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Secondary School Faqs
Secondary School FAQs Are you an independent school? OSH is a state school and we are very proud of this fact. It is one of 38 schools in the country that offer a boarding education within the state system. We share, with all good schools in the state and independent sectors, a belief in high standards of achievement and discipline and a commitment to providing an excellent education in the broadest sense. Why does the School have hospital in its name? The School was founded in the seventeenth century, when the term ‘hospital’ indicated a charitable institution rather than a medical one. Hospital meant ‘hospitality’, or board and lodging. We retain the traditional name as part of our unique heritage and because we are a boarding school. Do you have a catchment area? No, we welcome boys from all over the world as long as they have UK or EU/EEA nationality. What is a typical OSH pupil like? There is, of course, no such thing as a typical OSH pupil, but we are pleased that those who visit the School often comment on the genuine friendliness of our pupils and the fact that they are clearly very proud of their School. Can I visit the School and would I be able to meet staff? You are welcome to visit the School on any of our open events or by appointment. Depending on the timing of your visit you will have the opportunity to meet members of the Senior Leadership Team, teachers and boarding staff, who as a team are responsible for the education, safeguarding and welfare of OSH pupils. -
Integrating Technology with Student-Centered Learning
integrating technology with student-centered learning A REPORT TO THE NELLIE MAE EDUCATION FOUNDATION Prepared by Babette Moeller & Tim Reitzes | July 2011 www.nmefdn.org 1 acknowledgements We thank the Nellie Mae Education Foundation (NMEF) for the grant that supported the preparation of this report. Special thanks to Eve Goldberg for her guidance and support, and to Beth Miller for comments on an earlier draft of this report. We thank Ilene Kantrov for her contributions to shaping and editing this report, and Loulou Bangura for her help with building and managing a wiki site, which contains many of the papers and other resources that we reviewed (the site can be accessed at: http://nmef.wikispaces.com). We are very grateful for the comments and suggestions from Daniel Light, Shelley Pasnik, and Bill Tally on earlier drafts of this report. And we thank our colleagues from EDC’s Learning and Teaching Division who shared their work, experiences, and insights at a meeting on technology and student-centered learning: Harouna Ba, Carissa Baquarian, Kristen Bjork, Amy Brodesky, June Foster, Vivian Gilfroy, Ilene Kantrov, Daniel Light, Brian Lord, Joyce Malyn-Smith, Sarita Pillai, Suzanne Reynolds-Alpert, Deirdra Searcy, Bob Spielvogel, Tony Streit, Bill Tally, and Barbara Treacy. Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. ©2011 by The Nellie Mae Education Foundation. All rights reserved. The Nellie Mae Education Foundation 1250 Hancock Street, Suite 205N, Quincy, MA 02169 www.nmefdn.org 3 Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life. -
Great Start Readiness Program Classroom Requirements
CLASSROOM REQUIREMENTS Introduction Great Start Readiness Programs (GSRP) must comply with Public Act 116 of the Public Acts of 1973, as amended and the Licensing Rules for Child Care Centers. Michigan State Board of Education criteria for the GSRP require adherence to the Great Start Readiness Program Implementation Manual and the State School Aid Act requires program adherence to all standards in the Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK). The Michigan Department of Education (MDE) requires grantees to address program quality in a systematic way utilizing both the applicable program evaluation tool and child outcome data. Agencies which operate GSRP must comply with state licensing regulations governing child care. GSRPs must receive a license from the Michigan Department of Licensing and Regulatory Affairs (LARA), Bureau of Community and Health Systems Child Care Licensing Division. All regular child use areas