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    Professional continuing education is important in many fields

     

    As the world continues to get more complex, careers are becoming more specialized and require continuing education credits to remain in good standing. This is especially true in the medical fields although many professions and professional organizations also demand their members to continue to develop the skills necessary for today's changing environments. Almost any field of study that takes a great deal of study to become a recognized member will require continuing education. From engineering, medical nurses and doctors, respiratory therapists, quality managers and many others all are expected to maintain a level of education consistent with the field of knowledge. The reason behind this is to have professionals who have not only maintained but also developed and learned new techniques and skill sets. This is critical in much of the more complex business world. Quality engineers and managers focus on competence and techniques that not only allow for the lowest cost products to be developed but also understand the trade-offs between cost and quality. CPA's or certified public accountants, need to keep up with the latest laws and be up to date with many of the sometimes arcane accounting principles. Teachers and nursing are two other fields that also require continuing education to remain active in the profession. Although a good education in many of the professional fields can provide a solid understanding of the industry no matter if it be financial, medical, industrial, or scientific. Ongoing competence in any of these fields however requires an ongoing process of continuing education. Continuing education is necessary for the professional to remain up to date with the latest techniques and knowledge base in the field of study. Typically continuing education translates into a certain number of course credit hours for the professional every so many years. These additional education credits are sometimes mandatory when renewing government controlled certifications like a teaching certificate. Although some groups do not make the ongoing educational process mandatory, almost all provide an opportunity to obtain the educational credits through sponsored classes, seminars, and online "CBT" or computer based training. In order to stay professional and remain in good standing wit many of the recognized professional organizations ongoing continuing education is critical for a professional career. The small investment in additional training can go a long way to keeping skills fresh and increasing the competence level of any professional.

         
    Proper pool maintenance

     

    For those that are lucky enough to have a pool, pool maintenance is part of the package. Pool maintenance is extremely important to promote cleanliness and good pool chemistry. But pool maintenance isn? t all bad. It just takes some attention to detail and some routine care to ensure a clear, clean pool. Daily Care - Test Pool Water for Sanitizer Level. This is to make sure that pH and alkaline are in good balance. A pool with an improper balance can affect water clarity, damage pool equipment, cause erosion and even affect pool chemistry. - Add Chlorine or Bromine. This sanitizes your pool and kills any algae, bacteria, or other living things in the water. - Check skimmer basket. Clear debris from skimmer basket to help keep water circulating and fresh. Weekly Care - Shock Pool Water. These are necessary to destroy combined chlorine compounds. Shocks work with chlorine to help clean the pool. - Add Algaecide. This is to prevent and control algae. A good algaecide should not damage or stain the pool. - Add Metal Out. All pools have tiny particles that the filter system does not catch. This weekly dosage will help eliminate metal particles. - Add Clarifier. This prevents cloudy water and they also remove particles that are too small for the filter system to catch. Clarifying agents will make particles stick together so the large pieces can later be removed through vacuuming or filtration. As Needed - Vacuum pool. - Leaf skim. - Brush walls. - Check filter/backwash. These quick and easy steps will help ensure that you help preserve the life of your pool and also ensures a beautiful, clean pool for you to enjoy!

         
    Randomizing class choices breaking up the monotony

     

