Scholarship Luncheon
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Serving Career and Technical Education Students in Pennsylvania
Career and Technical Student Organizations Serving Career and Technical Education Students in Pennsylvania 1 Dear CTSO Leaders, As the leader of a statewide trade association dedicated to the growth and development of the technology industry in Pennsylvania, I am keenly aware of the need for a highly-skilled, well-trained, and motivated workforce. At the Technology Council of Pennsylvania, we are strong advocates for advancements in and the promotion of S.T.E.M. education, as well as career and technical training, in order to prepare our young people to succeed in the 21st Century, global economy. That is why we support the work of Pennsylvania’s Career and Technical Student Organizations (CTSOs) and the critical role they play in today’s education community. For nearly 70 years, CTSOs have been able to extend teaching and learning through a variety of targeted programs, public-private partnerships and leadership development initiatives that produce technically advanced, employable students to meet the needs of this country’s diverse employer base. Today, the work of CTSOs has never been more valuable as our economy demands workers with a strong understanding of science, technology, engineering and math concepts as well as hands-on technical expertise. The co-curricular approach of CTSOs uniquely positions these organizations to enhance student skill sets and better prepare them to excel in their chosen careers. In order for Pennsylvania and the United States to not only compete, but succeed on a global stage, we need to ensure that the very technology and innovation companies that are driving this global economy have the availability of a well-qualified workforce. -
Destructive Discourse
Destructive Discourse ‘Japan-bashing’ in the United States, Australia and Japan in the 1980s and 1990s This thesis is presented for the degree of Doctor of Philosophy of Murdoch University 2006 Narrelle Morris (LLB, BAsian St., BA (Hons), Murdoch University) I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. ...................... ABSTRACT By the 1960s-70s, most Western commentators agreed that Japan had rehabilitated itself from World War II, in the process becoming on the whole a reliable member of the international community. From the late 1970s onwards, however, as Japan’s economy continued to rise, this premise began to be questioned. By the late 1980s, a new ‘Japan Problem’ had been identified in Western countries, although the presentation of Japan as a dangerous ‘other’ was nevertheless familiar from past historical eras. The term ‘Japan-bashing’ was used by opponents of this negative view to suggest that much of the critical rhetoric about a ‘Japan Problem’ could be reduced to an unwarranted, probably racist, assault on Japan. This thesis argues that the invention and popularisation of the highly-contested label ‘Japan-bashing’, rather than averting criticism of Japan, perversely helped to exacerbate and transform the moderate anti-Japanese sentiment that had existed in Western countries in the late 1970s and early 1980s into a widely disseminated, heavily politicised and even encultured phenomenon in the late 1980s and 1990s. Moreover, when the term ‘Japan-bashing’ spread to Japan itself, Japanese commentators were quick to respond. -
PRELIMINARY SCHEDULE Berks County League Scheduler Jen Motze League Phone: , PA, 19604 Home Phone: 484-256-1074 Cell Phone: Fax: [email protected]
PRELIMINARY SCHEDULE Berks County League Scheduler Jen Motze League Phone: , PA, 19604 Home Phone: 484-256-1074 Cell Phone: Fax: [email protected] Boys Varsity Golf Monday 08/22/2016 1. Kutztown Area Senior High School @ Wyomissing Area - 3:30pm Tuesday 08/23/2016 1. Reading High School @ Governor Mifflin HS - 3:30PM 2. Wilson High School @ Daniel Boone Area High School - 3:30PM 3. Exeter Township @ Muhlenberg High School - 3:30PM 4. Oley Valley Senior HS @ Hamburg Area High School - 3:30PM 5. Fleetwood HS @ Schuylkill Valley High School - 3:30PM 6. Twin Valley High School @ Conrad Weiser High School - 3:30PM 7. Tulpehocken Jr/Sr HS @ Brandywine Heights - 3:30PM 8. Kutztown Area Senior High School @ Berks Catholic HS - 3:30PM 9. Wyomissing Area @ BYE - 3:30PM Thursday 08/25/2016 1. Reading High School @ Daniel Boone Area High School - 3:30PM 2. Governor Mifflin HS @ Muhlenberg High School - 3:30PM 3. Wilson High School @ Exeter Township - 3:30PM 4. Oley Valley Senior HS @ Schuylkill Valley High School - 3:30PM 5. Hamburg Area High School @ Conrad Weiser High School - 3:30PM 6. Fleetwood HS @ Twin Valley High School - 3:30PM 7. Tulpehocken Jr/Sr HS @ Berks Catholic HS - 3:30PM 8. Brandywine Heights @ BYE - 3:30PM Monday 08/29/2016 1. Berks Catholic HS @ Wyomissing Area - 3:30pm Tuesday 08/30/2016 1. Muhlenberg High School @ Reading High School - 3:30PM 2. Daniel Boone Area High School @ Exeter Township - 3:30PM 3. Governor Mifflin HS @ Wilson High School - 3:30PM 4. Conrad Weiser High School @ Oley Valley Senior HS - 3:30PM 5. -
