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Dual Edition
YEARS # 1 Indian American Weekly : Since 2006 VOL 15 ISSUE 20 ● NEW YORK / DALLAS ● MAY 14 - MAY 20, 2021 ● ENQUIRIES: 646-247-9458 ● [email protected] www.theindianpanorama.news 12 OPPOSITION LEADERS WRITE TO PM MODI, US lifts most mask DEMANDING FREE MASS VACCINATION, guidance in key step back SUSPENSION OF CENTRAL VISTA PROJECT to post - Covid normalcy Fully vaccinated Americans can ditch their masks in most settings, even indoors or in large groups. WASHINGTON (TIP): President Joe Biden took his biggest step yet toward declaring a victory over the coronavirus pandemic - as public health officials said fully vaccinated Americans can ditch their masks in most settings, even indoors or in large groups. "Today is a great day for America in our long battle with coronavirus," Biden said in the In a joint letter to PM Modi, 12 opposition White House Rose Garden on Thursday,May 13, party leaders, including Sonia Gandhi, have demanded Central govt to provide calling the US vaccination program an foodgrains to the needy and Rs 6,000 "historical logistical achievement." monthly to the unemployed. - File photo of The guidance shift Thursday, May 13, is a Prime Minister Narendra Modi | Twitter turning point in the fight against Covid-19 and @BJP4India comes as US caseloads fall and vaccinations NEW DELHI (TIP): In a joint letter rise. It signals a broad return to everyday to Prime Minister Narendra Modi, lifeand is also a bet that any surge in spread May 12, 12 Opposition parties have from relaxed guidelines won't be enough to urged the government to immediately reverse progress in inoculations. -
The Promise of Technology Integration in Schools
The Promise of Technology Integration in Schools The improvement effect: The improvement effect: Brightening the futures of 550 million sAuthorstude nts Foreword Contributors Justin Barbaro, Ph.D. JustineBrigh Casselltening theSusan fut Mannures of 550 Chandni million Trivedi students Mary Elizabeth Wilson, Ed.D. Maciej Jakubowski Jessica Beidelman Denise Gallucci L TRANSFORMING E A G RNIN B r h ig e t n i n the g f u t u r e s o 550 f m i l l i s on r imp The t n ude TRANSFORMING LEARNING t s o v e ement f f c e t: TRANSFORMING LEARNING The Education Partners | The Promise of Technology Integration in Schools About the Authors Denise Gallucci, a visionary strategist, innovator and committed education executive, is the Chief Executive Officer of GEMS Education Americas and The Education Partners. Mary Elizabeth Wilson is a teacher and teacher educator who brings more than 20 years of experience in public and private education across PreK-20 learning environments to the role of Chief Learning Officer at The Education Partners. Justin Barbaro draws on his experiences as a classroom teacher, leadership developer and academic researcher to inform his current work in the role of Associate at The Education Partners. Justine Cassell, Associate Dean, Technology Strategy and Impact, School of Computer Science, Carnegie Mellon University. Susan Mann, CEO of Education Services Australia, a company owned by all Australian Education Ministers that focuses on technology provision for the Australian education sector. Maciej Jakubowski, former Deputy Minister at the Ministry of National Education in Poland. -
GEMS Education Implements Strong Azure Disaster Recovery Capability with Liveroute Solution
GEMS Education Implements Strong Azure Disaster Recovery Capability with LiveRoute Solution Dubai, United Arab Emirates, September 25, 2019: LiveRoute, a part of MDS Computers Group and a leading Cloud Solutions Provider in the Middle East, has successfully implemented a complete site level Microsoft Azure Disaster Recovery solution for GEMS Education, one of the top international private school operators in the Middle East. This has enabled strong Business Continuity, enhanced compliance and has significantly reduced the overall operational costs. “For an organization that has the interests of over 120 thousand students from 176 over countries, the parent community and internal teams who are connected via several IT applications, it was important for us to be proactive in our approach to Disaster Recovery. We needed to implement a solution that we could rely on so as to ensure that we are not dependent on the existing network and avoid any lock down,” said, Shabeer Mohammed, Vice President – Technology, GEMS Education. “After an internal study, we decided to step away from the traditional Data Centre model and needed to have an optimized calculated environment which is hosted in the Cloud. One which would negate the high asset costs of a Data Centre and create a viable solution that would do an automatic failover and failback. We are a heavy user of Microsoft technology, and our discussions with LiveRoute, a Microsoft Gold Partner delivering Cloud-based solutions in the region, was the perfect fit to help us move into our Azure Cloud journey which also provides us with a strong Azure Disaster Recovery capability,” Mr. -