    Much has been said and written lately about providing students with choices. I'm all about any methods which will improve student involvement in class, giving them ownership in their learning. There are many ways to give students choices, options, or just to provide random results and change up the monotony. This article will discuss how to use random results in typical class situations. One technique I use is drawing from a hat (or mug, box, basket, or other container). You can choose anything to put in the hat, and decide if you or the students will do the drawing. You can draw, or let your students pick. I try to keep the 'hat' above the chooser's head so there is no possible way to cheat on the draw. In the hat I like to use different colored poker chips: white, red, and blue. We will use these for many applications, or at least any that involve three different outcomes. When grading freewrites, for example, drawing a blue chip means I take an immediate grade on the assignment A white chip means "thank you for writing today", but we aren't going to grade it, just file the writing into your folder. A red chip indicates I'll collect the papers, read over them, grade them, and select a few to write comments upon. By drawing a chip, the students don't know if the assignment will be graded or not, so they must do their best. However, for the teacher, the students are writing more but you don't have to grade every paper! We will also use the chips for minor homework assignments. Same idea - white is a no grade, blue goes immediately to the grade book. But on red chips, I'll allow a minute or two to fix mistakes before I collect them. It depends on the situation. It's that simple. And the students never know if the assignment will be graded or not, so they have to do their best just in case. Another technique is to use strips of paper in a coffee mug for completely random choices. This is great for games like charades where students draw random words, topics, or choices. This could be used to randomly discuss class topics or answer questions. I like to use this for choosing project topics. Put slips of paper numbered 1 through however many students are in the class. Fold the slips and then have students draw their own place in the waiting line. Whoever has the slip #1 gets first choice of topics, #2 chooses second, and so forth. No one can claim a biased order of selection! This is great for research paper topics, where you don't want students choosing the same topics. We will also use small slips of colored paper to form random groups of students. If I want four different groups, figure how many students you want in each group and tear that many small slips of colored construction paper. Do this for each group, using different colors. I find this is a good use for scraps of paper left over after an art project (the thick paper holds up better). Then go around the room and let the students 'choose' their group. Collect the slips back after recording the groups & names so you can re-use the slips again. You could use all sorts of everyday items to get random choices. Flip a coin in a two-choice situation. A die or pair of dice can give you even more choices. You could even use a deck of playing cards. To randomly call upon students, we utilize note cards filled out with student names and personal information. At the beginning of the year, students write their name, parents' contact info, text book numbers, hobbies/interests, and other information on a regular 3 x 5 index card. I then collect these and pull them out, shuffle, and select a random card (with the student's name on it.) Voila! Random selection of students. And if you want to ensure you call upon everyone equally, just don't shuffle the cards, and place the used card at the back of he deck. You can cycle through the card deck over and over, ensuring you're calling upon every student equally. Cards, dice, coins, poker chips and simple slips of paper can be easily used to make random selections in class. We'd love to hear any other 'random acts' ideas and techniques you may have. We'll add them to this article and post them on our website with credit to you! ------------- For this article, and more on teaching and education, be sure to check out our website: starteaching Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at: starteaching/Features_for_Teachers_jan2.htm You can contact Frank at: [email protected]

         
    Reading comprehension skills part ii

     

    Do you remember that 'reading' means understanding the author's message, not just calling out words? If you cannot answer comprehension questions after reading a page, you have not truly read anything. There are specific reading-comprehension skills that will help you understand what you are reading. Whereas my last article focused on Main Idea, Predicting Outcomes, Inferences, and Fact or Opinion; this article will cover Context Clues, Cause and Effect, Drawing Conclusions, and Sequencing. When reading with your children, be sure to ask questions that reinforce these comprehension skills, especially during summer vacation or other long absences from school. 1. Context Clues - When you are reading, suppose you come across a word that you have never seen or heard before. If you understand the other words, sentences, and paragraphs that come before and after the new word, you will be able to figure out what that new word means. Example: Two friends met and had a persiflage over lunch. They talked about seeing a movie, going shopping, or going to the beach. Can you tell that 'persiflage' means light, frivolous talk? The two friends did not discuss anything of major importance. 2. Cause and Effect - We all know that actions have consequences. Think of the actions as causes and the effects as their consequences. Example: The Miami Heat want the fans to wear white during the NBA Finals games. As a result, the seats in the arena are filled with fans wearing White Hot shirts! WHY are the fans wearing White Hot shirts? They are wearing white shirts BECAUSE the Miami Heat requested it. When you ask a why question (the effect), you want to know the reason (the cause). Clue phrases that indicate a cause is to follow include 'as a result' and 'in order to'. 3. Drawing Conclusions - Sometimes you will be asked a question about information that has not been given. There will be enough clues, however, for you to imply the meaning. Example: Marvin was exuberant that his parents were allowing him to stay up past his bedtime so he could see the fireworks at a nearby park. Luckily, there would be a great view from his own patio! The fireworks were scheduled to start at 11:30 PM but, by 10:30, Marvin was feeling extremely tired. When he woke up the next morning, Marvin asked his mother why the fireworks had been cancelled. Although the information is not directly given, you can draw the conclusion that Marvin was so tired that he fell asleep and missed the fireworks. 4. Sequencing - As the old saying goes, "Put one step in front of the other." When you are putting directions or events in sequential order, you start at the beginning and go step-by-step, in a logical or chronological order, to reach a conclusion. Young children just learning this skill begin their sentences with First, Next, Then, and Last; older children do not necessarily need those key words. Example: She rubbed some oil on top of it. My mom went to the store and bought a chicken. Into the oven it went! Following that, she sprinkled some seasoning over it. As written above, this story does not make sense. Who put oil on top of what? Do you really season a chicken after it is in the oven? (Basting does not count!) The correct version would read like this: My mom went to the store and bought a chicken. She rubbed some oil on top of it. Following that, she sprinkled some seasoning over it. Into the oven it went! To review, then, there are specific reading-comprehension skills that will aid in your understanding of the written word. A few of these skills are context clues, cause and effect, drawing conclusions, and sequencing. I hope these examples are useful and have inspired your own creative thinking. And remember...Reading is FUNdamental!

