NY Education

Funding Opportunity: New York State...

Funding Opportunity: New York State Career and Technical Education Technical Assistance Center (NYS CTE TAC)

The New York State Education Department (NYSED) is seeking proposals from organizations to provide research and support services that build effective communication links with Career and Technical Education (CTE) and academic programs at the secondary and post-secondary school-levels. The purpose of the NYS CTE TAC is to assist the NYSED in carrying out the Board of Regents reform agenda and CTE team’s mission of improving the quality, access, and delivery of CTE through research-based methods and strategies resulting in broader CTE and career readiness opportunities for all students.
Funding Opportunity: Expanded Preki...

Funding Opportunity: Expanded Prekindergarten for Three- and Four-Year Old Students in High-Need School Districts

The purpose of the Expanded Prekindergarten for Three- and Four-Year Old Students in High Need School Districts is to increase the availability of high quality prekindergarten placements for high need children and schools within New York State.
RFP Posted: Breakfast Media Campaig...

RFP Posted: Breakfast Media Campaign

The New York State Education Department’s (NYSED) Child Nutrition Program Administration (CNPA) team is seeking proposals for a comprehensive statewide multi-media campaign to promote the importance of consuming a nutritious breakfast and getting daily physical activity to students and teachers. The vendor would be responsible for developing an impressive statewide multi-media campaign that focuses on the correlation between the consumption of breakfast and getting daily physical activity with positive learning outcomes.
News and Notes: Introducing Commiss...

News and Notes: Introducing Commissioner-Elect Elia

Read our latest edition of News and Notes for an introduction to Commissioner-Elect Elia, a recap of the Learning Summit, new social studies resources, translated modules, teacher workshops, news from the State Library, and more!
Funding Opportunity: 1003(g) School...

Funding Opportunity: 1003(g) School Improvement Grant (SIG) – Round 6

The primary purpose of the SIG is to provide Local Education Agencies (LEAs) with an opportunity to support the implementation of a whole-school change model in their Priority Schools. This grant allows for three federally-designated models to do so: Turnaround, Restart, and Transformation. In addition, this grant is introducing three additional models – Innovation Framework, Evidence-based, and Early Learning Intervention. A secondary purpose of the SIG is to support this school closure process. In certain cases the LEA, in collaboration with the local community, may conclude the best option for its students is to close the existing school and transfer students to existing higher achieving options within the district. The requirements and parameters set forth in this Request for Proposals (RFP) will serve as the quality standard for an approvable SIG plan. LEAs will be expected to fully implement the SIG plan in its funded Priority Schools through available resources including, but not limited to, the SIG. The SIG plans in this RFP must be designed to meet one of the intervention models. For additional information review the SIG Grant Application Documents.
2015-2018 Learning Technology Grant...

2015-2018 Learning Technology Grant Application

The purpose of this grant is to help transform learning environments through the integrated use of instructional technology in classrooms and school libraries, and to provide sustained professional development to increase the skills of teachers and school librarians in the use of instructional technology in coordination and implementation of the Learning Standards of New York State and the New York State P-12 Common Core Learning Standards. The goals of this grant are to integrate instructional technology in classrooms and school libraries to help students attain higher levels of performance in the State Learning Standards of NY and NYS Common Core Learning Standards to ensure that all New York State students graduate from high school ready for college and careers.

InsidehigherEd

Essay on how academics should appro...

Essay on how academics should approach 'revise and resubmit' responses from journals

Michael S. Harris offers advice on how to handle a key part of the publishing process.

Essay on unusual career shift by an...

Essay on unusual career shift by an English professor

Sean P. Murphy, an English professor turned psychiatric mental health nurse-practitioner, considers the communication and other skills needed for both jobs.

Essay on surviving your tenure deci...

Essay on surviving your tenure decision year

Kerry Ann Rockquemore suggests ways to minimize stress and think ahead -- regardless of what your department decides.

Essay on how new Ph.D.s should prep...

Essay on how new Ph.D.s should prepare resumes for nonacademic job searches

Joseph Barber explores how to think about your résumé -- and how to reshape the language you use -- if you are a new Ph.D. looking for employment outside academe.

Essay on mistakes of rookie deans

Essay on mistakes of rookie deans

Eli Jones shares advice on how to avoid common pitfalls.

Essay on when a new tenure-track pr...

Essay on when a new tenure-track professor should agree to a request

New tenure-track professors receive lots of advice about turning down requests, but there are times they may benefit from saying yes, writes Melissa Dennihy.

BBC News Education

SQA admits maths exam 'too hard'

SQA admits maths exam 'too hard'

Scotland's exams body admits this year's new Higher Maths exam was "too hard" but says grading was adjusted.
Council delays 'put children at ris...

