[ Re ] Imagining Broughton a Reuse Study of Historic Broughton Campus Team
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State Agency Downtown Raleigh
State Agency Downtown Raleigh #NC2030 B E S T P L A CE T O L E ARN | BEST PLA CE T O TEAC H N Csu perin ten d e n t.co m/2030 Contents STATE BOARD OF EDUCATION ...............................................................................9 State Board of Education Staff .......................................................................... 10 NC Center for the Advancement of Teaching (NCCAT) .................................................. 10 Internal Audit .............................................................................................. 11 DEPARTMENT OF PUBLIC INSTRUCTION .................................................................... 11 Office of the State Superintendent ....................................................................... 11 General Counsel ................................................................................ 11 • Center for Safer Schools .......................................................................... 11 • Communication and Information Services ........................................................... 12 Graphics, Duplicating and Publication Sales ....................................................... 12 Web Services ..................................................................................12 • Enterprise Data and Reporting ..................................................................... 12 • School Business Systems Modernization ........................................................... 12 Project Management Office .................................................................... -
Safe Schools Act of 2010 Report
REPORT TO THE STATE OF MARYLAND UNDER HB 1160 SAFE SCHOOLS ACT OF 2010 Maryland Statistical Analysis Center Governor‟s Office of Crime Control & Prevention June 30, 2011 “Gangs affect all Marylanders, no county nor region is immune.”i 1 Table of Contents: EXECUTIVE SUMMARY…...………………….…………………………….… …. 4 MARYLAND’S CRIMINAL GANG LAWS……………………………………… 7 Criminal Gang………………………………………………………… 7 Pattern of Criminal Gang Activity……………………………………... 7 Criminal Gang Activity in School……………………………………… 8 MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) MODEL GANG POLICY…………………………………………………………………….... 8 Model Procedures for Reporting Suspected Gang Activity…………………… 8 GANG VIOLENCE………………………………………………………………….. 9 Maryland‟s Gangs……………………………………………………………… 10 CONTRIBUTING FACTORS OF YOUTH GANG INVOLVEMENT………… 10 Personal Characteristics……………………………………………………….. 10 Bullying Violence……………………………………………………………... 11 Maslow‟s Hierarchy of Needs Pyramid………………………………………. 11 Maslow‟s Hierarchy Pyramid and Gang Membership………………………… 12 Unified Theory of Gang Involvement………………………………………… 13 NATIONAL EVIDENCE-BASED GANG PREVENTION PROGRAMS……… 14 OJJDP’s Gang Reduction Program…………………………………… 14 Gang Resistance Education and Training……………………….…….. 15 Boys and Girls Club of America’s Gang Prevention through Targeted Outreach program……………………………………….…………….. 16 Broader Urban Involvement and Leadership Development………….... 16 Olweus Bullying Prevention Program…………………………………. 16 NATIONAL EVIDENCE-BASED GANG INTERVENTION PROGRAMS…… 17 Promising Intervention Programs for At-Risk Youth….………………………. -
General Assembly of North Carolina Session 2009
GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2009 SESSION LAW 2010-31 SENATE BILL 897 AN ACT TO MODIFY THE CURRENT OPERATIONS AND CAPITAL IMPROVEMENTS APPROPRIATIONS ACT OF 2009 AND FOR OTHER PURPOSES. The General Assembly of North Carolina enacts: PART I. INTRODUCTION AND TITLE OF ACT TITLE OF ACT SECTION 1.1. This act shall be known as "The Current Operations and Capital Improvements Appropriations Act of 2010." INTRODUCTION SECTION 1.2. The appropriations made in this act are for maximum amounts necessary to provide the services and accomplish the purposes described in the budget. Savings shall be effected where the total amounts appropriated are not required to perform these services and accomplish these purposes and, except as allowed by the State Budget Act, or this act, the savings shall revert to the appropriate fund at the end of each fiscal year as provided in G.S. 143C-1-2(b). PART II. CURRENT OPERATIONS AND EXPANSION GENERAL FUND CURRENT OPERATIONS AND EXPANSION/GENERAL FUND SECTION 2.1. Appropriations from the General Fund of the State for the maintenance of the State departments, institutions, and agencies, and for other purposes as enumerated, are adjusted for the fiscal year ending June 30, 2011, according to the schedule that follows. Amounts set out in brackets are reductions from General Fund appropriations for the 2010-2011 fiscal year. Current Operations – General Fund 2010-2011 EDUCATION Community Colleges System Office $ 42,668,183 Department of Public Instruction (275,244,311) University of North Carolina – Board -
2021 Preschool Faculty
