Afterschool Services . In an effort to continue to support DFCS’ broader goal of being a resource to families by promoting self- sufficiency and independence, the Afterschool Care Program provides federal funding to non- profit organizations and public agencies who serve youth and families during the out- of- school time. The mission of the Afterschool Care Program is to provide resources to youth- serving organizations within the state of Georgia who serve families within low- to- moderate income communities and the foster care system. The vision of the Afterschool Care Program is to ensure every child and youth has access to high quality youth development programming within their community. By providing funding through a Statement of Need (So.
Program Partners; After-School Ambassadors; News. Newsletter; Events; Press Releases; Media Coverage; Give; 70,316 Youth Served. YMCA After School Program; Supply Lists. 2016-2017 Supply Lists; Student Registration. Student Registration; Kindergarten Registration. Click on the Home Base icon below to access Home Base (Parent Portal): Hominy Valley. Home Base & Bright Start; Program Choices. The program provides enrichment opportunities for elementary-age children before and after school. DPI HOME ABOUT DPI STATE OF NC NC OPEN BOOK LEGAL NOTICES. N) solicitation process, DFCS partners with community- based organizations and public agencies throughout the state of Georgia who provide services to youth and their families. The goals of the DFCS Afterschool Care Program are to: Strengthen youth- serving organizations and institutions by providing funding that increases their capacity to design, implement, and sustain quality youth development programs and services; Provide opportunities for youth to establish positive relationships with their peers and caring adults during traditional non- school day hours; and. Provide technical assistance to organizations and agencies as they implement services and activities that support their youth’s overall well- being as they prepare for and transition into young adulthood. Archived - - Bringing Education to After- School Programs: Reading in After- School Programs. Bringing Education to After- School Programs - Summer 1. How to integrate a high quality reading effort into an after- school program. Effective after- school programs and effective reading programs require participants to create partnerships with community- based organizations, such as libraries, literacy programs, college tutoring efforts, youth groups, cultural groups, members of the armed forces, and religious auxiliaries. Studies show that sustained individualized attention through extended learning time, when combined with parental involvement and quality school instruction can raise reading levels. The national goal of preparing all children to read at grade level by the end of third grade is very much in line with the 2. Century Community Learning Centers program? DEPARTMENT OF EDUCATION READING RESOURCESAs you think about organizing and implementing your after- school program with a literacy focus, here are some materials available on the U. S. Department of Education? Checkpoints for Progress - Families and Caregivers. Checkpoints for Progress - Teachers and Learning Partners. Compact for Reading (Available Spring 1. Expanding Federal Work- Study and Community Service Opportunities. Just Add Kids - A resource of directory of reading partners, reading pages and other literacy services for families and communities. Learning to Read/Reading to Learn Campaign - Helping Children With Learning Disabilities To Succeed. Play on Paper /Jugando Con Papel Read*Write*Now! Reading Partner Program (Grades K- 6)/ Actividades para Divertirse Leyendo y Escribiendo Reading Partners: The Read*Write*Now! Partners Tutoring Program. Ready*Set*Read! Early Childhood Reading Readiness Program (Grades Pre- K - 3)Simple Things You Can Do To Help All Children Read Well and Independently If you would like hard copies or if the electronic version is not yet accessible, you can order these materials by calling toll- free 1- 8. ED- PUBS, or order on- line by going to http: //www. U. S. Department of Education initiatives and reading improvement in afters- school and summer programs. America Reads Work- Study Program: On July 1, 1. U. S. Department of Education encouraged colleges and universities to employ Federal Work- Study students to serve as reading tutors by waiving the requirement that employers pay part of their wages. Creative tutoring programs are as different as the institutions that host them. For example, in South Florida, a consortium of schools led by Miami- Dade Community College sent tutors to inner city schools, while in the Pacific Northwest, a consortium led by Washington State University sent tutors to work with rural migrant children. The Reading Excellence Act has been authorized for the next two years, allowing even more at- risk children to receive the support they need to improve their literacy skills through local reading improvement subgrants and tutorial assistance subgrants. The Reading Excellence Act targets the children who are most in need of additional assistance at the most critical period: the primary grades. These grants will be awarded to school districts to allow them to provide a number of after- school tutoring options (both school- based and non- school- based) for children in need of additional reading assistance. It may also be possible that some of the 2. Century programs could be suitable to act as the non- school based program for the TAGs portion of the grant.