The Huamei Academy at Dalian American International School Dalian, Liaoning Province, China
SCHOOL PROFILES The Huamei Academy at Dalian American International School Dalian, Liaoning Province, China ABOUT THE HUAMEI ACADEMY In 2010, Dalian American International School launched an exciting new high school division: the Huamei Academy, which serves Chinese national students Grades 9-12 on the same campus in a boarding environment. Huamei Academy students are committed to seeking their tertiary education abroad and experience a broad range of academic subjects and co-curricular activities delivered by a staff of international educators. MISSION The Huamei Academy at Dalian American International School provides challenging, collaborative and responsive experiences that engage learners in developing intellect, character, and health. At the Huamei Academy, every learner achieves personal excellence and contributes to the global community. 2018-2019 HUAMEI ACADEMY BY THE NUMBERS Student Enrollment: 285 | Number of Seniors: 58 | Student to Faculty: 8:1 | Faculty: 54 ACCREDITATION AND ACADEMIC PROGRAMS Huamei is fully accredited through the Western Association of Schools and Colleges (WASC) and offers a US and International College Preparatory Curriculum. The school is committed to providing a positive and nurturing environment that promotes learning and discovery. FACULTY The Huamei Academy staff is made of experienced teachers hailing from 8 differet countries, including the US, Canada, China, England, and more. All faculty members hold a bachelor degree, and nearly 60% of the faculty have a master’s degree or higher. CAMPUS AND FACILITIES The Huamei Academy is housed in a purpose-built facility that provides over 8,000 sq. meters of learning space. In addition to spacious, well-resourced classrooms, the school has a secondary science lab, elementary science lab, computer lab, library/media center, dance studio, and large indoor spaces for active play during inclement weather. -
View Laura Spector's CV
LAURA SPECTOR [email protected] 512.999.5305 SpectorStudio.wordpress.com SUMMARY OF QUALIFICATIONS A diverse professional background in arts education and humanities: professional artist, teacher, event organizer, publicist, curator, community leader, and collaboration expert. AWARDS AND HONORS TEDx DoiSuthep Speaker, Art of Collaboration. Chiang Mai, Thailand. 2011 Sovereign Asian Art Award, Shortlist. Sotheby’s/Hong Kong. 2008 Sovereign Asian Art Award, Shortlist. Sotheby’s/Hong Kong. 2006 The New York Foundation for the Arts, Fellowship. NYC. 2000 The New York Foundation for the Arts, Fiscal Sponsorship. NYC. 1999 The Elephant Trust Award. Visual Art and Photography. London. 1998 EDUCATION AND HUMANITIES PANALIST HOUSTON ARTS ALLIANCE, HOUSTON, TX 2013 Panelist for individual art grants ARTIST-IN-RESIDENCY 2012 DALLAS INTERNATIONAL SCHOOL, DALLAS, TX Lecture and two-day art workshop based on Museum Anatomy for high school students. ARTIST-IN-RESIDENCY 2011 SOVEREIGN ART FOUNDATION, artHK11 ART FAIR. Two-day art workshop based on Museum Anatomy for high school students from Discovery College and West Island School in Hong Kong. FOUNDER/CO-DIRECTOR, PAINTING INSTRUCTOR 2004-2011 ARTSPACE CHIANG MAI, THAILAND Summary: Co-produced and managed publicity for performance events and art exhibitions. Organized motivational workshops and exhibitions with students and teachers from Prem Tinsulanonda International School, Chiang Mai International School, Nakorn Payap International School and Lanna International School. Also: painting and drawing instructor for children and adults. Behind the Door (2011). Art exhibition featuring artwork by students from PTIS International School, American Pacific International School, Chiang Mai International School, Lanna International School and Nakorn Payap International School Students. Through The Keyhole (2010). -