         
    Report cards out new york schools show progress in student achievement but graduation rates in trouble

     

    The spring 2006 statewide report cards for New York Schools show that more schools are making progress in meeting their achievement goals for improvement in English and mathematics, as mandated by the state. Though achieving standards in middle school English is still a problem, fewer students have serious academic problems at the elementary and middle school levels, while more of these students are demonstrating higher standards in mathematics. The performance of the elementary and middle schools has improved significantly. For example, the percentage of students meeting all standards almost doubled from 22 percent in year 2000 to 41 percent in 2005. The percentage of fourth graders with serious academic problems declined from 19 percent in year 2000 to only eight percent in 2005. At the high school level, 64 percent of the students in the Class of 2005 graduated in a four-year period. More students are graduating each year and more are earning Regents Diplomas, but the graduation rate still is too low. The New York schools report cards also showed a correlation between attendance and graduation rates. When attendance falls below 92 percent, the graduation rate declines significantly. When attendance is below 88 percent, the graduation rate plummets. State Education Commissioner Richard Mills believes the graduation rate is much too low. Though student achievement is improving, Mills believes that new reforms are needed to improve the graduation rates of the future New York schools classes. During the next few months, the New York schools will take a series of aggressive actions to solve the problem. Actions under consideration are: • Set both graduation and attendance goals, measuring the results annually, and raising the levels each year; • Hold each school accountable for meeting the targeted goals in both graduation and attendance by accelerating the Schools Under Registration Review (SURR) requirements; • Reform current teaching standards by requiring all teachers to teach only in their certified areas by a certain date; and • Monitor safety plans and violent incident data, and requiring reforms to ensure a safe learning environment for both students and teachers. Additionally, the New York schools have partially completed a student record system, giving each student a unique statewide identifier. In the future, the identifiers will ensure that each student is counted within the school report cards. This allows for a more accurate measurement of a school’s progress and student achievement.

         
    San antonio independent school district gears up for college

     

    San Antonio Schools held two college fairs as part of its GEAR UP program to help the class of 2012 get ready for college. GEAR UP Fairs in the San Antonio Area Current Sixth Grade students and their families attended college fairs at the University of Texas at San Antonio. Participants learned about basic college requirements, entrance examinations, and how to find financial aid. To add a little local flavor to the occasion, school cheerleaders and mariachis performed and refreshments were served. GEAR UP Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federally funded grant given to states to increase the number of low income students enrolling in college. The grant provides funding for six years in order to promote one class of students in college readiness from sixth grade through twelfth grade. Some GEAR UP funds go toward college scholarships for needy students. GEAR UP isn’t just for schools. Local businesses and community groups, including those with religious affiliations, can partner with local schools to provide college information for students. Each school or organization, however, is expected to match federal funding dollar for dollar, meaning that the non-federal contribution must be at least 50 percent. Student Selection GEAR UP funds can be used on a variety of student population groups by focusing on either a “cohort” or “priority students.” Each cohort must satisfy one of the following requirements: • All of the students in a particular grade level at a participating school that has a seventh grade and in which at least 50 percent of the students are eligible for free or reduced price lunch under the National School Lunch Act. • All of the students in a particular grade level who reside in public housing. Priority students, on the other hand, are students who are eligible to be counted under one of the following laws: • The Elementary and Secondary Education Act of 1965 (Title 1) • Free or reduced price lunches under the National School Lunch Act • Assistance under the Temporary Assistance for Needy Families (Title 1 of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996) Private school students also have a chance to participate if they meet any of the above requirements. In order to do so, a local education agency must act on their behalf and either an institute of higher learning or a local education agency is in charge of their finances. For private school students to participate, the private school itself must also be a partner in the grant. Opportunities for the San Antonio Independent School District The district has a lot to gain from the GEAR UP program in targeting students and their parents early on in the college decision making process. Beginning with sixth grade students, the program allows parents and students to develop gradually in undertaking the many responsibilities that come with applying for and paying for college. The class of 2012 is on its way to making a smooth transition into university education.