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At the same time, the University has the opportunity to lead the way in transforming the classroom to enhance the learning and cultural experience of global citizens. It should be noted that not all topics or classes immediately lend themselves to a global experience or exchange. We propose that there are small modifications, as well as significant ones, that we can make in our classes and courses that foster a global experience for all students. Mission Statement: CIE’s Global Learning Faculty and Student Development mission is to assist Purdue instructors to be stewards in optimizing and transforming classroom teaching and learning by integrating global issues, activities, and experiences into class content and learning objectives, so that all students, international and national alike, have a venue for unique, realistic global experiences and global learning. The Global Learning Faculty and Student Development Program values the: Preparation of students for a global society including the integration of global issues into classroom learning. Effective, practical and efficient instruction by faculty. Opportunities to prepare all students for a global society. Multiple forms of diversity and globalization. Faculty Development for the 21st Century.Faculty Development Program: Training in Educational Research; Faculty Development Program: Training in Educational. The Faculty Development Program has seven. FACULTY DEVELOPMENT PROGRAM. Development Program (FDP) is to equip the faculty and. Influences occurring outside the classroom that significantly interact with student success in learning. Suggestions for Transforming Classroom Teaching and Learning: Identify your course goals, learning outcomes and objectives. Determine whether your course will be one in which optimizing the global experience can occur while meeting the goals, outcomes and objectives. Meet with other faculty or CIE staff members to best reap the benefit of this identification process. This process may well assist you in redesigning sections/parts of your course to better globalize it as you begin thinking about revising your syllabus to include globalization. Consider developing and adding some aspect of global understanding in course content as a measurable learning objective, and include it in your syllabus. Use your syllabus to address course expectations; include a welcoming discourse; consider adding a global mission; provide campus English proficiency resources. Take time at the beginning of the semester to orient, prepare and “train” students on the importance of global knowledge and understanding. Constantly communicate your guidelines for respecting and sharing of diversity and differences. Put these guidelines in your syllabus and repeat them in class. Make yourself knowledgeable about the profile of your students, including country of origin and native language. Practice pronouncing names. Set up a special meeting between your international students and yourself. Ask them about themselves and seek their input on certain topics and in addition, clarify or reinforce course guidelines. A considerate instructor would also do this with national students. To make your class a global experience for all your students, national and international alike, include assignments and activities for students that compare and contrast course content between different contexts, cultures or countries. To help you build a collection of examples, provide assignments where students individually submit examples from their own culture (get their permission to use these examples in your current and future classes). Design in- class activities where all students are required to interact with each other, especially cross- culturally, e. Provide helpful tools for English as a Second Language (ESL) students such as Boilercast; post your lecture Power. Point notes perhaps including blanks to be filled in during lecture time; publicize the learning objectives for each lecture; select the captions option on videos, etc. Consider increasing short writing assignments that give international students time to reflect and assimilate answers to questions or problems. National students can use this same time to reflect and assimilate, as well. Bring samples of good answers to these questions or problems to class for students to self- evaluate their responses compared to the good answers you provide. Have students read and discuss each other's answers. Divide large writing assignments into smaller sub- assignments in order for students to use your incremental feedback to scaffold and progressively develop their ability to successfully complete the larger, full assignment. In lecture. Use examples that are global in nature, e. Japan, Sweden and USA. In lecture, repeat important concepts/ideas. Associate Dean for Faculty Development The faculty Development Program. Faculty Development Programs. HIM Faculty Badge Program. Faculty development courses for. Emphasize their