must be approved for use. Relocations must be completed with the knowledge of the Intermediate School District (ISD). The ISD and a GSRP Consultant must be notified within 24 hours of an incident being reported to licensing, of a special investigation being initiated, a change from a regular to a provisional license, or continued provisional status. For more information contact the Child Care Licensing Division at 866-685- 0006. This section provides detail and requirements for a high-quality, center-based preschool program that will enhance the development of young children. When even one child in a classroom is funded through GSRP, all GSRP guidelines must be followed: staff credentialing, curriculum, assessment, parent involvement, etc. Children in any classroom may be funded from a variety of sources, but all must attend for the full session. -
2020/21 Forsyth Facts Brochure
2020/21 FORSYTH FACTS AGE 2–GRADE 6 Welcome Home! WE PROVIDE CHILDREN WITH A SUPPORTIVE ATMOSPHERE AND OPPORTUNITIES FOR SUCCESS IN ORDER THAT THEY MAY DEVELOP SELF-CONFIDENCE AND A LOVE OF LEARNING 2020 WE EMPOWER STUDENTS TO EMBRACE CHALLENGE AS THEY FIND JOY IN LEARNING 2016 2019 ABOUT US Forsyth School is a leading independent, co-educational elementary school for children age 2 through Grade 6. Located across the street from Washington University and Forest Park in the Wydown-Forsyth Historic District, Forsyth provides an unforgettable experience on a one-of-a-kind campus with classrooms in six repurposed, historic homes. The challenging and engaging curriculum fosters independence and prepares students to thrive in secondary school and beyond. An Unforgettable Experience With neighbors including Washington University and Forest Park, many of the city’s best cultural institutions are walkable resources for Forsyth students. Science classes track biodiversity and study birds in Forest Park. Art classes visit the Mildred Lane Kemper Art Museum and the Saint Louis Art Museum. Physical Education holds the annual all-school mile run at Francis Field at Washington University, and sports teams run in Forest Park. Classes often walk to the Missouri History Museum and the Saint Louis Zoo. The core of Forsyth’s unique campus consists of six historic homes, acquired one by one over five decades since 1965. All six houses were built in the 40+ 1920s and are listed on the National Register of Historic Places; each has HOUSEHOLD ZIP CODES been repurposed and renovated to provide spacious classrooms, a library, and FROM MISSOURI lunchroom spaces. -
08 Wv History Reader Fain.Pdf
Early Black Migration and the Post-emancipation Black Community in Cabell County,West Virginia, 1865-1871 Cicero Fain ABSTRACT West Virginia’s formation divided many groups within the new state. Grievances born of secession inflamed questions of taxation, political representation, and constitutional change, and greatly complicated black aspirations during the state’s formative years. Moreover, long-standing attitudes on race and slavery held great sway throughout Appalachia. Thus, the quest by the state’s black residents to achieve the full measure of freedom in the immediate post-Civil War years faced formidable challenges.To meet the mandates for statehood recognition established by President Lincoln, the state’s legislators were forced to rectify a particularly troublesome conundrum: how to grant citizenship to the state’s black residents as well as to its former Confederates. While both populations eventually garnered the rights of citizenship, the fact that a significant number of southern West Virginia’s black residents departed the region suggests that the political gains granted to them were not enough to stem the tide of out-migration during the state’s formative years, from 1863 to 1870. 4 CICERO FAIN / EARLY BLACK MIGRATION IN CABELL COUNTY ARTICLE West Virginia’s formation divided many groups within the new state. Grievances born of secession inflamed questions of taxation, political representation, and constitutional change, and greatly complicated black aspirations during the state’s formative years. It must be remembered that in 1860 the black population in the Virginia counties comprising the current state of West Virginia totaled only 5.9 percent of the general population, with most found in the western Virginia mountain region.1 Moreover, long-standing attitudes on race and slavery held great sway throughout Appalachia. -
