Top 25 List: Campuses with Most Swiped Right Males

    1. Georgetown University
    2. Brigham Young University
    3. University of Notre Dame
    4. Texas Christian University
    5. Air Force Academy
    6. Yale University
    7. Dartmouth College
    8. University of Virginia
    9. University of Mississippi
    10. University of North Carolina Chapel Hill
    11. United States Naval Academy
    12. Brown University
    13. Rice University
    14. Tulane University
    15. University of Vermont
    16. Wake Forest University
    17. Cornell University
    18. University of Tennessee
    19. Ohio University
    20. Loyola Marymount University
    21. Miami University (Ohio)
    22. United States Military Academy (West Point)
    23. Mississippi State University
    24. Clemson University
    25. Boston College


    See the full Top 50 list published on Tinder’s blog. Data is based on the ratio of right swipes received by students attending each university, ages 18-23 in the spring of 2015.

    About Tinder
    Launched in 2012, Tinder is the world's leading social app for meeting new people. With its global reach, people in all 196 countries around the world are swiping right to connect with others, making it a top 10 lifestyle app in more than 70 countries. In 2015, the company introduced Tinder Plus, giving users access to premium features, Rewind and Passport. Each day, 26 million matches are made on Tinder with more than eight billion matches made to date.


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    Disclaimer
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    (BPRW) Gallup-Lumina Foundation Poll Finds Overwhelming Majority of Americans Support Increasing Attainment

    Hispanics & African Americans Believe Most Strongly in the Power of Postsecondary Education for Jobs & Quality of Life


    (BLACK PR WIRE)-- WASHINGTON--(BUSINESS WIRE)-- An overwhelming majority of Americans continue to believe that having a certificate or degree beyond high school is important to our success as a nation and as individuals. But, according to new results released today from the annual Gallup-Lumina Foundation Poll on Higher Education, Hispanics and African Americans believe most strongly in the power of postsecondary education to help deliver good jobs and a better quality of life.

    Read the full report here:
    Post secondary Education Aspirations and Barriers

    A summary of key findings from the Gallup-Lumina Foundation Poll follow:

    Key Finding #1 – Americans Value Postsecondary Education

    • 96% of Americans say it is somewhat or very important to have a degree or professional certificate beyond a high school diploma

    • Furthermore, 73 percent of African Americans and 72 percent of Hispanics say it is very important to increase the proportion of Americans with a degree or professional certificate, compared with 56 percent of Whites.

    • Looking ahead, 78 percent of Hispanics, 74 percent of African Americans, and 67 percent of Whites say a postsecondary degree will be more important in the future to get a good job.

    Key Finding #2 – Hispanics & African Americans Equate More Attainment with Jobs and Quality of Life:

    • Eighty-four percent of Hispanics and 76 percent of African Americans agree or strongly agree that having a professional certificate or degree beyond high school is essential for getting a good job. By comparison, 64 percent of Whites agree with this same statement.

    • Eighty-six percent of Hispanics and 84 percent of African Americans agree or strongly agree that a good job is essential to having a higher quality of life. Seventy-six percent of Whites agree.

    • Eighty-three percent of Hispanics and 80 percent of African Americans agree or strongly agree that having a college degree or professional certificate leads to a better quality of life. By comparison, 71 percent of Whites agree.

    “Our Stronger Nation report – released earlier this month – showed that the degree attainment rate among U.S. residents is currently at 40 percent, but postsecondary attainment rates among African Americans and Hispanics is significantly lower, at 28 percent and 20 percent respectively,” said Jamie Merisotis, president and CEO of Lumina Foundation. “That’s what makes these new polling data so insightful. Even though these groups have lower rates of attainment, they have much stronger views regarding the importance and value of education beyond high school. We must seize the opportunity and use this information to help address the unacceptably large gaps in attainment.”

    Key Finding #3 – Americans See Affordability and Student Debt as Barriers to Degree Attainment:

    • Seventy-nine percent of Americans do not think that education beyond high school is affordable for everyone in this country who needs it.

    • Sixty-eight percent of Americans say the price of postsecondary education is very important when selecting a college or university. And 79 percent say that financial assistance is a very important factor in that process.

