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Harvard Conference (Re)Presenting American Muslims: Broadening the Conversation Conference Team
Harvard Conference (Re)Presenting American Muslims: Broadening the Conversation Conference Team Host and Co-Convener Co-Convener Alwaleed Islamic Studies Program Institute for Social Policy and at Harvard University: Understanding (ISPU): Dr. Ali Asani Kathryn M. Coughlin Farhan Latif Zeba Iqbal Professor of Indo- Executive Director, Prince Chief Operating Officer ISPU Research Team Muslim and Islamic Alwaleed bin Talal Islamic & Director of Policy Editor and Report Religion and Cultures; Studies Program Impact Author Director, Alwaleed Islamic Studies Program Co-Organizers Facilitators Maria Ebrahimji Hussein Rashid, PhD Nadia Firozvi Asim Rehman Journalist, Consultant, Founder, Islamicate, L3C Attorney in Former President, & Co-Founder, I Speak Washington, DC Muslim Bar Association For Myself Inc. of NY ISPU would like to acknowledge the generous supporters whose contributions made this report possible: Mohamed Elnabtity and Rania Zagho, Jamal Ghani, Mahmoud and Nada Hadidi, Mahmood and Annette Hai, Fasahat Hamzavi and Saba Maroof, Rashid Haq, Raghib Hussain, Mohammed Maaieh and Raniah Jaouni, Khawaja Nimr and Beenish Ikram, Ghulam Qadir and Huda Zenati, Nadia Roumani, Quaid Saifee and Azra Hakimi, Abubakar and Mahwish Sheikh, Haanei Shwehdi and Ilaaf Darrat, Ferras Zeni and Serene Katranji Participants (listed alphabetically) Zain Abdullah, PhD, Shakila Ahmad, Debbie Almontaser Sana Amanat, Shahed Amanullah Saud Anwar, Associate Professor President, Islamic President, Board of Editor, Marvel Founder, Multiple Mayor of Windsor, in the -
A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students
Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant Belin-Blank Center, College of Education, University of Iowa Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa Dedicated to the memory of: Julian C. Stanley, Johns Hopkins University, founder of the Talent Search Model and the Study of Mathematically Precocious Youth and James J. Gallagher, University of North CarolinaChapel Hill, pioneer in educational policy related to special and gifted education Their scholarship and advocacy for the intervention of acceleration positively impacts the lives of tens of thousands of students and their families and educators. ©2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Endorsed by the National Association for Gifted Children, 1331 H Street, NW, Suite 1001, Washington, DC 20005 ISBN: 978-0-9961603-1-5 Designed by Benson and Hepker Design, Iowa City, Iowa Cover art by Robyn Hepker Published by The Belin-Blank Center, Iowa City, Iowa Printed at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800.336.6463 www.education.uiowa.edu/belinblank www.accelerationinstitute.org www.nationdeceived.org www.nationempowered.org A Nation Empowered Evidence Trumps the Excuses Holding Back America’s Brightest Students Volume 1 Acknowledgements. -
Admission to Australian Universities for Accelerated Students
Admission to Australian Universities for Accelerated Students: Issues of Access, Attitude and Adjustment. Marie Young Bachelor of Arts (Monash University), Diploma of Education (Monash University), Master of Education (University of New South Wales). A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, School of Education, University of New South Wales. 2010 2 Publications The following article is based on Phase 1 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2007). The state of early tertiary admission in Australia: 2000 to present. Australasian Journal of Gifted Education, 16 (2), 15-25. The following article is based on Phase 2 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2009). Getting in: Australian university decision-making processes when gifted learners apply for early admission. Australasian Journal of Gifted Education, 18(2), 43-54. 3 Abstract University admission is a significant issue for gifted students who have been accelerated. This study explored access to Australian universities for accelerated students, examined the attitude of Australian universities to admission of accelerated students, and investigated issues of accelerated students’ adjustment to university. There is little research in Australia on these issues. In Phase 1 of the study, information about early admission, dual enrolment, minimum admission age, and admission of students younger than 17 years to Australian universities was collected and summarised. In Phase 2 personnel from 11 Australian universities were interviewed about the decision- making process which allowed such students to gain admission earlier than usual. Issues of support, advertising and national coordination were also examined. Phase 3 focused on interviews with 12 accelerated students concerning their adjustment to university, and any hurdles they identified. -
Struggling Against Stereotypes