Council delays 'put children at risk'

Vulnerable children in England could be put at risk by delays in social workers' assessments, Ofsted has said in a report.
Accountancy firm EY to ignore grade...

Accountancy firm EY to ignore grades

A leading accountancy firm is to remove all academic and education details from its trainee application process.
Reading 'boosts social relations'

Reading 'boosts social relations'

A new study says reading for pleasure can help people relate to each other and increase their empathy.
School 'physical restraint' probed

School 'physical restraint' probed

An investigation into allegations of physical abuse of vulnerable boys at a residential school centres on restraint used by staff, the BBC learns.
Grammar schools 'are top performers...

Grammar schools 'are top performers'

Eight out of the 10 top-performing state schools in England and Wales are selective grammar schools, research by a newspaper group finds.

US Govt Dept of Education

U.S. Department of Education Launch...

U.S. Department of Education Launches Second Chance Pell Pilot Program for Incarcerated Individuals

As part of the Obama Administration's commitment to create a fairer, more effective criminal justice system, reduce recidivism, and combat the impact of mass incarceration on communities, the Department of Education today announced the Second Chance Pell Pilot program to test new models to allow incarcerated Americans to receive Pell Grants and pursue the postsecondary education with the goal of helping them get jobs, support their families, an
Barbershops Cutting Into the Achiev...

Barbershops Cutting Into the Achievement Gap

On June 29, staff from the Department listened and learned with a group of over twenty barbershop owners from around the country who were in Washington, D.C. for a hair battle.
Toward a New Focus on Outcomes in H...

Toward a New Focus on Outcomes in Higher Education

Secretary of Education Arne Duncan laid out his vision for America?s higher education system of the future. Duncan noted that while more students are graduating college than ever before at our nation?s world-class colleges and universities, for far too many students, the nation?s higher education system isn?t delivering what they need and deserve.
Fact Sheet: Focusing Higher Educati...

Fact Sheet: Focusing Higher Education on Student Success

Editor?s Note: State-by-state data follows in table below.
The Future of Higher Education in A...

The Future of Higher Education in America

Fact Sheet: Teach to Lead

Fact Sheet: Teach to Lead

At a time when educators are raising the bar for student achievement higher than ever, the job of the American teacher has never been more critical to the success of students and to the prosperity of our communities and our country. Teachers are helping to catalyze great progress in education, including our nation?s record high school graduation rate, narrowed achievement gaps, and a larger number of young people?particularly African-American and Hispanic students?attending college.

Yahoo

Christie stirs outrage of an old en...

Christie stirs outrage of an old enemy, teachers unions

HADDONFIELD, N.J. (AP) ? More than any single Democrat, New Jersey Gov. Chris Christie's greatest rival has been the biggest teachers union in his home state.
NY school problems highlight debate...

NY school problems highlight debate over outside 'receivers'

In this Friday, July 31, 2015 photo, Hackett Middle School is seen in Albany, N.Y. The clock is ticking for New York's most troubled schools, which under a new state law must quickly turn things around or fall into the hands of an outside receiver. (AP Photo/Mike Groll)BUFFALO, N.Y. (AP) ? The clock is ticking for leaders of New York's most chronically underperforming public schools, who under a new state law must quickly begin to turn things around or lose control to an outsider ? a tactic that has produced mixed results elsewhere.

Arne Duncan: Why Prisoners Need Col...

Arne Duncan: Why Prisoners Need College Ed

Arne Duncan: Why Prisoners Need College EdThe secretary of education tells OZY about a new plan to educate inmates - and the transformative power of education.

New guidelines for AP history: Are ...

New guidelines for AP history: Are they still 'unpatriotic'?

In the wake of a partisan uproar last year, the 2015 guidelines for the Advanced Placement United States history curriculum released Thursday feature a more-balanced look at the country, academics say. The AP program, which allows high school students to take college-level courses for credit, is administered by The College Board, a private nonprofit corporation. Political conservatives argued that the 2014 guidelines for US history had an anti-American slant that highlighted wrongdoing and downplayed the achievements of the American people.
Why I Kept Firing Teachers in No Pi...

Why I Kept Firing Teachers in No Pineapple Left Behind

Why I Kept Firing Teachers in No Pineapple Left BehindThe dark, scathing critique of the American education system makes dehumanizing students a necessary evil.

Four-day week for Georgia public sc...

Four-day week for Georgia public school district: Does it work?

This is the second consecutive year that the school district is operating with this atypical schedule, and metrics indicate the switch has had a positive effect on the students. ?It has increased our discipline, our attendance is good, teacher attendance as well," said Jeff Martin, Chattooga High School principal to WSB-TV News in Atlanta. In the state of Georgia, schools are required to have no less than a daily average of five and a half hours of daily ?instructional time? based on a 180-school-day calendar, according to guidelines set forth by the Georgia Department of Education.