importance. Bring in guest speakers who are international and/or have international cultural expertise to enrich and contribute to student discussion and expand global understanding. Use educational technologies that encourage student interaction, e. Hotseat for ubiquitous participation. Design assignments such that international and national students are required to engage with each other in discussion in order to develop solutions together. Include international sources in your references and examples. Again, design assignments so that students can help you collect sources. Make use of international professional associations and websites. Consider re- designing your course into a Service- Learning (SL) format. The opportunity for national and international students working together on a Service- Learning project not only impacts learning in significant ways, it also exposes students to the lifelong practice of giving back in their communities. In addition, SL creates a venue for a high level of interaction among all students as they meet identified community needs. The number within teams will be dependent on your learning expectations. Pay special attention to the participation interactions in the teams. Encouragement of or role modeling for participation is often necessary and considered good practice. Consult with CIE. This builds a shared knowledge and practice of sound teaching (pedagogy) for integrating global issues and perspectives into courses. This sharing is best achieved by. One- on- one consultation. Visiting the Global Learning Guide. Sharing your successes with the CIE staff. Seeking out and talking with other faculty on campus, thus striving to build collective wisdom on making the most of globalizing our courses. Helpful resources for your students. For additional information and consultation on Global Learning Faculty Development, please contact the Center for Instructional Excellence at 7. Pay attention to the rhythmic ideas that I am playing. It's fairly common sort of rhythm for a blues song and will help form a base for your own playing. The second thing to pay attention to is my use of the blues scale. It doesn't matter what key you play in, the blues scale will sound the same. Try to pick out some of the riffs that I play and use them in your own ideas. You don't have to play them verbatim, feel free to learn from and expand on them. Download and print piano solo sheet music, including transcriptions and arrangements of your favorite songs and television, film, and orchestral music. Jazz Blues - Jazz Piano Solos.pdf - Download as PDF File (.pdf) or read online. Watch Nate Bosch Play A Blues Piano Solo! Note: Video downloads for this blues piano solo will be coming soon. There are a few things that you can pay attention to. Blues Scales for Piano. Adding a ”blue note” to the regular Pentatonic scale gives the Pentatonic Blues Scale. These scales are for obvious reasons perfect when. RadioTunes features a wide variety of free streaming radio channels. Blues Rock; Bolero; Bossa Nova. Channel Director: Gary Farr. The Joy Of Boogie And Blues Piano Solo. 15-09-2016 2/2 The Joy Of Boogie And Blues Piano Solo. Other Files Available to Download Jazz piano transcription service. Service help you to transcribe any piece - transform the music into sheet. Also you can purchase more than 600 transcriptions in PDF. Knowing the piano blues scale backward and forward will make you more comfortable soloing. The law also stipulates that students with disabilities are entitled to related services, as needed. Related services include such services as transportation, occupational and physical therapy, and psychological, counseling, speech/language pathology, audiology, and interpreting services. For most students with disabilities, “specially designed instruction” is defined as involving intensive, relentless, structured, appropriately paced instruction, in small groups in which each student's progress is monitored frequently (Kauffman & Hallahan, 2. According to Kauffman and Hallahan, all of these characteristics should usually be more evident in special education than is typically the case in general education. Intensive instruction translates into more teacher instructional time and more opportunities for students to respond to the instruction and more time to practice and review what they have learned. Relentless instruction involves repeating this sequence or parts of this sequence more often than is typically done with non- disabled students. All Disciplines; Arts, Humanities, and Social Sciences; Education; Science and Engineering; All Disciplines. Committee on Institutional Cooperation (CIC) Summer Research Opportunities Program (SROP. Find resources your school has set aside for you at the bookstore. What is the evidence of effectiveness of home visiting to reduce rates of child maltreatment? DRS Technologies delivers quality, customer focused power conversion solutions wherever mission critical operations require it. When operating in isolated, demanding