Islam Struggling Against Stereotypes Struggling Against Stereotypes Summary: The American media, including television programs, films, and newspapers, propagated negative portrayals of Islam and presented anti-Muslim rhetoric uncritically even before 9/11, though the issue intensified after the U.S. declared its “Global War on Terror.” Muslim individuals—and non-Muslims mistaken for Muslims—experience discrimination, harassment, and physical attacks, while mosques and Islamic centers are often vandalized. In the wake of hate attacks, Muslim organizations like the Islamic Circle of North America, the Council of American-Islamic Relations, the American Muslim Council, various mosque and Muslim media often utilize different outlets (open houses, pamphlets, call centers, TV series) to address stereotypes. One of the most widely discussed issues in the U.S. Muslim community is the negative image of Islam in the American media, an issue that was cause for concern even before 9/11. While appeals to the media for accuracy and fairness continue, newspaper headlines regularly print the words “Islam” and “Muslim” next to words like “fanatic,” “fundamentalist,” “militant,” “terrorist,” and “violence.” Uses of the term “jihad” in television programs and films are also illustrative. As a pamphlet for the media published by the American Muslim Council explains, the word jihad “is more accurately translated as ‘exertion of effort,’ not ‘holy war.’ The Prophet Muhammad said that the highest form of jihad is the personal struggle to make oneself a better Muslim.” Events such as the Iranian revolution of 1979 and the subsequent hostage crisis, the Gulf War, and, most significantly, 9/11 and the “Global War on Terror” that followed, have received enormous press coverage as evidence of “Islamic fundamentalism.” American Muslims often ask why a small group of extremists, whose terrorist actions violate the central principles of Islam, should determine the public image of the entire Muslim community. -
Saudi Publications on Hate Ideology Invade American Mosques
SAUDI PUBLICATIONS ON HATE IDEOLOGY INVADE AMERICAN MOSQUES _______________________________________________________________________ Center for Religious Freedom Freedom House 2 Copyright © 2005 by Freedom House Published by the Center for Religious Freedom Printed in the United States of America. All rights reserved. No part of this publication may be used or reproduced in any manner without the written permission of Freedom House, except in the case of brief quotations embodied in critical articles and reviews. Center for Religious Freedom Freedom House 1319 18th Street, NW Washington, DC 20036 Phone: 202-296-5101 Fax: 202-296-5078 Website: www.freedomhouse.org/religion ABOUT THE CENTER FOR RELIGIOUS FREEDOM The CENTER FOR RELIGIOUS FREEDOM is a division of Freedom House. Founded more than sixty years ago by Eleanor Roosevelt, Wendell Willkie, and other Americans concerned with the mounting threats to peace and democracy, Freedom House has been a vigorous proponent of democratic values and a steadfast opponent of dictatorship of the far left and the far right. Its Center for Religious Freedom defends against religious persecution of all groups throughout the world. It insists that U.S foreign policy defend those persecuted for their religion or beliefs around the world, and advocates the right to religious freedom for every individual. Since its inception in 1986, the Center, under the leadership of human rights lawyer Nina Shea, has reported on the religious persecution of individuals and groups abroad and undertaken advocacy on their behalf in the media, Congress, State Department, and the White House. It also sponsors investigative field missions. Freedom House is a 501(c)3 organization, headquartered in New York City. -
Ansar Administrative Handbook 2012 Inside
Table of Contents Aims and Objectives of Majlis Ansārullāh ............................................................................... 3 Foreword ............................................................................................................................... 5 Ansār Calendar 2012 ............................................................................................................ 12 Local Events and Action Items ................................................................................................ 12 National ‘Āmila Events & Meetings ........................................................................................ 13 Contact Information ............................................................................................................. 14 National ‘Āmila & Nāzimeen .................................................................................................. 14 Zu‘amā .................................................................................................................................... 17 Plans and Responsibilities .................................................................................................... 19 Responsibilities of a Nāsir ....................................................................................................... 20 Responsibilities of a Qā’id ....................................................................................................... 21 Responsibilities of a Nāzim .................................................................................................... -