Independent

SQA exam results: High student pass...

SQA exam results: High student pass-rates under scrutiny in Scotland, despite exam reforms and low literacy rates

As Scotland?s students wake-up to record exam pass-rates across the country today, and scramble to snap-up university places, questions are now being raised as to why this year?s pupils have performed so much better than previously ? despite there being a reform in the system.

SQA exam results 2015: Exam board a...

SQA exam results 2015: Exam board admits Higher Maths paper for Scotland's students was 'too hard'

Scottish students who feel their Higher Maths exam was too difficult can try to find some solace as the Scottish Qualifications Authority (SQA) itself has admitted the exam was too hard.

Record numbers of Scottish students...

Record numbers of Scottish students pass higher exams

Record numbers of students are set to be celebrating passing their Scottish higher exams - as figures show a 5.5 per cent increase in the pass rate compared with 2014.

EY: Firm says it will not longer co...

EY: Firm says it will not longer consider degrees or A-level results when assessing employees

One of Britain?s biggest graduate recruiters will no longer consider degree or A-level results when assessing potential employees.

Wales poised to scrap Religious Edu...

Wales poised to scrap Religious Education lessons in schools

Wales is poised to scrap Religious Education lessons in its schools, it has been revealed.

Wales poised to scrap teaching of r...

Wales poised to scrap teaching of religious education in schools

Wales is poised to scrap the teaching of religious education in its schools, it has been revealed.

Education Week

N.Y.C. High School Strives for 'Aut...

N.Y.C. High School Strives for 'Authentic' Assessment

East Side Community High School is among 48 New York schools where students complete projects to graduate?rather than take the state test.
Baesler says new version of educati...

Baesler says new version of education law should help states

Students charged after device simil...

Students charged after device similar to stun gun found

Treasurer taking public input on ed...

Treasurer taking public input on education savings accounts

Arizona schools chief names directo...

Arizona schools chief names director of Indian education

Edgar school district drafts bullyi...

Edgar school district drafts bullying policy after suicide

Educause

The Role of Campus Leadership in En...

The Role of Campus Leadership in Ensuring IT Accessibility

“Everyone should have an opportunity to participate in higher education.”

With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.

read more

The Game is Changing. What Will Be ...

The Game is Changing. What Will Be Expected of You?

“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University

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The Top-Ten IT Issues, 2012

The Top-Ten IT Issues, 2012

EDUCAUSE Top 10 IT Issues, 2012

The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:

Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy

 

Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.

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Tune In June 5 -- Rolling Out a BYO...

Tune In June 5 -- Rolling Out a BYOD (Bring Your Own Device) Program

This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.

Those unable to attend may wish to visit the archives after the event or browse related resources.

Interact on Twitter at #EDULive.

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Get Involved with EDUCAUSE -- Volun...

Get Involved with EDUCAUSE -- Volunteer Submissions Are Due June 1

As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.

EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:

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Is Agile the Future of Project Mana...

Is Agile the Future of Project Management?

Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.

Read the latest article release on agile project management from the Project Management Institute.

To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:

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Huffingtonpost.com

Taking Charge of Your Career Pathwa...

Taking Charge of Your Career Pathway Through Data

Quick: ask yourself what some of the most necessary belongings in your life are. You might say your car, or your computer, or your phone. But did you ever think it could be your data? We're living in an age when everything about us is cached in databases all over: our medical records, our browsing history, and even our phone calls are logged in massive repositories, sometimes only accessible to companies or the government. Companies use this data to predict your future behavior and make recommendations to you. If you enjoy Netflix or shop on Amazon, you know how well these companies can analyze your data to make suggestions that anticipate your choices. Currently, much educational data is either going uncollected, unanalyzed, or unshared. But what if we allowed individuals to use their data to better define their own educational pathways? First, it only seems right that students become more empowered to use their own metrics to make better decisions about what's best for them. Much like there's a growing movement in the healthcare industry to allow patients better access to their own health records in order to improve health outcomes, so students should be allowed to access educational data so that they might see more profound trends invisible at first glance (of course, the data must be collected first). This collection would allow students to make their own best decisions on what programs to enroll in, what courses to take, and even what careers to decide on. Predicative trends in their educational and employment history could even be useful indicators of future earnings. Giving students control of their own data would also help them see where they need improvement, and instead of having the educational solutions to student needs confined to institutional owners of the data, greater accessibility to data could spawn an associated industry of technological services (for example, mobile apps) which would address student needs. Lastly, with so much of the news centered around data hacks these days, individuals and companies are understandably scrambling to find solutions to how to best protect data stored on the cloud. Data storage decoupled from a massive database model and instead put into users hands might be one way to empower users with their own data security solutions that they are most comfortable with. In tandem with greater user accessibility to data, what the educational ecosystem needs now is a standard way to condense every sort of student data point (educational and work history, standardized test scores, etc.) into one verified "employability score" that gains wide circulation with employers and other schools. Allowing every student to present a holistic, data-driven portrait of themselves to employers is a superior way of doing recruiting and hiring, rather than depending on guesswork to assess an applicant. Once students are empowered with their own data, they can have more confidence to make accurate and wise choices on their career pathways.