locations. The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Structured instruction refers to teachers being more directive, instituting more explicit rules, and providing more frequent consequences for appropriate or inappropriate behavior. The pace of the instruction in special education is tailored more to the needs of the student and is often slower, with teachers waiting for a longer period of time for a response after querying the student. Instruction in small groups facilitates the intensity, relentlessness, structured nature, and the individualized pace of instruction. Moreover, specially designed instruction means that a student's progress in learning is monitored frequently, often several times per week. In addition to these general principles of instruction that apply to most students with disabilities, there are some that apply to specific categories of special education students. For example, for students with blindness or low vision, the “specialized designed instruction” may take the form of reading materials in Braille, large print, or audio recordings, and instruction in the use of a cane for mobility. For students who are deaf or hard of hearing, the instruction may involve sign language or hearing aids. Additionally, for students with emotional or behavioral disorders, instruction may require highly structured classrooms and teaching routines and use of functional behavioral assessment (FBA) and positive behavioral intervention and support (PBIS). FBA involves determining what factors help to set off and maintain inappropriate behaviors. And PBIS emphasizes “rewarding positive behavior, to make problem behavior less effective, efficient, and relevant and to make desired behavior more functional” (Hallahan, Kauffman, & Pullen, 2. Students served by special education fall into 1. In order of prevalence they are learning disabilities, speech or language impairments, mental retardation, emotional disturbance, other health impairments (including attention deficit hyperactivity disorder), multiple disabilities, autism, orthopedic impairments, hearing impairments, developmental delay, visual impairments, traumatic brain injury, deaf- blindness. The federal government has provided definitions for each of these categories in order to give guidance to schools in finding students eligible for special education services. Learning Disabilities.
Dc Early Intervention Program Dc Eip ProgramStudents with learning disabilities are by far the largest category of special education, comprising between 5 and 6 percent of the school- age population and nearly half of all students identified for special education services. Although its historical roots can be traced back to work done in the 1. Europe (Halla- han & Mercer, 2. A major reason for the eventual recognition of learning disabilities as a condition warranting special education services came from parents and professionals who pointed out that there were many students who, although not scoring low enough on intelligence tests to qualify as mentally retarded, were nevertheless still displaying learning problems, especially in reading. The federal definition of learning disabilities is as follows: General—The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.). Disorders Included—Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.). Disorders Not Included—Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage (Individuals with Disabilities Education Act Amendments of 1. Sec. 1. 3.). Speech or Language Impairments. Speech impairments include disorders of articulation, fluency, and/or voice (American Speech- Language- Hearing Association, 1. Articulation disorders often result from neuromuscular abnormalities resulting in omission, substitution, or distortion of speech sounds. Fluency refers to being able to produce smooth speech flow. Disorders of voice include such characteristics as abnormal pitch, loudness, or resonance. Language impairments can include problems in production and/or comprehension that violate the rules of language pertaining to phonology, morphology, syntax, semantics, or pragmatics. Phonology rules govern how speech sounds are sequenced. Morphology refers to parts of words that indicate such factors as verb tense and plurals. Syntax involves word order that reflects proper grammar. Semantics refers to the meanings of words and sentences, and pragmatics involves using language for social purposes. Mental Retardation. Most professionals use the definition of mental retardation provided by the American Association on Intellectual and Developmental Disabilities (AAIDD): “Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 1. AAMR Ad Hoc Committee on Terminology and Classification, 2. The AAIDD considers the following five points as crucial to understanding the context of the definition: Limitations in present functioning must be considered within the context of community environments typical of the individual's age peers and culture. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors. Within an individual, limitations often coexist with strengths. An important purpose of describing limitations is to develop a profile of needed supports. With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation (intellectual disability) generally will improve. Emotional Disturbance. There is considerable controversy concerning the definition of emotional disturbance, which stems from the relatively subjective nature of the condition. In fact, even though the federal government uses the term emotionally disturbed, there are many professionals who prefer the term emotional or behavioral disorders because it more accurately conveys the socialization problems these students exhibit. With respect to definition, many authorities agree on the following three features of emotional or behavioral disorders: Behavior that goes to an extreme—that is not just slightly different from the usual; A problem that is chronic—one that does not quickly disappear; and. Behavior that is unacceptable because of social or cultural expectations (Hallahan et al., 2. Other Health Impairments. According to the federal definition, other health impairments (OHIs) are medical conditions, such as asthma, diabetes, epilepsy, sickle cell anemia, which impair to such a degree that they adversely affect a student's educational performance. The key to the definition is that the condition must interfere with the student's educational performance. For example, not all students who have asthma have it to such a degree that it affects their ability to function in school. Students with attention deficit hyperactivity disorder (ADHD) are also included in the federal government's category of OHI. The American Psychiatric Association (2. ADHD: (1) ADHD, predominantly inattentive type; (2) ADHD, predominantly hyperactive- impulsive type; (3) ADHD, combined type. The reason behind the decision to place ADHD in the OHI category is an interesting lesson in disability advocacy and politics (Hallahan et al., 2. In the late 1. 98. ADHD as a new category of special education. Many surmise that the U. Department of Education was worried about creating yet another category, especially one that could potentially attract large numbers of students. Therefore, in 1. 99. ADHD could receive special education services if they were identified as having OHI, i. ADHD would not meet the criteria of OHI because their educational performance was not adversely affected. Multiple Disabilities. The multiple disabilities category consists of students who have two or more disabilities, “the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments” (3. CFR, Sec. Many authorities in the early 2. The conditions on the spectrum share impairments in three areas: (1) communication skills, (2) social interactions, and (3) repetitive and stereotyped patterns of behavior (Strock, 2. Classic autism and Asperger syndrome are the most common conditions. Your conductors are: Ross: http:// Danny: http:// Click to Subscribe. Leisure Suit Larry 6: Mud with Power - PART 6 - Steam Train GameGrumps.Leisure Suit Larry Magna Cum Laude demo - Free download and software reviews. As the first adult- adventure hero, Leisure Suit Larry was both mensch and chauvinist, trying to fill the role of lovable loser while objectifying women at every turn. It's been almost nine years since the previous installment of the franchise, and the gameplay, graphics, and controls of Magna Cum Laude indicate that Larry has aged fairly well. Aside from the juvenile humor, much of which is devoted to bodily functions, the basic gameplay of Leisure Suit Larry Magna Cum Laude involves . During a one- on- one with country girl Sallie Mae, you guide a sperm through an obstacle course. The better you do controlling the sperm, the better Larry's lines are. Two other diversions demonstrate some of the minigames. In one, Larry delivers fliers while catching paper airplanes; in the other, he dances with Sallie Mae by matching beats and buttons. The 3. D interface looks great, though the demo doesn't provide much guidance on how to play. Last year, the future looked unexpectedly bright for Leisure Suit Larry. This year, however, the creator of the original 1987 classic PC game has told Kotaku that he's resigned from the publisher who brought Larry back to the. Leisure Suit Larry: Magna Cum Laude v1.0 . Leisure Suit Larry: Magna Cum Laude NUDITY PATCH; Game Releases: ENGLISH; GERMAN; Related. The full game is definitely intended for adults, but the demo seems more PG- 1. Leisure Suit Larry Updates Leisure Suit Larry 1. For the Leisure Suit Larry Collection version of Leisure Suit Larry 6. This is a BETA patch for the Leisure Suit Larry Collection version of Leisure Suit Larry 6. ZODIAC Leisure Suit Larry: Reloaded - Leisure Suit Larry in the Land of the Lounge Lizards was first released by Sierra On-Line in 1987 and be-came an international phenomenon. The lovable loser Larry Laffer -- a 40-year-old. |
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