2021 Preschool Faculty KRISTINA LOFLIN • Preschool Support Facilitator Kristina Loflin holds a Bachelor of Arts from Meredith College located here in beautiful Raleigh, North Carolina. As a dance major and communications minor, much of her college years were spent working in the dance and cheerleading industries, coaching and teaching, as well as working behind the scenes in various arts administration roles. Upon graduation from college, Kristina established Xtreme Challenge Athletics which offered drop-in childcare, track out/summer camps and training classes that catered to cheerleaders and dancers. Kristina continues to work for Varsity Spirit, keeping her foot in the cheer and dance world. On the weekends, she can be found helping run competitions around the States or hanging out with her family and friends. Kristina loves working with students of all ages and helping them find their joy in learning. She is excited to continue to share her love of the arts and passion for education in her new role as the Preschool Support Facilitator for Arts Together. RENÉE BOYETTE • Director of Art Programs + Art Teacher for Stars, Moons, Comets Renée Boyette has been the Director of Art Programs at Arts Together for 15 years. She is responsible for the development and implementation of visual arts curriculum for students ranging from preschool to elementary school age. Additionally, she has led the visual art activities for Arts Together's Arts After Dark, a multi-arts experience for adults. Renée has organized and led many interactive visual art projects throughout the Raleigh community including the Hillsborough Wide Open Celebration, NC Sports Day at the NC History Museum, family events at North Hills, Artsplosure and the Governor Morehead School. -
COLLEGE of DESIGN Newsspring 2004
NC STATE UNIVERSITY COLLEGE OF DESIGN news SPRING 2004 Angelo Abbate Karen E. DeWitt Jean Marie Livaudais Dr. Fatih Rifki PROFESSOR OF LANDSCAPE ARCHITECTURE HEAD OF HARRYE B. LYONS DESIGN LIBRARY DIRECTOR OF PROFESSIONAL RELATIONS, ASSOCIATE PROFESSOR OF ARCHITECTURE Carla Abramczyk Lope Max Díaz EXTERNAL RELATIONS ASSOCIATE DEAN FOR GRADUATE STUDIES DIRECTOR OF DEVELOPMENT, ASSOCIATE PROFESSOR OF ART + DESIGN Austin Lowrey Laurie Ringaert EXTERNAL RELATIONS Ed Driggers PROFESSOR EMERITUS OF GRAPHIC DESIGN DIRECTOR, CENTER FOR UNIVERSAL DESIGN Matthew Arion ACCOUNTING TECHNICIAN Meghan Lurowist Jackie Robertson COMPUTING CONSULTANT, STUDENT SERVICES ASSISTANT ADMINISTRATIVE SECRETARY INFORMATION TECHNOLOGY LABORATORY Richard Duncan COORDINATOR OF TRAINING IN UNIVERSAL DESIGN Fernando Magallanes Michael Rodrigues Delsey Avery RESEARCH, EXTENSION AND ENGAGEMENT ASSOCIATE PROFESSOR OF LANDSCAPE BUDGET MANAGER ADMINISTRATIVE ASSISTANT, DEAN'S OFFICE Cheryl Eatmon ARCHITECTURE Henry Sanoff FACULTY & STAFF Kermit Bailey ADMINISTRATIVE SECRETARY, Marvin J. Malecha PROFESSOR OF ARCHITECTURE ASSOCIATE PROFESSOR OF GRAPHIC DESIGN INDUSTRIAL DESIGN AND GRAPHIC DESIGN DEAN PROFESSOR OF ARCHITECTURE Dr. Kristen Schaffer Dr. Donald A. Barnes Jeremy Ficca ASSOCIATE PROFESSOR OF ARCHITECTURE PROFESSOR EMERITUS OF ARCHITECTURE ASSISTANT PROFESSOR OF ARCHITECTURE Joe McCoy COORDINATOR OF NETWORK & HARDWARE Martha Scotford Thomas Barrie Patrick FitzGerald SERVICES, PROFESSOR OF GRAPHIC DESIGN DIRECTOR OF SCHOOL OF ARCHITECTURE ASSOCIATE PROFESSOR OF ART -
2018/19 Season Announcement
FOR IMMEDIATE RELEASE CONTACT Meredith Kimball Laing 919.789.5484 [email protected] North Carolina Symphony’s 2018/19 Season Delivers Powerful Musical Narratives and Proves that Orchestral Music Is Thriving in the State Highlights Include Season-Opener with Violinist Joshua Bell; Cultural Preservation Project with Eastern Band of Cherokee Indians; Multimedia Collaboration with North Carolina Museum of Natural Sciences; Live Recording with Grammy Winners; and Continued Commitment to New Music and Work of Women Composers RALEIGH, N.C. – The North Carolina Symphony is an indispensable part of North Carolina’s cultural narrative. Founded as America’s first statewide orchestra in 1932, and traveling 18,500 miles throughout the state to engage 250,000 people each year, NCS is committed to presenting artistically excellent performances that delight and inspire—and with ticket sales increasing 50% since 2010, it is clear that the Symphony is delivering on that promise. The 2018/19 season proves that orchestral music is thriving in North Carolina: NCS will collaborate with artists and organizations to present classical music experiences distinctive to North Carolina life; commission new works by North Carolina natives; perform masterworks in new contexts; and offer broad variety in its programming—in and outside of the concert hall— to develop new audiences. “Each work we present has a story to share, and our ever-present hope is that our audiences connect to these powerful musical narratives—whether it is the triumph in Beethoven’s Symphony No. 5, the humor in Strauss’ depiction of Don Quixote, or the history of North Carolina’s native people reflected in a new work,” says NCS Music Director Grant Llewellyn. -