         
    San diego schools choice program means more opportunities for students but more work for parents

     

    More than one-third of the students in the San Diego schools were enrolled in the Choice Program for the 2005-2006 school year. The program gives parents the ability to transfer their children from their assigned school to one that offers more academic opportunities or specific school attributes. The program offers six methods of eligibility. Program Improvement School Choice. Children assigned to San Diego schools that have failed the No Child Left Behind (NCLB) academic standards may apply to better-ranked San Diego schools. Students applying for transfer under this program generally receive a higher priority than others and receive free transportation. If in the future the assigned San Diego schools pass the NCLB standards, parents may choose to move their children back to the assigned schools or continue in the new schools. Magnet Schools Program. These San Diego schools are each based upon a theme, such as performing arts, with the curriculum centered around it. Though they provide all the state required basics, students can immerse themselves in the particular subject; whereas in other schools, the theme may only be offered as an elective class or two. Magnet schools are designed to attract a diverse cross section of students from throughout the city. Free transportation is provided to students who live outside a specific mileage range. Acceptance priority is given based upon: • Demographics — they encourage San Diego schools students living in demographic areas different from where the Magnet School is located to apply, • Continuity — San Diego schools students in a performing arts elementary school, for example, would be given acceptance priority when applying to a performing arts middle and high school, • Siblings — San Diego schools students with brothers or sisters already enrolled in the school are given priority, • Program Improvement — receives a lower priority than the others listed above, and • General Applications — receives the lowest priority. Voluntary Ethnic Enrollment Program (VEEP). VEEP was designed to provide a better racial and cultural integrated, educational experience in the San Diego schools. Predominantly Caucasian-populated schools are paired with minority schools for the program. Most transfer students receive free transportation. Choice Program. Any San Diego schools student is eligible to apply to any school not in the Magnet program. Acceptance is based solely on the space available, and transportation is the parents’ responsibility. Inter-District Transfer Program. Any student with the state may apply to any school within the San Diego schools. Like the Choice Program, acceptance is based solely on the space available, and transportation is the parents’ responsibility. Charter Schools Program. These independent schools within the San Diego schools are on space available only and often use a random lottery for application acceptance. Some require that the students applying meet specific criteria. If you are interested in transferring your child to a Charter School, inquire early — they set their own application deadlines. If you find that your child does not meet any of these criteria or their acceptance priority would be low, there are two other methods of gaining transfer acceptance that are not part of the overall Choice Program. They are through special request and the Gifted and Talented Education Program (GATE). You may submit a special request to the San Diego schools, when your child’s assigned school does not offer specific coursework. These requests are handled on a case-by-case basis. If the GATE program is not offered in your child’s assigned school and your child qualifies, again you may request a transfer to a school that does. Other than in the Charter Schools, applications to San Diego schools by March 15th for the following school year are given priority. Though the Choice Program offers a great opportunity to all San Diego schools students, there are a lot of choices. With 212 public schools, including the 31 Magnet Schools and 35 Charter Schools, investigating the schools and their offerings can be overwhelming and time consuming for the parents. San Diego schools officials offer the following advice: • All schools offer the required basic coursework, so do not get caught up in “only one school will do” — look at the many other schools, too; • Look beyond test scores — schools have a lot more to offer, such as specialized education programs; • Visit the school campus — what looks good on paper may be different in reality, sometimes better and sometimes worse; • Talk to parents and educators at the school, find out first-hand; and • Ask if they offer parent seminars and tours before the application deadline. If you are interested in applying for a transfer to any of the San Diego schools, begin early, list the criteria you wish to be provided by the school, look at all the available schools, choose those that seem to fit your requirements, and then thoroughly investigate each one. It is a lot of homework for the parents, but it can be the best foundation they can give their children. This information on San Diego schools is brought to you by schoolsk-12.

         
    San diego schools closing gap in math

     