-- This feed and its contents are the property of The Huffington Post, and use is subject to our terms. It may be used for personal consumption, but may not be distributed on a website.

What Steve Jobs Taught Me About Cha...

What Steve Jobs Taught Me About Change

2015-08-03-1438611445-5303452-stevejobs.jpg Steve Jobs taught us many things. He inspired us to think different. He challenged us to question the status quo. And, perhaps more than anything, he gave us the courage to believe in ourselves. When traditionalists threatened to discredit our Montessori school because of our involvement with digital education, Steve Jobs sent us an inspirational note. "Don't be discouraged by the traditionalists," he wrote. "The parents and kids will prove you right. Just keep going." Upon reflection, that advice has never seemed more relevant, or more important. When the iPhone and the iPad launched, it was an exceptional time. The world seemed ripe with hope. There was a certain optimism that hung in the air. It was clear that the rules of the game were about to change, but the only ones who were really nervous were those stalwarts of establishment -- and, we're not talking about the technologists. Every industry on the planet was suddenly presented with a unique opportunity to reassess their business models and evaluate if change made sense. You could literally hear companies thinking out loud, rather publicly, as they approached their customers to see if this change was something that would be expected. It became increasingly difficult to know, especially as the traditionalists hunkered down to weather the storm, privately praying that it would pass, just who the gorilla was in the room. One of the last strongholds of change, of course, and perhaps rightfully so, is always education. It's the subject politicians broach most in their ascent to office, yet categorically neglect when the polls no longer matter. Even when their proposals do take shape, they're invariably centered around questions of reform, not change. What Steve Jobs taught us, and what his personal note reminds us today, is that true change demands something else entirely. It requires innovation. It requires commitment. It requires a passionate, rigorous attention to detail. Most of all, though, it demands that the clamor of the people be heard: the voices that have been silenced by the traditionalists. In the case of education, it is the children. One could argue, despite the recent surge of self-professed alternative approaches to learning -- primarily supplemental offshoots designed to make up for gaps in the existing system -- that the basic tenets of education have not fundamentally changed since at least the industrial revolution. Children still sit in neatly apportioned rows. They're expected to listen to a single curriculum, as it is mapped out on a chalkboard by a teacher, who sets the pace for everyone to follow. When enough time has passed, the students will eventually take a quiz to assess their knowledge, by which we mean their ability to memorize and be tested against their peers. Sure, some classrooms now use smart boards, but has the curriculum, or the way of presenting materials fundamentally changed? Ironically, perhaps, our culture has wholeheartedly adopted the hallmarks of this industrialized approach to education. Any proposed change, however incremental, is perceived as a direct assault on our ideals, whether that's excised against teachers, schools, or administrators. Or, further still, perhaps it's interpreted as an attack on cultural consciousness, of our childhood memories of a system that, while flawed, we survived. As operators of the first accredited Association Montessori Internationale in the state of South Dakota, called Baan Dek, and an educational app company, called Montessorium, that's trying to surpass the limitations of the physical with the digital, we found ourselves in a rather precarious position when Steve Jobs graciously reached out. What we couldn't clearly see then, through the haze of insults that were haphazardly hurled our way, was that the argument shouldn't have been levied against technology. It really had nothing to do with devices, or screen time, or any of the other overly exaggerated mischaracterizations of the early 21st century.. Instead, the argument should have been centered around how to jumpstart a conversation on the value of education. What are the values that we, as a society, think will be important for the next generation? How can we have a productive exchange, one that doesn't resort to unnecessarily inflammatory remarks? Clearly, everyone agrees that children are the bedrock by which advances are made, but how to ignite their passions? Who will be the one to provide the spark? While many things have changed since our original exchange with Steve Jobs, we can still hear his voice: Work hard for the things that matter. Don't settle. Expectations mean everything. Have conviction in your ideas. Do what you love and don't be afraid to make a difference. Change will come, if you listen to the children. "Don't be discouraged by the traditionalists."

-- This feed and its contents are the property of The Huffington Post, and use is subject to our terms. It may be used for personal consumption, but may not be distributed on a website.