    • Sixty-two percent of Americans say that $20,000 or more in student debt is reasonable. Forty percent say that $30,000 or more in debt is reasonable.

    Key Finding #4 – Americans Don’t Feel College Degrees are Preparing Them for Workplace Success:

    • Eighty percent of Americans agree or strongly agree that colleges and universities need to change to better meet the needs of today’s students.

    • Thirty-six percent of Americans overall agree or strongly agree that college graduates in this country are well prepared for success in the workplace. Hispanics and African Americans are more optimistic, 55 percent and 53 percent respectively, agreeing or strongly agreeing that graduates are well prepared, compared to 30 percent of Whites.

    • Eighteen percent of Americans without degrees strongly agree that college graduates are well prepared for success in the workforce. By comparison, only six percent of American with degrees strongly agree with the same statement.

    “For many decades, education has proven to be this nation’s single most powerful engine of individual progress and upward mobility,” said Merisotis. “And in today’s rapidly changing workplace, that’s truer than ever. Some form of college-level learning is a necessity for anyone who seeks a spot in the middle class, and we must do more to create a system that is equitable and able to close the troubling attainment gaps linked to race, ethnicity, income and age.”

    Key Finding #5 – Americans are Increasingly Accepting Professional Certificates and Online Learning:

    • Forty-one percent of Americans agree or strongly agree that only a professional certificate beyond high school can lead to a good job.

    • Forty-one percent of Americans agree or strongly agree that online colleges and universities offer high-quality education. Seventeen percent strongly agreed with statement, an increase over the 10% who strongly agreed in 2011.

    Methodology
    This paper includes results from a survey conducted by Gallup on behalf of Lumina Foundation. The study reported includes findings from a quantitative survey conducted to understand the perceptions of adults currently living in the U.S. about several important issues pertaining to higher education, including degree attainment, quality and value, costs, information access and workforce preparedness. Gallup conducted 1,533 interviews from a random sample of individuals using a dual-frame design, which includes both landline and cellphone numbers. Gallup samples these phone numbers using random-digit-dial methods.

    Gallup conducted surveys in English and Spanish from November 3 to December 18, 2014. Multiple calls were made to each household to reach the eligible respondent.

    Gallup weighted the sample to correct for unequal selection probability, nonresponse, and double coverage of landline and cellphone users in the two sampling frames. Gallup also weights the final samples to match the U.S. population according to gender, age, race, Hispanic ethnicity, education, region, population density and phone status (cellphone only, landline only, both and cellphone mostly). Demographic weighting targets are based on the most recent Current Population Survey figures for the aged 18 and older U.S. population. Phone status targets are based on the most recent National Health Interview Survey. Population density targets are based on the most recent U.S. Census.

    The questionnaire was developed in consultation with representatives from Lumina Foundation and Gallup. All interviewing was supervised and conducted by Gallup’s interviewing staff. For results based on the total sample size of 1,533 adults, one can say with 95% confidence that the margin of error attributable to sampling and other random effects is ±3.3 percentage points. For subgroups within this population (e.g., education level, gender and income), the margin of error would be greater.

    About Lumina Foundation: Lumina Foundation is an independent, private foundation committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025. Lumina’s outcomes-based approach focuses on helping to design and build an accessible, responsive and accountable higher education system while fostering a national sense of urgency for action to achieve Goal 2025. For more information, log on to: www.luminafoundation.org

    About Gallup: Gallup delivers forward-thinking research, analytics, and advice to help leaders solve their most pressing problems. Combining more than 75 years of experience with its global reach, Gallup knows more about the attitudes and behaviors of the world’s constituents, employees, and customers than any other organization. For more information, log on to http://www.gallup.com.


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    Disclaimer
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    John Matthews (Dallas, TX) Author of Mass Shootings: Six Steps to Survival


    In light of last week's Ft. Hood shooting and the continually-growing trend towards school violence like today's incident in Pennsylvania, I wanted to make you aware of John Matthews, the Founder and Executive Director of the Community Safety Institute in Dallas.