Geology of the Devonian Marcellus Shale—Valley and Ridge Province
Geology of the Devonian Marcellus Shale—Valley and Ridge Province, Virginia and West Virginia— A Field Trip Guidebook for the American Association of Petroleum Geologists Eastern Section Meeting, September 28–29, 2011 Open-File Report 2012–1194 U.S. Department of the Interior U.S. Geological Survey Geology of the Devonian Marcellus Shale—Valley and Ridge Province, Virginia and West Virginia— A Field Trip Guidebook for the American Association of Petroleum Geologists Eastern Section Meeting, September 28–29, 2011 By Catherine B. Enomoto1, James L. Coleman, Jr.1, John T. Haynes2, Steven J. Whitmeyer2, Ronald R. McDowell3, J. Eric Lewis3, Tyler P. Spear3, and Christopher S. Swezey1 1U.S. Geological Survey, Reston, VA 20192 2 James Madison University, Harrisonburg, VA 22807 3 West Virginia Geological and Economic Survey, Morgantown, WV 26508 Open-File Report 2012–1194 U.S. Department of the Interior U.S. Geological Survey U.S. Department of the Interior Ken Salazar, Secretary U.S. Geological Survey Marcia K. McNutt, Director U.S. Geological Survey, Reston, Virginia: 2012 For product and ordering information: World Wide Web: http://www.usgs.gov/pubprod Telephone: 1-888-ASK-USGS For more information on the USGS—the Federal source for science about the Earth, its natural and living resources, natural hazards, and the environment: World Wide Web: http://www.usgs.gov Telephone: 1-888-ASK-USGS Any use of trade, product, or firm names is for descriptive purposes only and does not imply endorsement by the U.S. Government. Although this report is in the public domain, permission must be secured from the individual copyright owners to reproduce any copyrighted material contained within this report. -
Full-Day Kindergarten? 2 Why Focus on State-Level Public Policy? 3 Four Key Areas Needed to Strengthen State Policy 4 1
FULL•DAY kindergarten A Study of State Policies in the United States Education Commission of the States © June 2005 by the Education Commission of the States (ECS). All rights reserved. Written by Kristie Kauerz. The Education Commission of the States is a nonprofit, nationwide organization that helps state leaders shape education policy. Copies of this publication are available for $10.00 plus postage and handling from the Education Commission of the States Distribution Center, 700 Broadway, Suite 1200, Denver, CO 80203-3460; 303.299.3692. Ask for No. EC-05-01. ECS accepts prepaid orders, MasterCard, American Express and Visa. All sales are final. ECS is pleased to have other organizations or individuals share its materials with their constituents.To request permission to excerpt part of this publication, either in print or electronically, please write or fax the Communications Department at the address above, fax 303.296.8332 or e-mail [email protected]. Please add postage and handling if your order totals: Up to $10.00, $3.00; $10.01-$25.00, $4.25; $25.01- $50.00, $5.75; $50.01-$75.00, $8.50; $75.01-$100.00, $10.00; over $100.01, $12.00. Generous discounts are available for bulk orders of single publications.They are: 10-24 copies, 10% discount; 25-49 copies, 20%; 50-74 copies, 30%; 75-99 copies, 40%; 100+ copies, 50%. TABLE OF CONTENTS Acknowledgments iv Executive Summary v Introduction 1 Why Focus on Full-Day Kindergarten? 2 Why Focus on State-Level Public Policy? 3 Four Key Areas Needed To Strengthen State Policy 4 1. -
Policy and Procedure No: HCIT-CS-SS-2.0 Topic: Student Services Category: Client Services Issue Date: February 2017 Version: 2.0