The Call to Prayer
Islam The Call to Prayer The Call to Prayer Summary: The history of adhan (call to prayer) began with a vision in a dream by one of Prophet Muhammad’s followers and a freed African slave serving as the first muezzin. Adhan calls Muslims around the world to pray five times a day. It can be broadcast around the neighborhood, recited from within the mosque building, or sounded from a sidewalk. Muslim daily life is punctuated with five ritual prayers, or salat. In the early Muslim community in Medina, according to tradition, faithful Muslims would gather around the Prophet Muhammad without any summons. The Prophet considered using a horn, as did the Jews to call the community to prayers, as well as a wooden gong, as the Eastern Christians did. One of his followers had a vision in a dream, however, in which a man taught him a better way to call people to prayer, saying, in translation: God is most Great! God is most Great! God is most Great! God is most Great! I bear witness that there is no God but Allah. I bear witness that there is no God but Allah. I bear witness that Muhammad is the Messenger of Allah. I bear witness that Muhammad is the Messenger of Allah. Come to prayer. Come to prayer. Come to success. Come to success. God is most Great! God is most Great! There is no God but Allah. The Prophet confirmed this dream and appointed Bilal, a freed African slave, to be the first muezzin, to use his penetrating voice to sound this call to prayer, the adhan, from the mosque. -
A Nation Deceived: How Schools Hold Back America’S Brightest Students a Nation Deceived
A Nation Deceived: How Schools Hold Back America’s Brightest Students A Nation Deceived The Templeton National Report on Acceleration What Parents, Teachers and Other Professionals Nicholas Colangelo Should Know Susan G. Assouline Miraca U. M. Gross About the October 2004 Templeton National Report on Acceleration The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education, The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 November 26, 2005 800.336.6463 http://www.nationdeceived.org Presenters Background • Debbi Andrews, MD • Debra Arnison Sutton • summit on acceleration at University of Iowa in • parent • parent May 2003 formulate national report on acceleration • Developmental • AABC/EABC member pediatrician, U of Alberta • involved in developing • what schools need to know in order to make the • involved in multi- Alberta Education's “The best decisions about educating highly capable disciplinary Journey: A Handbook for students developmental Parents of Children Who assessment of children Are Gifted and Talented” • A Nation Deceived: How Schools Hold Back with special needs, America’s Brightest Students including gifted 3 4 Background Background •alarm to schools on the need to provide • tackles current misconceptions about acceleration accelerative experiences for brightest students and dispels their impact through •solid research base over last 50 years – research continuously demonstrates positive impacts of – examples of effective practice -
Education Booklet.Indd
Education Courses 2006 Faculty of Education, Health and Professional Studies Education Courses 2006 Students should read this guide in conjunction with the All Faculties Enrolment Guide and Schedule of Units 2006, available at www.une.edu.au/studentcentre/schedules.htm September 2005 1 Faculty of Education, Health and Professional Studies Student Centre The University of New England NSW 2351 Australia Phone 02 6773 4444 Fax 02 6773 4400 Email [email protected] Prepared by Information Integrity, Student Centre, The University of New England NSW 2351 Australia The information contained in this Guide was correct at the time of printing. Details may be subject to change. 2 Education Courses 2006 Contents Introduction/Message from the Dean ..................................................... 4 The University of New England .............................................................. 4 The School of Education ........................................................................ 4 Admission and Enrolment ..................................................................... 5 Course Coordinators .............................................................................. 6 General Information - In-Service/Pre-Service Teaching Courses ................ 7 Guidelines for Admission Requirements for Bachelor of Teaching (Primary) ......................................................... 8 Guidelines for Secondary Teaching Subject Areas for the Graduate Diploma in Education and Bachelor of Teaching (Secondary) ............... 9 Pre-Service/Undergraduate -
THE MUSLIM COMMUNITY CENTER 48 Annual Report