Postcolonial Emotionalism in Shaping Education: an Analysis Of
The International Education Journal: Comparative Perspectives Vol 15, No 1, 2016, pp. 66-83 http://openjournals.library.usyd.edu.au/index.php/IEJ/index Postcolonial emotionalism in shaping education: An analysis of international school choice in Sri Lanka Virandi Wettewa The University of Sydney: [email protected] This research explores the proliferation of a newer kind of independent ‘international’ schools that has grown in popularity in an otherwise proscribed private education system. These schools provide both foreign and local curriculums in the English medium for a majority of local students. By welcoming students from all ethnic and religious backgrounds, international schools facilitate an agency for multiculturalism. However, the double-edged sword of business and education means that these schools are restricted to a minority that can afford the high fees. In this paper, it is argued that English continues to be perceived as a reminder of colonial rule, a driver of social stratification and a destroyer of tradition contrary to a global language that is omnipresent in contemporary society. The study attempts to outline the reasons behind international school popularity and unpack some of the anxieties that this education system has given rise to in recent times. It looks at the government concerns as well as various stakeholder consternations of providing a ‘global education for local students’ via a mixed method research conducted in four contrasting case studies. This paper contributes to the debates on private school choice and cultural capital; the verdict being that English proficiency and foreign credentials allow for a competitive edge in neo-liberal times yet grounding oneself in the local culture is of paramount importance if education is to be truly international. -
Read the Petition
Irvine International Academy TK – 6th For a term of July 1, 2021- June 30, 2026 Reason 解析 Truth 真理 Edify 啟迪 “Creating a Legacy” Respectfully submitted to Orange County Department of Education October 7, 2020 Charter Petition Page 2 of 186 TABLE OF CONTENTS Charter School Intent and Charter Requirements..........................................................................4 Affirmations and Declaration..........................................................................................................5 Executive Summary........................................................................................................................8 Founding Group..............................................................................................................................9 Element A (1:) Description of the Educational Program...............................................................17 Element B (2): Measurable Student Outcomes.............................................................................90 Element C (3): Methods of Assessing Pupil Outcomes................................................................112 Element D (4): Governance….…………..........................................................................................122 Element E (5): Qualifications of School Employees.....................................................................129 Element F (6): Health and Safety……………………...........................................................................137 Element G (7): Means of Achieve Racial -
Cheatıng…” Year I Caught One of My 12Th- Graders “ Halfway Through
Harvard Ed. Magazine FALL 2016 “ Halfway through the year I caught one of my 12th- graders cheatıng…” ETHICAL DILEMMAS & THE 21ST-CENTURY TEACHER Harvard Ed. Fall 2016 20 Contents Do the Right Fall 2016 Features Thing. (But How?) Educators are faced with difficult ethical dilemmas every day. Figuring out how to handle these situations is rarely, if ever, easy. STORY BY JESSICA LANDER, ED.M.’15 FALL 2016 � ISSUE N 155 Editor in Chief Lory Hough [email protected] Creative Director, Ed. Patrick Mitchell MODUS OPERANDI DESIGN WWW.MODUSOP.NET Assistant Dean of Communications Michael Rodman [email protected] Contributing Writers Andrew Bauld, Ed.M.’16 Jessica Lander, Ed.M.’15 Leah Shafer Illustrators Laurent Cilluffo Riccardo Vecchio Photographers 28 Jill Anderson Jonathan Kozowyk Scenes from Diane Levine Ekaterina Smirnova an Open House “ I think we’ll find it It’s one of the few times Copy Editors each year when schools Marin Jorgensen successful when we have almost all families Abigail Mieko Vargus are able to bring in one place at the same personalized learning time. So why are we blowing this annual POSTMASTER to any school that back-to-school event? Send address changes to: wants to do it.” Harvard Graduate School of Education STORY BY LORY HOUGH Office of Communications ADAM SELDOW, 13 Appian Way ED.M.’03, ED.M.’08, ED.D’10 Cambridge, MA 02138 36 © 2016 by the President and Fellows of Harvard College. Harvard Ed. magazine is NEWS + NOTES FROM APPIAN WAY Life, Liberty, and the published three times a year. Buddy the plush bison, p. -