    As the San Diego schools graduating class of 2007 begin their senior year, school district superintendents across San Diego County are celebrating. The San Diego County Schools announced in September that, as of the class of 2006, the gap in passing the crucial math portion of the state exit exam is nearly closed between black/Latino and white/Asian students. The county school report represented three years worth of student testing. The results break a long-standing pattern of lagging scores for black and Latino students. Across the nation, as well as in the San Diego schools, gaps have long been evident between races in many academic measures, such as SAT scores, dropout rates, and college prep course enrollment. There are many theories as to why the gap exists. Some believe high-achieving minority students are condemned by their peers as “acting white”, while others believe that racism is built into the institution to discourage minorities from enrolling in rigorous courses. It is even believed that predominantly low-income, minority schools generally employ inexperienced or uncredentialed teachers. Whatever the problem, it seems the San Diego schools and other districts in the county are resolving it. About three years ago, 42 school district superintendents, including the San Diego schools, pledged to help black and Latino students bring their math skills up to par. The Superintendents’ Achievement Gap Task Force closed the gap by using teacher training, prep courses, increased teaching time for struggling students, and a symposia for county educators to share techniques and results. A variety of methods were employed to ensure students had every opportunity to succeed. By class of 2006 graduation day, 92.3 percent of blacks and Latinos had passed the test, and 98.5 percent of whites and Asians had passed. When the class of 2006 first took the exam two years ago, 65 percent of blacks and Latinos passed the math portion, with 90 percent of whites and Asians passing it. The math portion of the California High School Exit Exam covers middle school math and some algebra. A score of at least 55 percent must be achieved to pass the exam. Students first take the exam in their sophomore year and have numerous chances in their junior and senior years to retake the exam. The test was first administered in 2001, but the requirement to pass or not receive a high school diploma was implemented with the class of 2006. Passing the math portion is of particular concern to the San Diego schools, where 43 percent of its students fall into this lagging behind category. Latino children represent its largest racial or ethnic group. San Diego schools Superintendent Carl Cohn pointed out the importance of this test. He said it means the difference between a lifetime of unemployment and/or incarceration and a successful lifestyle for San Diego schools students. “It makes all the difference in the world,” stated Cohn. “The test is genuinely high stakes.” The National Center for Education Statistics underscores the San Diego schools superintendent’s remarks. It reports that, if a student enrolls in algebra in the eighth grade, the chances that student will apply to a four-year college almost doubles. With all the good results for the county’s class of 2006, 1,207 students were denied diplomas, because they did not pass the math portion of the exit exam. Thus, for the San Diego schools, a gap is still a gap. San Diego schools officials acknowledge that more work needs to be done to bring blacks and Latinos’ pass rates up within the San Diego schools.

         
    San diego schools embrace the no child left behind program

     

    The No Child Left Behind (NCLB) program is a federal law that governs elementary and secondary education and is funded by Federal Title I. Under the NCLB, school boards must ensure that their high poverty schools meet the educational needs of low-achieving students. The goal is to close the achievement gap between the high and low-performing students. San Diego Schools are committed to delivering strong standards-based education with programs that are designed to improve student achievement in the gateway skills of reading, writing and mathematics. Along with this commitment, they have embraced the NCLB program, which benefits the San Diego schools and its students as follows: • San Diego schools must provide greater accountability for results, which means an even better school district with higher scholastic achievement from its students; • The district gains greater flexibility for spending federal money, allowing them to decide where the money best serves to improve student achievement; • Parents have more options over their children, allowing them to choose a non-participating school over a NCLB school; and • San Diego schools gain an increased emphasis on teaching methods that have been proven to work. Of the 202 San Diego schools, 138 are eligible for the NCLB program. Schools are selected for the program if they have not made adequate annual progress for two or more consecutive years and serve students from high-poverty backgrounds. Annual state-required student achievement targets measure the progress of each of the 138 San Diego schools. There are currently 37 schools participating in the NCLB five-year program and designated as Program Improvement schools. The following seven schools are in their first year of the program — Clairemont High, Creative, Performing and Media Arts Middle; Knox; Pershing Middle; Rosa Parks Elementary; Wangenheim Middle; and Washington. In their second year are ALBA, Bayview Terrace, Correia Middle, Dana (5-6), Emerson/Bandini, Encanto, Garfield High, Logan, Madison, Montgomery Middle, Muir (K-12), and Twain. The third-year San Diego schools are Garfield, Marston Middle, and Pacific Beach Middle. Baker, Bell Middle, Clark Middle, Farb Middle, Hoover High, Kroc Middle, Morse High, O’Farrell Charter, Roosevelt Middle, Taft Middle, and Tubman Village Charter are in their fourth year. Four San Diego schools are in their fifth year. They are Balboa, Gompers Secondary, Memorial Charter, and Wilson Middle. Those schools highlighted above met their adequate yearly progress targets in 2005, showing remarkable improvement in student achievement. During all years of the program, parents may choose to send their children to a designated non-participating school and receive transportation at San Diego schools expense. During years two through five, free tutoring is provided to eligible students after school, based on academic need. Parents select from a state-approved list of service providers. In year three of the program, the district will intervene, making additional options and services available. The district develops plans for restructuring the San Diego schools that are in year four of the program. The plans include major reorganizations and fundamental reforms that affect the staffing and administration of the schools. Any school still in the program in year five is restructured, according to the plan developed for the school in year four. San Diego schools provide parents of children attending Program Improvement schools with information on a variety of education-related issues. Additionally, parents may request information on the professional qualifications of teachers and paraprofessionals associated with their children. Parents are asked to partner in their children’s education by participating in school events, volunteering on school administrative committees, volunteering in the classroom, and providing home support to further enable their children to learn. San Diego schools serve nearly 136,000 students. The district is the second largest in California. They are committed to improving student achievement through modernized facilities and resources, enhanced classroom learning through challenging and proven teaching methods, and involving the community in the educational process. The NCLB is just one of the many programs instituted by the San Diego schools to serve and benefit the students educational needs.