    John is a highly-decorated, 30-yr law enforcement veteran and a nationally-renowned counter-terrorism and school safety expert. He and CSI have developed dozens of school safety and enforcement initiatives for the Department of Justice, the Department of Homeland Security, Department of the Interior, Department of Defense and others in recent years.

    Their most recent school safety assessments, vulnerability studies, findings and survival & escape models should be on your radar. His Creating A Safer School (CASS) series has been nationally-recognized and currently serves as the foundation for multiple national school safety initiatives. And, his most recent book/curriculum/study, Mass Shootings: Six Steps to Survival, is the most in-depth study and practical findings for surviving a shooting that has ever been produced, drawing on vital information gleaned from survivors of the most tragic and violent incidents in the United States, including 60 mass shootings, over the past 40 years.

    Secondly, John travels the country training school administrators, staffs and students via mock events/drills. And, we believe that this type of training is something that, eventually, could be standard. Something that parents (taxpayers), wondering what the schools are doing to prepare for these things and keep their children safe, will come to demand/expect. Critically important subject as our schools become increasingly violent settings. Can't imagine anything more important than knowing how to keep our kids safe.

    http://www.prbythebook.com/john-matthews


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    The articles on this site are provided as a public service and to be used for information purposes only. No information on this site is intended to serve as professional advice. BlackRefer.com does not accept any responsibility or liability for the use or misuse of the article content. Use at your own risk.

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    (BPRW) Students Culminate Exclusive Weekend at Walt Disney World with Steve Harvey


    (BLACK PR WIRE) – LAKE BUENA VISTA, Fla. (March 11, 2014) – Walt Disney World Resort concluded a 4-day exclusive weekend for a group of select students at the Disney Dreamers Academy with Steve Harvey and ESSENCE Magazine. A high-impact graduation ceremony deemed the students official Dreamers, making them one of only 700 students nationwide to hold the honor.

    The students were among 100 teens selected from more than 10,000 applicants to participate in a once-in-lifetime mentoring program this weekend at the Walt Disney World Resort. The teens, along with a parent or guardian, received an all-expense-paid trip to participate in an innovative, outside-the-classroom, educational experience and learn tips from noted professionals and celebrities including: Magic Johnson, E! News’ Terrence Jenkins, Entertainment Tonight’s Rocsi Diaz and 15-year old CEO, Jaylen Bledsoe, Bledsoe Technologies.


    Students Culminate Exclusive Weekend at Walt Disney World with Steve Harvey
    Caption: Mickey Mouse is joined by: Left: Mikki Taylor, ESSENCE Editor-At-Large; Steve Harvey; Tracey D. Powell, VP, Global Initiatives and Integrations/ Disney Dreamers Academy Executive Champion; Michelle Ebanks, President, ESSENCE Communications, and the Disney Dreamers Academy Class of 2014



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    Sandy Hook Anniversary Sparks Emotional Reaction From Former Elementary School Principal

    Principal Resigns After Shootings To Start Company To Protect Students & Teachers With Training Program & Security Systems In Classrooms


    Kansas City, Mo. -- Two years following the shootings at Sandy Hook, Jeff Green, a former elementary school principal, recalls the events at Sandy Hook which led him to resign his post at Starside Elementary in De Soto, Kan. and start SafeDefend. SafeDefend is a comprehensive approach, including a teacher training program and security system for classrooms. The training is directed by certified law enforcement trainers and is a non-lethal program that arms teachers with a wide range of items including gel pepper spray, batons and more.

    Thinking back when Sandy Hook occurred, Green said, “As I was reviewing our school safety plan, Sandy Hook was better prepared than we were. It was the first time as a father and a principal I didn't feel I could keep my students and kids safe at school. We needed to make changes in our approach to safety in order to save lives.”

    Green elected to leave his job to pursue SafeDefend full time. He said, “I felt like we had a system that addressed critical areas missing from school safety approaches. I needed to figure out how we could get law enforcement informed and on site more quickly and how to survive until they get there. I needed to give my full attention to making that change to save lives.”

    SafeDefend is currently in Curé of Ars Catholic School in Leawood, Kan., the Louisburg Library in Louisburg, Kan. and Blue Ridge Christian School (BRCS) in Raytown, Mo.