HEART College of Innovation & Technology (Formerly Caribbean Institute of Technology) Policy and Procedure No: HCIT-CS-SS-2.0 Topic: Student Services Category: Client Services Issue Date: February 2017 Version: 2.0 This policy replaces all versions of the HCIT/CIT Student Welfare Policy. Purpose To clearly identify and communicate the services that caters to the personal development and wellbeing of students by the HEART College of Innovation & Technology (HCIT) while they pursue their studies in a selected vocation towards certification. Policy The organization provides student welfare services to assist clients/ students transition from orientation through to graduation by coordinating their College experience an impacting the students socially, mentally, physically and financially while completing their training. Scope To acquaint all new clients/students with the policies, rules, regulations and opportunities at the College that will enhance the possibility of them entering and functioning successfully within the workforce (technical & employability skills). Responsibilities Registrar: Has overarching responsibility for Student Welfare/ Affairs Registrar/ Guidance Counsellor/ Student Affairs Officer: Collaboratively plans orientation for new students/ clients. Student Affairs Officer: Has oversight for the Student Union Guidance Counsellor: Provides counselling services HEART College of Innovation & Technology Policy HCIT-CS- SS-2.0: Student Services Version 2.0 – February 2017 Policy Guidelines HCIT Recruitment Process Interview Process At HCIT, prospective students who meet the programmes requirements are selected and contacted via telephone using a formulated schedule to which they are given the option of choosing an interview time and date that is convenient to them. An HCIT interview instrument is administered which allows the interviewer to analyse and evaluate the interviewees thought processes and his/her suitability for the programme applied for. -
The Weather and Climate of West Virginia
ISTOCKPHOTO/CARROLLMT West Virginia by Dr. Kevin T. Law and H. Michael Mogil The Tibbet Knob overlook in George Washington National Forest. est Virginia is a geographically moves a direct Atlantic Ocean influence from its small state that only covers about weather and climate and ensures that the state’s 24,000 square miles. However, climate is more continental than maritime. The due to two distinct two pan- Allegheny Mountains run north to south along Whandles that protrude to the north and east, the the Virginia border and are largely responsible for state’s dimensions are actually 200 miles square. the state’s east-to-west climatological changes. The northern tip extends farther north than The highest point in the state, Spruce Knob, Pittsburgh, Pennsylvania, while the eastern tip has an elevation of 4,863 feet above sea level. is only 60 miles from Washington, D.C. In ad- In fact, the mean elevation in the state is about dition, the southernmost point is farther south 1,500 feet, which is the highest for any state east than Richmond, Virginia, while the westernmost of the Mississippi River. This is more than 500 point is farther west than Port Huron, Michigan. feet higher than Pennsylvania, the second high- The unusual shape and location of the state has est mean elevation for a state. The topography coined the phrase, “West Virginia is the most varies greatly by county, with some individual southern of the northern states, the most north- counties exhibiting elevation changes of more ern of the southern states, and the most western than 3,000 feet. -
Technology in Early Childhood Programs 1
Draft Technology in Early Childhood Programs 1 Technology in Early Childhood Programs Serving Children from Birth through Age 8 A joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College Proposed 2011 It is the position of NAEYC and the Fred Rogers Center that technology and interactive media are learning tools that, when used in intentional and developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young children. In this position statement, the word “technology” is used broadly, referring to interactive digital and electronic devices, software, multi-touch tablets, technology-based toys, apps, video games and interactive (nonlinear) screen- based media. Technology is continuously evolving. As a result, this statement focuses on the principles and practices that address the technologies of today, while acknowledging that in the future new and emerging technologies will require continual revisions and