         
    Seo guide

     

    SeoR. iNFO is a new website wich brings visitors the capability to learn how one can build a powerfull websites with strong serps . Here you can find seo news, seo tips and rules and many more ! We can call our selves in short words "The SeoR" . Stay tunned with our seo blog aggregator and learn from the best.

         
    Snapshot of 2006 07 school year for the los angeles schools

     

    The 2006-07 school year for the Los Angeles schools is still burdened with many of the same overcrowding problems and busing issues of the past; however, improvements are being made and the future is looking brighter. The $19.2 billion school construction program has provided 12 new Los Angeles schools with 9,300 students attending and will surely alleviate some of the current overcrowding. The program, however, will not be completed until 2012. At that time, there will be enough new schools to return all schools to the traditional, two-semester calendar year; and students will be able to attend schools within their own neighborhood, rather than being bused where there is available space. Currently, 184 schools are on year-round calendars. That means that an estimated 176,000 Los Angeles schools students will begin school on July 5, while the other children that attend the traditional schools are preparing for family vacations. They do not begin school until September. Year-round Los Angeles schools operate on three or four staggered tracks in order to accommodate all the students enrolled. Students on B, C and D tracks begin school on July 5 of each year, while students on A track begin August 18. The majority of Los Angeles schools are traditional, two-semester schools that have a September to June school calendar. This includes more than 390,000 kindergarten-through-twelfth graders that enjoy a normal school calendar year. With 712,000 students projected to enroll in Los Angeles schools this school year, the year-round schools are currently a fact of life. To ensure students meet the July 5 start date, attendance counselors are assigned to the year-round Los Angeles schools during the first days. Children who are no-shows on the first day of school will find these counselors telephoning or visiting their parents to find out why. Attendance, on-time arrival, and being prepared to learn are essential with the overcrowding issue in the Los Angeles schools. The 2006-07 school year will continue to include rigorous academics, which previously have resulted in improved student test scores in the Los Angeles schools. There are initiatives in place to further strengthen coursework in order to reduce the dropout rate, as well. Class size for the eighth and ninth grade Algebra and Algebra Readiness classes will be reduced this year to allow for more individual instruction. Algebra skills are essential for graduation, as well as to meet college enrollment requirements. It has become a key subject for students to master, and the Los Angeles schools are giving them every opportunity to do so. Additionally, low performing high schools will receive $36 million to transform their academics, facilities and operations in order to ensure Los Angeles schools students gain the necessary skills and graduate. The Los Angeles schools are making great strides in student achievement and ensuring each student is given equal opportunity to succeed. Hopefully by 2012, the Los Angeles schools also will offer all students the traditional school year in their own neighborhoods, as well.

         
    Spanish for beginners pronunciation

     

    We all find it hard when starting a new language, and one of the trickiest things can be pronunciation. What we will do is give you a quick run through of the rules and how they apply them to Spanish words Welcome to Spanish for beginners, a pronunciation guide, the first thing we are are going to look at is the Spanish Alphabet. a b c ch d e f g h i j k l ll m n ń o p q r s t u vx y z Firstly we can see that there is on w, but we do have three new letters that are not in the English alphabet, ch, ll and ń. Lets start with the vowels. Spanish For Beginners - Pronunciation - The Vowels Unlike English vowels, Spanish vowels only have one sound. a is said as in cat, not as in say. e is said as in beg. i is said as in feet, not as in sit. o is said as in not, not as in note. u is the exception, it has two options! it is said as in cool, unless it is between a g and an i, or a g and an e, then it is silent, even then if it has two dots over it ь, then you do pronounce it as described. Easy? Spanish For Beginners - Pronunciation - The Consonants We will look at the consonants the differ from the English consonants and leave the three new letters (ch, ll and ń) until the end. b and v have the same sound, not as harsh as either of the English version, more a light breathy combination of the two. c is pronounced as in cat, unless it is followed by an e or i, then it is pronounced like th in this. d is very similar but slightly softer than the English version, especially if it falls at the end of a word. h is silent. j should not be said as in jump, instead it should be said like the ch in loch. g has two sounds, its pronounced like an English j (as in jump) if followed by an e or i, and like an English g (as in girl) when followed by a, o and u. qu is always pronounced like an English k, never a kw sound. r is a letter you can have fun with, it should be rolled rrrr. z is like the English th sound. Go on have a go a go at few words now, try Havier, Valladolid, quiosco or Barcelona. Spanish For Beginners - Pronunciation - Stress Rules Spanish words are in three groups when it comes to stressing the right part of the word, by stress I mean where you vocally emphasize the word (try saying emphasize out-loud, you will stress the em at the start of the word). The first group is every word apart from those that end in a consonant other than n or s. In this first group the stress is put on the last syllable as in calor, lavar or nacionalidad. The second group, the words that end in a vowel or n or s. Here the stress is on the syllable before last as in Mexico, nacimiento or primavera. The last group is nice and easy, if you see a word with a letter with an accent like a ń, then that is where the stress goes, as in marrуn, fбcil or tambiйn. Well thats those are the ground rules for Spanish for beginners, I really hope they have helped, you can have great fun with Spanish, give it a try.