What If We Wanted for All Kids What...

What If We Wanted for All Kids What We Want for Our Kids?

Bonnie Lathram Robert Putnam, political scientist, Harvard professor, an advisor to three presidents, and author of Bowling Alone: The Collapse and Revival of American Community, has written a new book called Our Kids: The American Dream in Crisis. In Our Kids, Putnam utilizes personal storytelling and data analysis to paint a clear picture of what it is like to grow up poor in America. Putnam's goal is to bring awareness to the plight of children in poverty and shed light on what the experience is like for millions of Americans. Putnam hopes the U.S. is moving towards collective responsibility, and a "return to being a nation where there are only 'our kids,' not just 'my kids.'" Putnam shares his own experience growing up in a small town in Ohio. He makes no claims to the nostalgia of bygone "glory days." He's quick to own he's a white male who grew up in a predominantly white town. His own house was rather modest in a nice part of town, but nearby children lived and walked to school with him that were less well off. His peers that graduated from high school around the same time as Putnam had similar chances of getting ahead, going to college and becoming financially successful, regardless of their economic background. After following what happens to a few people from his own town, now in their 60s and 70s, Putnam takes the reader to to the present day, and many people in the same small town in Ohio live along extremely divided class lines. There are now large homes on the lake where he grew up worth hundreds of thousands of dollars, most are located within gated communities, while low-income families reside on the other side of town. There is very little interaction between the wealthy and the poor. In the book, it is as if he is describing two very different Americas. The content of the book helped give me words for what I have noticed throughout my own life. I grew up in a racially diverse city-and public school system-in the South.. One conversation with my dad about the role that public education can play in helping encourage a "collective responsibility" to all children stayed with me: I was in high school and we were talking about why my parents had decided to send me to public school. My dad said, "First of all, we don't have much extra money to pay for private school. Second, we support public schools because they serve all kids. Not just some kids. All kids. Once you and your sisters are out of public schools, we will continue to care about public schools because they are the foundation of our society. They are teaching everyone. They accept everyone. That's why we pay taxes. We believe in public education." Conversations like the one above with my dad are part of the reason I became a teacher and now write and advocate for educational opportunities for all students. We all can use our passions to help others and give a voice to all students who deserve our support. And, we continue to need more of this. Consider: My friend Sache, an ELL teacher in Memphis, TN, who is a mother of a teenager and has been known to pick up a couple of her elementary students who would otherwise have to walk long distances to get to school. My former colleague and teacher Doug who numerous times went to testify on behalf of high school students who were in minor legal trouble (Doug had extensive experience as a parole officer and so he could speak the 'legal' language that many of the students and their families could not). My friend and former colleague Loren, a high school principal, who has visited the homes of over 100 students and personally called over 30 parents in the evening when there was a near tragedy at our school. We need more of a shared sense of collective responsibility for all children, more people who can model that for our young people, and more parents teaching their kids to do that. And we certainly need more non-parents involved in the lives of our young people so they learn that too. I don't pretend to have any answers for the income inequality and the plight of the many children who grow up with hardship- and neither does Putnam. That Putnam and others are creating the conversation is a step in the right direction. Let's continue to have a national dialogue about this. And, let's all want for all kids what we want for our own kids. Image courtesy of "Our Kids: The American Dream in Crisis" This blog is part of our Smart Parents blog series and book, Smart Parents: Parenting for Powerful Learning in partnership with The Nellie Mae Education Foundation. For more information, please see our Smart Parents: Parenting for Powerful Learning page and other blogs in the series: Organized Parents Can Transform Education-Indeed, We Can't Do it Without Them Why Cultivating Nonconformity is More Important Than Ever Parental Involvement in Schools Matters: A Teacher's Perspective Bonnie Lathram is learner experience manager at Getting Smart. Follow her on Twitter @belathram.

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Chris Christie Said He Thinks Teach...

Chris Christie Said He Thinks Teachers Unions Deserve A Punch In The Face

Presidential candidate Gov. Chris Christie (R-N.J.) lambasted teachers unions on Sunday. 

"At the national level, who deserves a punch in the face?” CNN's Jake Tapper asked the New Jersey governor during an interview. The question was a callback, he said, to Christie's affinity for saying during his first term that "you can either sidle up to [bullies] or you can punch them in the face."

"The national teachers union, whose already endorsed Hillary Clinton, 16, 17 months before the election," Christie replied. 

Christie was ostensibly referring to the American Federation of Teachers -- the second largest teachers union in the country -- which endorsed Democratic presidential candidate Hillary Clinton in July.

"They’re not for education for our children," he said. "They’re for greater membership, greater benefits, greater pay for their members. And they are the single most destructive force in public education in America."