The Seed School of Maryland, Head of School
THE SEED SCHOOL OF MARYLAND, HEAD OF SCHOOL ORGANIZATION The SEED School of Maryland (SEED MD) is a college-preparatory, public boarding school that serves 400 students in grades six through twelve. Its student body draws from a statewide pool of applicants selected by lottery. It was founded on the understanding that a single college graduate can make a profound impact on his or her entire family. The school’s innovative model integrates a rigorous, college-preparatory academic program with a boarding program that teaches life skills and provides a safe, secure, and nurturing environment 24 hours a day, 5 days a week. SEED students live on campus and benefit from a collaborative network of families, faculty, staff, and community members. The SEED model includes academic, residential, mental health, physical health, social, and enrichment programs, all available on campus. SEED MD, which opened in 2008, was the second school established by The SEED Foundation. The SEED School of Washington, D.C. (SEED DC) has been in existence for 20 years. The SEED School of Miami opened in 2014 and currently serves 260 students in grades 6-11, and at capacity, will grow to serve 400 students in grades 6-12. The success of the SEED model has been showcased in media outlets and publications such as 60 Minutes, The New York Times, The Washington Post, Nightline, Today, Good Morning America, and in the documentary film Waiting for “Superman.” United States President Barack Obama hailed SEED as “a true success story.” SEED MD was created out of a Maryland law that established a public, college preparatory boarding school for underserved Maryland students. -
The Seed School of Washington, Dc
What does it take to prepare students for college and careers in the 21st century? Time. It takes time to grow into a successful individual. But how far and how fast we grow depends on another question: what do we do with the time we are given? At SEED, we are with our students 24 hours a day, five days a week. We call this our “gift of time,” but it is more than that. Time is a responsibility and a means for our students, parents, teachers, staff, and supporters to do amazing things. This report is a celebration of what they are able to accomplish with the gift of time; it rejoices in the answers to one simple question: what can you do with 24 hours? For Justin Eames (page 11), director of technology at SEED Maryland, having 24 hours means that students can explore potential career paths through state-of-the-art technology. For Nicole Padro (page 12), student life counselor at SEED Miami, 24 hours means time to foster a love of learning in her students by reading aloud stories before bedtime. And for SEED DC parent Tasha Poulson (page 14), a 24-hour program means that her children are safe and surrounded by positive role models committed to their growth. As SEED grows, our schools remain connected by the gift of time. Whether in D.C., Maryland, or Miami, we have the opportunity to support our students and staff in ways that other schools cannot. This is a privilege and a responsibility. If you are reading this report, then you have likely supported SEED in the past. -
Educational Directory of North Carolina
c.z NORTH CAROLINA EDUCATIONAL DIRECTORY 1907 - 1908 f<r' A iV^rRV.^ f O < z o o o CO < 2 (a o Q c o X -c UJ Z NORTH CAROLINA EDUCATIONAL DIRECTORY 1967-68 Issued by State Department of Public Instruction, Raleigh Publication No. 407 CONTENTS Page State Board of Education 3 State Department of Public Instruction 3 Controller's Office 17 Department of Community Colleges 20 State Board of Higher Education 21 State Education Assistance Authority 22 State Textbook Commission 22 State Evaluation Committee on Teacher Education 22 Teachers' and State Employees' Retirement System 23 North Carolina Education Association 23 North Carolina Teachers Association 24 North Carolina Congress of Colored Parents and Teachers 26 North Carolina Congress of Parents and Teachers 26 North Carolina Association for Childhood Education 26 North Carolina State School Boards Association 26 United Forces for Education 26 North Carolina Association of Colleges and Universities 26 Association for School, College and University Staffing in N. C. 27 Educational Periodicals 27 The Governor's School of North Carolina 28 North Carolina School of the Arts 28 The North Carolina Advancement School 29 The North Carolina Fund 29 The Learning Institute of North Carolina (LINC) 29 Institutions Providing Education Beyond the High School 30 Book, Map and Globe Representatives 36 Audiovisual Dealers Association 39 State and Territorial Superintendents 40 State Schools for the Handicapped 41 County and City School Administrative Units 42 Federal Schools 108 Approved Nonpublic Schools, 1966-67 110 Code Numbers for School Administrative Units 114 Alphabetical Index—North Carolina Public Schools 115 State Offices 3 STATE BOARD OF EDUCATION Dist. -