         
    Spanish made easy unlock your hidden knowledge. part 1

     

    You might not realize it but you already know hundreds, if not thousands, of Spanish words? In these articles we will highlight all the ways in which the English and Spanish languages share hundreds of words, words that you will be able to use every day. ‘Ible And ‘Able Words Any English that ends in ABLE or IBLE has a Spanish counterpart will almost always be the same. As an example favorable, formidable, considerable, admirable and honorable all have the same in meanings in both languages. This also applies to the IBLE words, words like combustible, comestible, horrible, terrible and impossible. What is also worth noting is that if the word can be split by the removal of the suffix (take the “ible” away from terrible and you have terror or “able” away from honorable to leave honor) then the start of word can be used in Spanish as well. The words may be spelled the same in both languages and have the same normal ( normal is an English/Spanish word) meaning they are pronounced differently. A guide on how to pronounce Spanish words can be found in later articles. Modern Words. Languages evolve and develop as the years pass with the majority of new words that entering a language coming from the scientific or technological area (area is also an English/Spanish word). Examples of shared words include; alcohol, eclipse, celestial, bacteria, aerosol, interface, laser, numeral, factor and television. New inventions will normally be called the same all over the world but as you can see the shared words come from all kinds of disciplines and the ones chosen here are only a tiny sample, As emphasized, these will be subject to Spanish pronunciation changes. Cultural Cossover. With the advent of global communications the World is getting smaller, and as a result the cultural differences between countries too gets smaller. This leads to words crossing boundaries and being used in the everyday language of many languages, so words that have a heavy popular (popular is an English/Spanish word) cultural reference will quite often be usable. Examples of this include things like; golf, director, hockey (sobre hielo, is ice hockey), album, comercial, comic, ballet, video, jersey and record. Because this crossover works both ways, without knowing it, you will have come across many Spanish words in every day use, words in place names, words from cookery etc. Words like; adios (goodbye), bandido (bandit), cabana (hut), chorizo (sausage), empanada (pastry), cerveza (beer), Navidad (Christmas), diablo (devil), junta (committee), hacienda (home), laguna (lagoon), macho (manly), padre (father) and tortilla (omelet). Try one day noting how many Spanish words you come across, you may be surprised. This is just the start of unlocking you hidden knowledge look out for part 2.

         
    Spanish made easy unlocking your hidden knowledge. part 2

     

    You might not realize it but you already know hundreds, if not thousands, of Spanish words? In these articles we will highlight all the ways in which the English and Spanish languages share hundreds of words, words that you will be able to use every day. In the last article we looked at the words that have identical spellings in both languages, and identical meaning, in this article we will look at words which are spelled slightly differently but are so close as to be easily understandable and usable. There Is No “TH” In Spanish. There are many Spanish words that looks familiar but are subtly different. This is because you will hardly ever see T and H together in Spanish, so words in Spanish that look unfamiliar may become more obvious when an H is added . Examples of this include; Cathedral comes from catedral, thesis from tesis, marathon from maraton, thermal from termal and autor is author, I bet you can guess what matematico is? The th sound is replaced by a flat t sound as in hat. There Is No “TION” In Spanish. Not only are there no TH words, but the Spanish language has no words that end in TION. This means that instead of edition we have edicion, the T is replaced by a C. when we know this its makes it easy to work out what these words mean; atencion, asociacion, coleccion, adicion, and combinacion. There are obvious but slight changes in some of the spellings but knowing what to look for will help you identify words. The sound of the word changes as well as the spelling, the sh sound of a word like edition, changes to a thee sound in edicion. Adding A Vowel. Many Spanish words differ from the English version by only one letter, that letter is usually a vowel and it comes at the end of a word. This is because the Spanish language (like many others) assigns a gender to lots of its words, if the gender is male the word ends in an O, if the gender is female it ends in an A. A Spanish word like apartamento, is obviously apartment, it has been given the masculine ending. Other similar words are; busto (bust, as in sculpture), bulbo (bulb), cataclismo (cataclysm), concepto (concept), candidato (male candidate) and producto (product). This means that words ending in A have been given the feminine ending, words like; acrobata (acrobat), candidata (female candidate), diagrama (diagram), epica (epic), ilusionista (illusionist) and planeta (planet). As shown above words like candidate when Spanish can end in either O or A depending on the person being described, but that should not stop you realizing what the word is. Spanish is a well defined, which means that the rules guiding its use are quite simple, but no language rule is ever water tight, though armed with the knowledge from these articles you should, hopefully, have expanded your Spanish vocabulary.