Christie has had a hostile relationship with teachers unions since the start of his gubernatorial tenure. In January 2010, before he was sworn in, Christie said teachers unions "are back in the 19th century in terms of their thinking." He has publicly sparred with individual teachers on a number of occasions

The New Jersey Education Association -- the state's largest teachers union -- did not take the governor's words lightly. On Sunday, the group called on Christie to resign.

"Chris Christie's instinct is always to threaten, bully and intimidate instead of build consensus and show true leadership," NJEA President Wendell Steinhauer said in a statement.

Randi Weingarten, president of the AFT,  said in a statement that Christie's interview reflects a "sad day in the life of our nation to see a candidate threaten violence to gain political favor."

"That [Christie] would threaten to punch teachers in the face -- mostly women seeking to help children meet their potential and achieve their dreams -- promotes a culture of violence and underscores why he lacks the temperament and emotional skills to be president, or serve in any leadership capacity," her statement said.

-- This feed and its contents are the property of The Huffington Post, and use is subject to our terms. It may be used for personal consumption, but may not be distributed on a website.

Do We Really Know What's Real? The ...

Do We Really Know What's Real? The Most Optimistic Answer Is Maybe

By Deepak Chopra, MD, and Menas Kafatos, PhD   For a very long time, if you wanted to know if something is real or not, the go-to people have been scientists. The rise of rationality over superstition is considered the single greatest achievement of the past three or four centuries. So it's startling news--as we discussed in the last post--that physics has arrived at a reality crisis. Three great unsolved mysteries remain, and they are the same riddles asked by ancient Greek philosophers: What is the universe made of? Where did the universe come from? How do we know what's real?   It's fascinating to observe how working scientists approach these questions. The vast majority pay no attention to them, because a scientist's everyday work, including the work of physicists, is about collecting data, running experiments, and making calculations from known theories, and once in a while formulating new theories. The Big Questions which are left to theorists, are usually bypassed in the everyday lives of scientists. But as we discussed last time, science has to test every theory to see if it matches empirical reality.  Galileo could calculate on paper that two objects, when dropped from a height, would hit the ground at the same time, despite the age-old assumption that a cannonball, being much heavier than a lead fishing weight, would hit the ground first, as Aristotle believed. To prove that his calculations were correct, Galileo offered empirical proof, and physics took a huge counter-intuitive step forward.   Most physicists are still deeply wedded to empirical proof, and because massive particle accelerators and deep-space telescopes continue to bring back better and better data, delving deeper into the fabric of Nature, there's a camp we can label "we're almost there." If you belong to this camp, you view the future as an unstoppable march to progress; the same march science has been on for centuries. There is no reason to believe that the Big Questions won't be answered as long as we're patient enough. But this confident attitude has run into three major obstacles. Most of the universe is sub-empirical, which means that the fundamental fields that make up the physical universe are invisible, probably infinite in expanse, and out of direct reach to experimenters. The evidence for their existence is through isolated experiments that "excite the field" into activity. As much as two-thirds of observable creation is conjectured to be composed of dark matter and dark energy, which are so alien to ordinary matter and energy that even to detect a particle of dark matter is a laborious enterprise, not yet successfully completed. Being far more exotic, dark energy baffles even the most sophisticated mathematical models. The Standard Model of the cosmos, although widely accepted, is filled with holes and unproven assumptions. Its core concepts, such as quantum field theoretical concepts, are constantly being added to and patched together. Quantum field theories like quantum electrodynamics and quantum chromodynamics are elegant and work well within their own domains. But do they truly lead to a unified view of the cosmos as proponents of the Standard Model believe?   Knowing just this much, you can see why another camp in physics is saying "We haven't even begun yet."  