1 Emily Jo Wharry HIST 490 Dec. 10, 2019 Student Club to Supreme Court: the Federalist Society's Origins on Law School Campuses
1 Emily Jo Wharry HIST 490 Dec. 10, 2019 Student Club to Supreme Court: The Federalist Society's Origins on Law School Campuses Following the election of President George W. Bush in January 2000, a 35-year-old Brett M. Kavanaugh joined the new White House legal team, taking a position as an associate counsel to the president.1 A couple of months into the job, Kavanaugh came across a news article about his past that frustrated him. The article described him as still being an active member of the Federalist Society for Law and Public Policy Studies, a national organization of lawyers, judges, law school students, and professors who advocate for conservative legal doctrine and originalist interpretations of the United States Constitution. Worrying over this misreported detail, Kavanaugh wrote an email to his White House colleagues in which he assured them of the article's inaccuracy: "this may seem technical, but most of us resigned from the Federalist Society before starting work here and are not now members of the Federalist Society." Kavanaugh continued, "the reason I (and others) resigned from Fed society was precisely because I did not want anyone to be able to say that I had an ongoing relationship with any group that has a strong interest in the work of this office."2 Nineteen years later, in November 2019, the Federalist Society hosted its sold-out annual National Lawyers Convention at the Mayflower Hotel in Washington, D.C. Kavanaugh, no 1 Scott Shane et al., “Influential Judge, Loyal Friend, Conservative Warrior — and D.C. Insider,” The New York Times, July 14, 2018, https://www.nytimes.com/2018/07/14/us/politics/judge-brett-kavanaugh.html. -
Directions to Other Schools
TO: Pottstown Fans Due to the requests for directions to schools from parents and dedicated Pottstown fans, we have compiled this booklet from our direction file. Please take into consideration that the number of traffic lights and landmarks may have changed over the years, and we would appreciate if you would contact our office (484-941-9842) if directions are incorrect or not clear. You can also get directions to schools by using the athletic schedule feature on the school web page on the Activities link. Thank you. Pat Connors, Director of Co-Curricular Activities ABINGTON HIGH SCHOOL, Highland Avenue, Abington, PA Take PA Turnpike East to Willow Grove Exit No. 27 Get off turnpike and take Rt. 611 South (Easton Road & then Old York Road) Follow Rt. 611 South into Willow Grove (Rt. 611 will bear left past Burger King) * st Stay on Rt. 611 past Boston Market to 1 Street after overpass- Jerico Road -Turn right (Fitzpatrick Funeral Home) Follow Jerico Road directly into Abington Junior/Senior High School Campus Bear to right around high school - Field House (dome shape) is in the back of school. FOOTBALL STADIUM: Continue from * Stay on Route 611 (Old York Road) to Susquehanna Road. There is a First Union Bank on left corner. Make a left onto Susquehanna Road, then past Retirement Community Apartment to the next road – Huntingdon Road. Make a left onto Huntington Road and Memorial park (football stadium) will be on your right. Stadium is on the corner of Susquehanna & Huntingdon. (Approximate travel time – 50 minutes from Spring-Ford.) ACADEMY PARK HIGH SCHOOL, 300 Calcon Hook Road, Sharon Hill, PA 19079 Route 422 Bypass East to Route 202 North to Route 76 East (Schuylkill Expressway), to Route 476 South (Blue Route) to I- 95 North. -
Dual Enrollment Student Handbook Academic Year 2021-2022