         
    Special education needs causing financial crisis in california schools

     

    Now, I am all for special education for children with disabilities. I attended school at a time when such children were either put into “special” schools or thrown in with the general student population to sink or swim on their own. It was a terrible inequity. It finally was addressed in the 1970s with a law designed to correct such discrimination by giving these children the civil right to an equal opportunity to learn. The law covered children from birth to age 22, guaranteeing them the right to a free and “appropriate” public education. It is the ambiguous word “appropriate” written into the law that is creating a crisis for the California schools, according to Nanette Asimov, staff writer for the San Francisco Chronicle. The article cited a situation of one California schools child with a disability. The assigned public middle school offered special college prep classes, daily help from a special education expert, a laptop computer, extra time for tests, the opportunity to temporarily leave class if the child’s had an anxiety attack, and a special advocate to smooth over any problems with teachers. The parents hired a special consultant instead, who found alternative schooling opportunities — all were private schools and all were out-of-state. They settled on a boarding school in Maine, outside the main city, that had one-tenth of the enrollment of the California schools. The one thing this school did not offer was a special education program. The mother said that smaller classrooms and a smaller campus were more important than a special education program. Since the possibility of anxiety attacks was mentioned in the article, no one can truly judge the merit of this situation except the child’s physician and/or psychologist. After the child was placed into the private school, the parents then hired an attorney, who specializes in special education cases, to file papers with the court demanding the California schools pay four years of tuition and family travel costs between California and Maine. Tuition was $30,000 annually. The California schools met the demands. This is only one such case in the California schools, which may or may not have been justified. The problem is that it is not the only case. In 2005, there were 3,763 California schools children with disabilities that were the focus of formal complaints — the vast majority of which came from parents. This is triple the number of only ten years ago, and the numbers are growing. With a cost of almost $40,000 to go to a court hearing and the possibility of an expensive judgment, the California schools attempt to settle cases before they get that far. In 2005, ten percent of the California schools’ cases went to a full hearing — 386 in all. The remaining 90 percent were resolved through confidential settlements. With 700,000 special needs students currently in the California schools and already paying hundreds of thousands of dollars each year for private placements, the school system is headed for a financial crisis. In 2004, the California schools received $4.1 billion for special education from the government and local sources. It was still not enough to pay these extra settlement costs, and the California schools had to take $1.6 billion from the regular class budget. Twenty-eight percent of the special education expenditures that year came from the regular education budget. California schools educators complain that parents who are able to afford an attorney are assured more opportunities for their children than those who cannot afford to do so, creating an inequity between the haves and have-nots. Additionally, special education teachers see benefits to special programs, such as horseback riding therapy, but acknowledge that such parent demands are not education related. California schools parents and educators are at odds. Parents are making tuition payment demands of the California schools for such programs as private day schools, boarding schools, summer camps, horseback riding therapy, and aqua therapy. Additionally, the California schools are expected to pay for computers, airfare, car rental, hotel stays, meals, new clothing and tailoring for the children, cell phone calls, stamps, gas and tolls, and future round-trip visits from time of enrollment until the children graduate from high school. In all, the California schools are paying billions of dollars each year for private placements and auxiliary costs. It is creating an inequity for children the civil rights law was passed to protect and a financial crisis for the California schools. I have to admit that I wanted every opportunity possible for my child to live a happy and normal adult life. I had a special needs child and spent many hours sitting in principals’ offices and at the school board demanding that his needs be met. I was thankful that he received access to the available offerings within the public school system. In my view, however, it is not a question of right or wrong, justified expenditure or not. It is a question of the legislators going back and specifically defining the word “appropriate”. Until then, the California schools are borrowing from Peter to pay Paul, which means less opportunities all the way around.

         
     
         
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