THE MUSLIM COMMUNITY CENTER 4380 N. Elston Avenue, Chicago, IL 60641 Phone: 773 725 9047; Fax: 773 725 1616 8601 N Menard St, Morton Grove, IL 60053 Phone: 847 470 8801; Fax: 847 470 8873 9301 Gross Point Rd, Skokie, IL 60076 Phone: 224 534 7638 MCC Elston Ave MEC Morton Grove Sharp Corner School, Skokie 48th Annual Report Annual General Body Meeting January 15 2017 www.mccchicago.org 1 Table of Contents Description Page President’s Address, 2017 3 Executive Council 4 Board of Directors 4 Bylaws Committee 5 Nomination Committee 5 Election Committee 5 IT/Website Committee 5 Membership Committee 5 Outreach and Interfaith Committee 6 Publication Committee 7 Education Committee 7 Counseling Committee 7 Health Awareness Committee 7 Seniors Activities Committee 8 Women Activities Committee, MCC & MEC 8 Youth Camp 8 MCC Multipurpose Room Committee 8 MCC Representatives to CIOGC 8 Religious Affairs Committee 9 Cemetery Committee 9 Dawa Committee 10 Rehab and Welfare Committee 10 Friday Prayer Committee at MCC 10 Friday Prayer at O’Hare 10 Friday Prayer Committee at MEC 11 Special Events Committee at MEC & at MCC 11 Part Time School Councils (Academic & Administrative) 12 MCC and MEC Sunday Schools 12 MCC Saturday School 12 Evening Schools 12 MCC Academy & Council 13 Committee of Directors of Education 13 Education Development Council 13 Youth Council 13 Building Committee, MEC 14 Building Committee, MCC 14 Annual Dinner Committee 15 Budget Committee 15 Food & Fun Fair Committee 15 Investment Committee 15 2 In the name of Allah, the Beneficent, the Merciful MCC 2017 - President’s Address Dear Brothers and Sisters, Assalamu Alaikum: Welcome to the 48th Annual General Body Meeting. -
Acceleration of Gifted Students Frequently Asked Questions October 2007 (Last Reviewed 12/16/11)
Acceleration of Gifted Students Frequently Asked Questions October 2007 (last reviewed 12/16/11) No bird flies too high if he soars with his own wings. -Ralph Waldo Emerson What is acceleration? Acceleration is an intervention that moves students through an educational program at a more rapid rate than their age-mates. The goal of acceleration is to tailor the level and complexity of the curriculum to the ability and academic readiness of individual children (Colangelo et al., 2004). What are the benefits of acceleration? Research indicates that students who are properly accelerated benefit significantly, both academically and emotionally. Accelerated gifted and talented students and other high ability students perform at higher levels on achievement tests and are less likely to become bored and disinterested in school than similarly able students who are not accelerated. Why is acceleration important? When the level of instruction is not rigorous and expectations are low, gifted learners may settle into patterns of underachievement. These students are at risk of developing poor organizational/study skills and far worse, may not reach their full potential. Are schools required to accelerate instruction to meet a student’s needs? Yes, districts are required to have procedures in place for the academic acceleration of gifted and talented students that include an assessment of students' readiness and motivation for acceleration and a match between the curriculum and the students' academic needs. Furthermore, every Minnesota child is entitled to an appropriate and challenging education. Who determines whether a student should be accelerated? The decision to accelerate a student is a local decision. -
Language Assistance Plan (LAP) in October 2007, Which Was Approved by the Federal Transit Administration on November 3, 2007
WMATA L A N G U A G E A SS I S T A N C E P LAN LLaanngguuaaggee AAssssiissttaannccee PPllaann Washington Metropolitan Area Transit Authority October 2014 – October 2017 1 October 2014 – October 2017 WMATA L A N G U A G E A SS I S T A N C E P LAN TABLE OF CONTENTS I. Background ........................................................................................... 3 II. Identification of LEP Individuals in WMATA Service Area Who Need Language Assistance ............................................................................ 5 III. Frequency of Contact by LEP Persons with WMATA’s Services .... 13 IV. Nature and Importance of Transit ...................................................... 17 V. Available Resources & Costs of Providing Language Assistance Services ............................................................................................... 18 VI. Language Assistance Measures Employed by WMATA ................... 18 VII. Language Assistance Initiatives 2011 - 2013 ..................................... 22 VIII. Efforts to Identify Additional Language Assistance Needs ............... 39 IX. Language Assistance Initiatives 2014 - 2017 ..................................... 42 Appendix A – List of Community Based Organizations Appendix B – List of Metro’s Vital Documents Appendix C – Metrobus Bilingual Announcements Appendix D – Title VI/Language Assistance Training for Metro Transit Police Appendix E – Topic Guide for CBO Outreach Interviews Appendix F – Summary of CBO Meetings Appendix G -- Sample of Translated Materials 2 October 2014 – October 2017 WMATA L A N G U A G E A SS I S T A N C E P LAN I. Background Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d et seq., provides that no person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program or activity that receives Federal financial assistance.