Dual Enrollment Student Handbook Academic Year 2021-2022 TABLE OF CONTENTS Contents BACKGROUND ............................................................................................................................................. 1 STUDENT READINESS ................................................................................................................................ 1 RACC RESOURCES FOR DUAL ENROLLMENT STUDENTS ............................................................................... 2 DUAL ENROLLMENT REGISTRATION AND PAYMENT ............................................................................ 2 PROCESS FOR A STUDENT WITHDRAWING FROM A DUAL ENROLLMENT CLASS ........................................ 3 COORDINATION OF OFFICES ..................................................................................................................... 4 DUAL ENROLLMENT COURES OFFERINGS ............................................................................................... 5 TRANSFERABILITY OF DUAL ENROLLMENT COURSES ................................................................................... 5 ASSESSEMENT AND ARTICULATION .............................................................................................................. 5 GRADING SYSTEM……………………………………………………………………………………………………………………………………6 COLLEGE TRANSCRIPTS ................................................................................................................................. 7 STUDENT ACCESS TO MyRACC PORTAL ....................................................................................................... -
The SPLC's Teaching Tolerance
The SPLC’s TEACHING TOLERANCE What Parents, Teachers, and Administrators Need to Know Navigating our educational “Teaching Tolerance” is a special project run by the system is one of the biggest chal- SPLC and is designed to infiltrate schools through lenges facing families all across radically progressive education resources. The SPLC’s America. We worry about where stated goal of Teaching Tolerance (TT) is to “eradi- our children go to school and cate intolerance.”1 We know that for the SPLC, the the quality of education they target is not “the intolerant” per se but those who do will receive. We wonder if they will be able to find a job or at- tend college upon graduation. Will our children be safe and respected at school? Will our values be reinforced, or at BC19J01 least tolerated, or will they be undermined? These wor- ries are compounded by the sense that America’s chil- dren are being educated The SPLC brands Christian beliefs about sexuality as “hate.” away from values held dear by previous generations: an appreciation for hard work, self-con- not share their liberal worldview. According to an trol, civic duty, and love of country and neighbor. executive at the SPLC, “[w]e are focused, whether people like it or not, on the radical right.”2 A former Parents are wise to be on guard and active in their Senior Fellow at the SPLC describes the purpose of children’s school, in contact with their teachers and the Center as not just a “hate monitoring” organi- administrators, and dedicated monitors of curricula zation, but in reality, “[o]ur aim in life is to destroy and textbooks. -
Parental Responsibility and the Future of the American Family Karl Zinsmeister
Cornell Law Review Volume 77 Article 14 Issue 5 July 1992 Parental Responsibility and the Future of the American Family Karl Zinsmeister Follow this and additional works at: http://scholarship.law.cornell.edu/clr Part of the Law Commons Recommended Citation Karl Zinsmeister, Parental Responsibility and the Future of the American Family , 77 Cornell L. Rev. 1005 (1992) Available at: http://scholarship.law.cornell.edu/clr/vol77/iss5/14 This Article is brought to you for free and open access by the Journals at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Review by an authorized administrator of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. PARENTAL RESPONSIBILITY AND THE FUTURE OF THE AMERICAN FAMILY Karl Zinsmeistert I, like Bill Kristol and Jane Larson, would like to begin by say- ing I think it's terrific that within this conference on the importance of individual responsibility, the organizers included a panel on the family. Individual responsibility and family responsibility are not al- ways the same thing. In fact I think most of us could agree that the family is one locale where non-individualist, and sometimes even anti-individualist, logic is most appropriate. Nevertheless, I want to argue that here, as in other sectors of American society, an ethic of private responsibility is the best way, and frequently the only way, of forging lasting solutions to our problems. I believe in the power and value of spontaneously evolved social institutions-the kinds of institutions that spring up organically to fill a need without any social engineer having been involved. -
Preserving a Critical National Asset