When told that they are anti-science--a frequent slur usually made by those too afraid to "abandon ship" or too blind to notice that the ship is tilting--or that current assumptions work very well, the "We haven't even begun yet" camp points to a decades-long roadblock in unifying the four fundamental forces in Nature (gravity, electromagnetism, and the strong and weak nuclear force). A Theory of Almost Everything has been left hanging, with the Holy Grail, the Theory of Everything, perpetually out of reach. This halt dates back almost a century, when it was first realized that Einstein's General Theory of Relativity, which explains gravity, spacetime, and the behavior of large objects, is irreconcilable with quantum mechanics, which explains the other three forces and the behavior of very small objects.   Besides the three Big Questions that reinforce a belief that we haven't even begun to get at the deepest realms of Nature, there are other problems that remain up in the air, such as --How did the initial chaos in the first instant of the Big Bang turn into orderliness? -- Why are the constants of nature so fine-tuned that the tiniest alteration in any one of them would have prohibited the universe from forming as we see it and to  us not even  being here to ponder these questions? -- How can we believe in popular theories like superstrings and the multiverse when there is no way to verify them and never will be, since they exist outside spacetime? -- When the so-called God particle (the Higgs boson) was discovered, it supposedly explained how particles of matter acquired mass. But how do we know this is true? How do we know what is "fundamental" in quantum field theory? Nineteenth century philosopher Ernst Mach held the view that inertial mass of nearby objects is created by the entire distribution of matter in the universe. -- When advanced concepts like supergravity and superstrings theory posit the existence of eleven dimensions or more, what does that really signify except numbers on a blackboard?   It seems that the Standard Model faces an increasing number of challenges. And we would submit that the Theory of Everything may be even more elusive than the Holy Grail. Superstring theory and the value of the cosmological constant indicate that we are still facing monumental challenges as gravity and quantum theory are still far apart. In terms of empirical evidence, if that is the ultimate test of reality, such evidence for both aspects of what the universe holds in darkness, dark matter and dark energy, such validation is still glaringly missing in the laboratory.   One camp says, "Give us more time (and money) we are almost there!" We are saying, "Look at the trends and see if things are converging or not. If they are not, maybe we need to look at the foundational issues of what we call reality with a fresh look".   So instead of saying that physics has reached a crisis, which raises some hackles, it's more objective to say that ever since the quantum revolution a century ago, matching theory and reality has become more difficult, not less difficult.  The supremacy of physics was based on theory marching ahead with empirical validation to back it up. This held true for all of classical physics, then for relativity and quantum mechanics. But unless a new paradigm springs up, it may turn out that we haven't really begun to answer the Big Questions. DEEPAK CHOPRA MD, FACP, founder of The Chopra Foundation and co-founder of The Chopra Center for Wellbeing, is a world-renowned pioneer in integrative medicine and personal transformation, and is Board Certified in Internal Medicine, Endocrinology and Metabolism.  He is a Fellow of the American College of Physicians and a member of the American Association of Clinical Endocrinologists. Chopra is the author of more than 80 books translated into over 43 languages, including numerous New York Times bestsellers. TIME magazine has described Dr. Chopra as "one of the top 100 heroes and icons of the century." The World Post and The Huffington Post global internet survey ranked Dr. Chopra #40 influential thinker in the world and #1 in Medicine. www.deepakchopra.com   MENAS C. KAFATOS Ph.D., is the Fletcher Jones Endowed Professor of Computational Physics, at Chapman University. He is a quantum physicist, cosmologist, and climate change researcher and works extensively on consciousness. He holds seminars and workshops for individuals and corporations on the natural laws that apply everywhere for well-being and success. His doctoral thesis advisor was the renowned M.I.T. professor Philip Morrison who studied under J. Robert Oppenheimer. He has authored 300+ articles, is author or editor of 15 books, including "The Conscious Universe" (Springer) with Robert Nadeau, and is co-author with Deepak Chopra of the forthcoming book, "The Creative Cosmos" (Harmony). You can learn more at http://www.menaskafatos.com and follow him on Facebook: www.facebook.com/menas.kafatos Twitter:@mckafatos and LinkedIn: Menas Kafatos