    Kathy Reynolds, headmaster at BRCS, has found the systems to be very useful. Reynolds said, “We are very fortunate to have such a valuable tool for protection in the event of a school emergency. It’s a perfect situation for a teacher who is not violent to at least have a tool. Our teachers have tools and have been trained, thanks to SafeDefend.”

    The Personnel Protection System (PPS) is a non-lethal security system that alerts law enforcement and informs schools staff of the crisis when a fingerprint activated safe has been opened. The PPS was designed with FBI and law enforcement from local and national threat assessment experts, police chiefs and Sheriffs.


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- BLACK/AFRICAN AMERICANS & EDUCATION -
     



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  1. A Dream Deferred ...
    The future of African American education. A Dream Deferred continues to inspire powerful thinking around key issues that affect African American students. Educators from across the country will convene to develop a unified voice to advocate for, and effect, change.

  2. African Americans and Education...
    The promise of a quality education is an important civil and human right that has yet to be fully realized in the American public education system. African Americans are more likely to attend high poverty schools.

  3. African-American Firsts: Education...
    Browse our collection of African-American pioneers in education, including Ruby Bridges and more.

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    A new study finds that 12.4 percent of black college graduates were unemployed. For all college graduates, the unemployment rate stood at just 5.6 percent.

  5. America's Promise...
    America's Promise is a collaborative network that builds upon the collective power of communities and partners to help fulfill the Five Promises for every young person in America.

  6. Beginnings of Black Education...
    Very few black Virginians received any education at all until public schools were established during Reconstruction. Public schools in Virginia were segregated from the outset, apparently without much thought or debate, on the widely-held assumption that such an arrangement would reduce conflict.

  7. Black America and the Class Divide...
    The economic gap within the African-American community is one of the most important factors in the rise of Black Lives Matter, led by a new generation of college graduates and students.

  8. Black, Brown and College Bound...
    Annual national summit/conference to discuss issues, strategies and methods affecting acquiring, retaining and matriculation of African American and Hispanic males in higher education.

  9. BlackCollegeStuff.com ...
    Officially licensed merchandise for Black Colleges, Greek, and Masonic organizations.

  10. Blacks: Education Issues...
    The Black community faces educational issues similar to other minority groups, including the need for adequate funding for schools serving minority and disadvantaged students, as well as other issues with a special impact on the community.

  11. Black Power Productions ...
    We Sell DVDS, Cds, and Conscious Raising Books Our Dvd and Cd contain Lectures, Interviews, Documentaries and Debates. Dr. Clarke, Dr. Ben, Malcolm X.

  12. Education Is Not Great Equalizer for Black Americans...
    Gaps in wealth, not in education, between black and white families may be the most powerful force locking Americans into their social class.

  13. History of Black Education - Kenyon College...
    To better understand the status of blacks in education between the years 1950-1975, one must have an understanding of the historical events shaping that status. An understanding of social political status of Black Americans is needed.

  14. Learn to Learn...
    A site for the discussion of education issues facing African Americans and the critical role knowledge plays in the new world economy.

  15. Milestones in African American Education...
    Find information on black history and the major milestones in African-American education, including the first institute established for black students, the first black law school in the United States, the end of segregation in public schools, and more.

  16. Racism in schools is pushing more black families to homeschool their children...
    Eurocentric school curricula continues to prevail in a society that is increasingly brown.

  17. Six Months to Doctor: How to Complete a Dissertation in Six Months...
    While many students struggle through dissertations and theses, available tools and resources go unused. Six Months to Doctor shows students how to access resources and complete dissertations and theses efficiently.

  18. The State of Education for African American Students...
    Despite real gains in academic achievement, the performance of African American students across the country still significantly lags that of white students.

  19. U.S. Education: Still Separate and Unequal...
    The data show schools are still separate and unequal.

  20. White House Initiative on Educational Excellence for African Americans...
    On June 26, 2012, President Barack Obama signed an Executive Order to establish the White House Initiative on Educational Excellence for African Americans to restore the United States as a global leader in education.

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