adaptation. The most effective use of technology in an early childhood setting involves the application of tools and materials to enhance children’s learning and development, interactions, communication, and collaboration. As technology increasingly finds its way into mainstream culture, the types and uses of technology in early childhood programs have also expanded dramatically to include computers, tablets, e-books, mobile devices, handheld gaming devices, digital cameras and video camcorders, electronic toys, multimedia players for music and videos, digital audio recorders, interactive whiteboards, software applications, the Internet, streaming media, and more. These technologies are increasingly expanding the tools and materials to which young children have access both in their homes and in their classrooms, affecting the ways in which young children interact with the world and with others. -
Baccalaureate Degree Nursing Programs
STATE OF WEST VIRGINIA BOARD OF EXAMINERS FOR REGISTERED PROFESSIONAL NURSES APPROVED PRELICENSURE NURSING EDUCATION PROGRAMS BACCALAUREATE DEGREE NURSING PROGRAMS ALDERSON-BROADDUS UNIVERSITY ALDERSON BROADDUS UNIVERSITY SCHOOL OF NURSING BACCALAUREATE DEGREE NURSING PROGRAMS 101 COLLEGE HILL DRIVE BOX 2033 PHILIPPI, WV 26416 (304) 457-6285 Fax - (304) 457-6293 DAVIS AND ELKINS COLLEGE DAVIS AND ELKINS COLLEGE BACCALAUREATE DEGREE NURSING PROGRAM 100 CAMPUS DRIVE ELKINS, WV 26241-3996 (304) 637-1314 Fax - (304)637-1218 MARSHALL UNIVERSITY MARSHALL UNIVERSITY COLLEGE OF HEALTH PROFESSIONS BACCALAUREATE DEGREE NURSING PROGRAM PRICHARD HALL 426 ONE JOHN MARSHALL DRIVE HUNTINGTON, WV 25755 (304) 696-6750 Fax - (304) 696-6739 SHEPHERD UNIVERSITY SHEPHERD UNIVERSITY BACCALAUREATE DEGREE NURSING PROGRAM PO BOX 5000 SHEPHERDSTOWN, WV 25443-3210 (304) 876-5341 Fax - (304) 876-5169 1 UNIVERSITY OF CHARLESTON UNIVERSITY OF CHARLESTON BACCALAUREATE DEGREE NURSING PROGRAM 2300 MACCORKLE AVENUE, SE CHARLESTON, WV 25304 (304) 357-4965 Fax - (304) 357-4965 WEST LIBERTY UNIVERSITY WEST LIBERTY UNIVERSITY BACCALAUREATE DEGREE NURSING PROGRAMS 208 UNIVERSITY DRIVE CUB #140 WEST LIBERTY, WV 26074 (304) 336-8108 Fax - (304) 336-5104 WEST VIRGINIA STATE UNIVERSITY WEST VIRGINIA STATE UNIVERSITY BACCALAUREATE DEGREE NURSING PROGRAM 106 COLE COMPLEX BARRON DRIVE INSTITUTE, WV 25112 (304) 766-5117 WEST VIRGINIA UNIVERSITY WEST VIRGINIA UNIVERSITY SCHOOL OF NURSING BACCALAUREATE DEGREE NURSING PROGRAMS PO BOX 9600 MORGANTOWN, WV 26506-9600 (304) 293-6521 Fax -
The Robotic Preschool of the Future: New Technologies for Learning and Play
The Robotic Preschool of the Future: New Technologies for Learning and Play Walter Dan Stiehl, Angela Chang, Ryan Wistort, and Cynthia Breazeal MIT Media Lab 20 Ames St, E15-468 Cambridge, MA 02139 USA +1 617 452 5605 [email protected], ABSTRACT enhance the magic of play. Technology can add elements of magic to play and learning BACKGROUND and improve communication between students in and out of Unfortunately, in many of today’s educational reading toys the classroom. Robots, as a powerful, multi-modal, the child is simply a passive listener and not an active embodied technology pose a unique benefit to enhancing participant. Such systems lack the ability to sense if the collaborative play and storytelling. In this paper we child does not pay attention and there is no feedback to the present three technologies currently in development in the device to encourage the child’s active participation. Personal Robots Group at the MIT Media Lab and describe scenarios in which these systems can be combined to Recently, robotic devices, such as Lego Mindstorms, have enhance the preschool experience. been created based upon Papert’s Constructionism idea. While these systems have been shown to be beneficial to Keywords young children [3], the form factor of blocks lends itself Robotic companion, pre-school, education more to vehicles than soft characters. Additionally, the INTRODUCTION focus of the interaction is more to teach the foundations of Fantasy play and storytelling have been shown to be vitally programming to accomplish a task as opposed to free form important to learning, especially in young children [1].