Preserving a Critical National Asset America’s Disadvantaged Students and the Crisis in Faith-based Urban Schools The White House Domestic Policy Council The nonpublic school situation: enrollments are falling and costs are climbing…If decline continues, pluralism in education will cease, parental options will virtually terminate, and public schools will have to absorb millions of American students. The greatest impact will be on…large urban centers, with especially grievous consequences for poor and lower middle-class families in racially changing neighborhoods where the nearby nonpublic school is an indispensable stabilizing factor. —President’s Panel on Nonpublic Education April 14, 1972 America’s inner-city faith-based schools are facing a crisis. And I use the word “crisis” for this reason: Between 2000 and 2006, nearly 1,200 faith-based schools closed in America’s inner cities. It’s affected nearly 400,000 students…We have an interest in the health of these centers of excellence; it’s in the country’s interest to get beyond the debate of public/ private, to recognize this is a critical national asset. —President George W. Bush April 24, 2008 Preserving a Critical National Asset America’s Disadvantaged Students and the Crisis in Faith-based Urban Schools The White House Domestic Policy Council September 2008 U.S. Department of Education Margaret Spellings Secretary September 2008 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Preserving a Critical National Asset: America’s Disadvantaged Students and the Crisis in Faith-based Urban Schools, Washington, D.C., 2008. -
7095000* Oley Valley School District
PRELIMINARY OFFICIAL STATEMENT DATED SEPTEMBER 28, 2017 NEW ISSUE—BOOK-ENTRY ONLY RATINGS: See “RATINGS” herein In the opinion of Stevens & Lee, P.C., Reading, Pennsylvania, Bond Counsel, assuming continuing compliance by the School District with certain covenants to comply with provisions of the Internal Revenue Code of 1986, as amended (the “Code”), and any applicable regulations thereunder, interest on the Bonds is not includable in gross income under Section 103(a) of the Code and interest on the Bonds is not an item of tax preference for purposes of the federal individual and corporate alternative minimum taxes, except as set forth under the heading “Tax Matters” in this Official Statement. Other provisions of the Code may affect purchasers and holders of the Bonds. See “TAX MATTERS” herein for a brief description of these provisions. Under the laws of the Commonwealth of Pennsylvania, the Bonds and interest on the Bonds shall be free from taxation for State and local purposes within the Commonwealth of Pennsylvania, but this exemption does not extend to gift, estate, succession or inheritance taxes or any other taxes not levied or assessed directly on the Bonds or the interest thereon. Under the laws of the Commonwealth of Pennsylvania, profits, gains or income derived from the sale, exchange or other disposition of the Bonds shall be subject to State and local taxation within the Commonwealth of Pennsylvania. The School District has designated and determined under and for purposes of Section 265(b)(3)(B) of the Code to qualify each of the Bonds as a “qualified tax exempt obligation” as such phrase is defined in the Code. -
III. Parks and Recreation Facilities Inventory
Parks and Recreation Facilities Inventory III. Parks and Recreation Facilities Inventory A. Parks and Recreation Classification System The purpose of developing a park and recreation classification system for a community is to evaluate the total recreation opportunities that are being made available to the public. Too often, a community will “meet the standard” in terms of acreage, but it may meet this provision through only a single park that does not provide for the entire community. Therefore, a system of parks should be developed that provides a combination of local space such as mini-parks, neighborhood parks and community parks with county-wide space such as linear parks, county parks and support by regional or state parks. The parks and recreation facilities inventory in this section identifies each park by its park type category and also list the number of specific facilities that are located within each park. Table 7 defines each park by its typical size and service area of each category, population served by each park, typical features and facilities, and the desirable characteristics of each park in these categories. The categories and descriptions were adapted from the Recreation, Park and Open Space Standards and Guidelines that was published by the National Recreation and Park Association in 1987 and 1995. A park system is generally reviewed and analyzed as a composite of recreation areas, each existing to meet a particular public need. Based on a review of national and regional standards, a parks and recreation area classification system has been developed to reflect the actual conditions and opportunities for Muhlenberg County. -
Bullitt Central High School Football Schedule
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