Thelink-Summerissue-Final.Pdf
A PUBLICATION OF THE JUNIOR LEAGUE OF RALEIGH | SUMMER 2015 the Link THE JUNIOR LEAGUE OF RALEIGH Celebrating 85 Years of Service Permit No. 315 No. Permit Raleigh, NC Raleigh, PAID U.S. Postage U.S. Presorted Standard Presorted ?() Contents In Every Issue President’s Message 5 Pink Pages 23 Member Spotlight 24 26 29 30 JLR Annual Meeting 6 JLR 85th Anniversary 00 Member Awards JLR AnnualJulia JonesMeeting Daniels Center for Community Leadership 00 Membership Welcome Vice Transfers President 00 2014 – 15 Provisionals JLR Donates to Sassafras All Children’s Playground 00 Training Vice President 11 Member-at-Large 00 JLR 85th Anniversary, Highlights from the 1930s – 2010s 12 Kids in the Kitchen 00 Membership Vice President 22 JLR Chorus Makes a Joyful Noise 00 Empowering Kids to Make Healthy Choices 26 Training Vice President 00 Funding Vice President 28 Quick Impace: A Modern Placement for the Modern Member 00 JLR Donates to Sassafras All Children’s Playground 29 Funding Vice President 00 JLR Chorus Makes a Joyful Noise 30 Communications & Strategies Vice President 00 Communications & Strategies Vice President 34 Cookbook: Southern Summer Staples 00 Quick Impact: A Modern Placement for the Modern Member 36 Member-at-Large 38 Cookbook: Southern Summer Staples 39 Headshot Photography: DeShelia Spann Photography | desheliaspann.com Summer 3 | 2015 2014 – 15 BOARD OF DIRECTORS Editorial Selené Brent President Kathryn West President-elect Anne Strickland Communications & Strategies VP Marisa Bryant Community VP Lanier McRee Funding VP Heather -
The Pennsylvania State University
The Pennsylvania State University The Graduate School The College of Education THE CURRICULUM OF THE CARLISLE INDIAN INDUSTRIAL SCHOOL: AN AMERICAN EDUCATION A Dissertation in Curriculum and Instruction by Joy Meness Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2017 i The dissertation of Joy Meness was reviewed and approved* by the following: Daniel Hade Associate Professor of Education (Language & Literacy Education) Dissertation Advisor Co-Chair of Committee Jacqueline Reid-Walsh Associate Professor of Education (Language & Literacy Education) and Women's Studies Co-Chair of Committee Jamie M. Myers Professor of Education (Language & Literacy Education) Christine Marmé Thompson Professor of Art Education William Carlsen Director of Graduate Studies, Curriculum and Instruction *Signatures are on file in the Graduate School. ii Abstract During the latter half of the 18th century, as aggressive and violent militarization continued, the United States legislated against Indian interests while promoting social advancement through industrial education. While boarding schools had been presented to European society as elite institutions for centuries, their transition to19th century North America signified a radical shift in form and function. Under orders carried out by the U.S. military, Native children were forcibly removed from their families to be educated at residential schools, undergoing training similar to that of military and prison inductees. Therefore the pedagogical roots of American Indian education during the 19th century were steeped in practices meant to assimilate Indigenous children into American society psychologically, spiritually, and physically. Founded in 1879, the Carlisle Indian Industrial School was established by United States Army General Richard H. -
Brief History of Raleigh, North Carolina
Raleigh Wake County An Action-Oriented Community Diagnosis For people living with disabilities in Raleigh, NC May 31, 2004 Maureen Boland Karen Isaacs Jill Kunkel Ayana Mangum Darcie Mersereau Allison Myers Preceptors: Fred Johnson and Rene Cummins, Universal Disability Advocates and Center for Independent Living Pam Dickens, MPH and Karen Luken, MSRA, CTRS, North Carolina Office on Disability and Health Instructors: Geni Eng, DrPH and Karen Moore, MPH Completed during 2003-2004 in partial fulfillment of requirements for: HBHE 241 Department of Health Behavior and Health Education School of Public Health University of North Carolina at Chapel Hill Table of Contents • Acknowledgements ...........................................................................................................v • Executive Summary.......................................................................................................…vi I. Introduction to the Project.........................................................................................1 II. Findings from Secondary Data..................................................................................3 • Brief History and Profile of Raleigh, North Carolina • Business, Economy, and Research Triangle Park • Political and Budget Climate • Transportation and Urban Planning • Recreation • Housing • Health Status of Persons with Disabilities in Raleigh • Services for People with Disabilities III. Results.......................................................................................................................11