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Soft vs. Hard Inquiries: What's the...

Soft vs. Hard Inquiries: What's the Difference & How do They Affect Credit

2015-07-31-1438381371-8322229-softvshardcreditchecks.png Having and maintaining an excellent FICO credit score can be the difference between getting approved or denied for a loan, and also influences your interest rates. There are several factors that can have positive or negative effects on a credit score; the three most important being paying your bills on time every month, keeping your credit utilization low, and having only a few credit inquiries. Credit inquiries, what does that mean? Credit inquiries are requests by a business or bank to check your credit. Maxine Sweet, VP of Public Education for Experian, explained that inquiries are automatically added to your report immediately in order to identify the kind of business making the inquiry. There are two different types of credit inquiries; soft credit inquiries and hard credit inquiries. Soft Credit Inquiries There are very distinct differences between the two types of inquiries, with the biggest difference being that one has a negative effect on a credit score while the other is fairly harmless. Soft credit inquiries, or a soft pull, are inquiries where your credit is not actually reviewed by a lender. Here are a few scenarios where a soft inquiry may take place: When you check your own credit score through a free credit monitoring service. When you open a new account with a utility company. Some require deposits for equipment if you have poor credit. When you're offered a special promotional rate by a business. This includes those pre-approved credit card offers you receive in the mail. When you fill out a loan request to review your options, such as LendingTree.com. When you request your own credit report from each of the three credit bureaus. If you apply for a new job and they perform a background check. A soft pull won't affect your credit, but will show up on your credit report. You can see both soft and hard inquiries on your credit report, which will provide the name of who requested the inquiry and the date. It may be listed under something like "inquiries that do not affect your credit rating." Hard Credit Inquiries Hard credit inquiries, or a hard pull, are the inquiries you need to be cautious about because they will affect your credit, but only by about 5 points or less, depending on your creditworthiness. These types of credit inquiries arise from an action you personally took; in other words, you must give your consent to have your credit report pulled. Here are a few scenarios where a hard inquiry may take place: When you apply for an installment account. This includes auto loans, mortgages, home equity lines, student loans, personal loans, and signature loans. When you apply for a revolving line of credit. This includes a credit card from a bank or merchant, or a home equity line of credit (HELOC). This type of credit inquiry pulls your credit report to determine if you are eligible for the line of credit or loan you are requesting. Hard inquiries can stay on your credit report for up to 2 years, and the more recent the inquiry, the more weight it will be given in regards to your current risk level. Rate Shopping Inquiries Individuals who apply for too much credit in a short period of time are assumed to be experiencing financial difficulty, making them high-risk to lenders. But when a consumer is rate shopping, applying for loans from different lenders for the same type of loan, those inquiries will typically be lumped into just one hard inquiry. This is done because the credit bureaus know that consumers shop around for the best interest rate. Anthony Sprauve, former Public Relations Director for FICO, explained that the FICO Score recognizes when someone is shopping for a mortgage or auto loan, and disregards multiple inquiries when they happen in a 45-day window (using the FICO scoring model). Some scoring models have a shorter window of 14 days or less. Advice on Credit Scores You shouldn't be afraid to apply for a loan or line of credit when you need it. Even if you have new hard inquiries, your score will only drop a few points, and are even less negative within a few months. The reason inquiries display on your credit report in the first place is due to the FACT Act. This act requires inquiries to be disclosed if they have any negative impact on your score. Consumers should not be bogged down by credit inquiries. In fact, inquiries have minimal influence on your overall credit score, and no one will have poor credit if hard and soft inquiries are the only negative factor in their credit report. The same credit advice does not work the same for everyone. Knowing what your current credit score is and actively monitoring your credit will help you understand and even improve your credit profile. This article originally appeared on www.comparecards.com/blog: Soft vs. Hard Inquiries: What's the Difference & How do They Affect Credit.

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New Medical School with CUNY

New Medical School with CUNY

The City University of New York (CUNY) has announced that they will be starting a new medical school in partnership with St. Barnabas Hospital in New York City.  The first class will start at the medical school in the Fall of 2016.  This will be an expansion of the BS/MD program that CUNY currently has...Continue Reading >

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The New SAT and the Khan Academy

The New SAT and the Khan Academy

I assume most of you know by now that the SAT is undergoing a major revision and the new version will be given for the first time in March, 2016. Many people who have just finished sophomore year have been wondering how they should prepare for this new test or whether they should take the...Continue Reading >

The post The New SAT and the Khan Academy appeared first on BS/MD Admissions by College Admissions Partners.

July College of the Month: Lewis an...

July College of the Month: Lewis and Clark

And we?re back, excited to announced the July College of the Month is…Lewis and Clark College in Portland Oregon! First off, let?s talk location. Lewis and Clark has it in spades. The campus is beautiful. Sincerely beautiful. Replete with forested trails, you literally cross a ravine to get to class.  And don?t forget for all...Continue Reading >

The post July College of the Month: Lewis and Clark appeared first on BS/MD Admissions by College Admissions Partners.

Liberal Arts Colleges and Harvard B...

Liberal Arts Colleges and Harvard Business School

Several years ago I wrote a post about why I like small liberal arts colleges for medical school placement.  The issues I addressed back then are as true today as they were 5 years ago. But, what about the student who might want a business background? Are liberal arts colleges any good for this? And the...Continue Reading >

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What are the Right Activities for B...

What are the Right Activities for BS/MD Admissions?

Several weeks ago I talked about when to start working with us and I mentioned that we helped student understand about “engaging in the right activities”.  But that begs the question, what are the right activities? Does such a thing even exist? The quick answer is that there are right activities when applying to BS/MD...Continue Reading >

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Global BS/MD Admissions: Third Cult...

Global BS/MD Admissions: Third Culture Kids

There is one large group of global students we often work with that I haven’t discussed yet: the American living abroad.  Most of these students are also considered Third Culture Kids (TCKs) as they have spent a significant amount of time growing up in a culture other than their parents’. Avid blog readers will remember...Continue Reading >

The post Global BS/MD Admissions: Third Culture Kids appeared first on BS/MD Admissions by College Admissions Partners.

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