Family Handbook 2017-18
Student and Family Handbook 2017-18 1 Letter from School Leadership Welcome to DC International School! As the most diverse secondary school in Washington, DC, we are committed to providing a socially just, international education for all students. This handbook is a guide to the many policies, practices, and regulations that govern our school community. It is not intended to be a complete collection of all guidelines related to students and families. The International Baccalaureate’s Middle Years Program (IB MYP) provides the organizing framework for our education program. Similarly, the IB Learner Profile provides the organizing framework for this handbook. It is a set of ten characteristics we aim to develop in our students. Each section begins with the definition of the Learner Profile characteristic. There is also an index at the end of the handbook so that you can find specific information when you need it. It is important that every student and parent/guardian read and understand the policies in this handbook. If you have any Questions or need additional information, please talk with one of us or your child’s advisor. We reQuire that all students and parents/guardians sign and return the “Student and Family Handbook Agreement” you received with this handbook. The student should bring the signed Agreement to the advisor on the first day of school. We are so pleased you are on this journey with us. Our mission statement reads: “DC International School inspires inquiring, engaged, knowledgeable and caring secondary students who are multi-lingual, culturally competent, and committed to proactively creating a socially just and sustainable world.” On behalf of all members of DCI’s faculty and staff, we look forward to achieving this mission with you and your child. -
Global Teacher Status Index 2018
GLOBAL TEACHER STATUS INDEX 2018 PETER DOLTON, OSCAR MARCENARO, ROBERT DE VRIES AND PO-WEN SHE This Report presents the results of a large scale public survey of 35 countries on Teachers and Educational Systems. A Global Teacher Status Index is reported. 2 3 “This index finally gives academic proof to something that we’ve always instinctively known: the link between the status of teachers in society and the performance of children in school. Now we can say beyond doubt that respecting teachers isn’t only an important moral duty – it’s essential for a country’s educational outcomes. "When we conducted the Global Teacher Status Index five years ago we were alarmed by the weight of evidence pointing to the low status of teachers around the world. It was this that inspired us to create the Global Teacher Prize, which shines a light on the extraordinary work that teachers do around the world. “It’s heartening that since the first Global Teacher Status Index there has been a modest rise in the status of teachers globally. But there is still a mountain to climb before teachers everywhere are given the respect they deserve. After all, they’re responsible for shaping the future”. Sunny Varkey - Founder, Varkey Foundation Copyright © The Varkey Foundation, 2018 Copyright © The Varkey Foundation, 2018 GLOBAL TEACHER STATUS INDEX 2018 The growth of internationally comparative student assessment Authors: Peter Dolton (University of Sussex and NIESR) measures such as the Programme for International Student Oscar Marcenaro (University of Malaga) Robert De Vries (University of Kent) Assessment (PISA), and the annual publication of the OECDs annual Po-Wen She (NIESR) Education at a Glance, provides a global perspective of how children perform on comparable educational tests across many countries of the world. -
BIS High School Diplomas and the Wide Range of Support Systems Available to You at BIS
Bavarian International School IB Diploma Handbook 2015-2017 MISSION Inspiring and challenging young minds as a caring and committed international community to achieve excellence, assume responsibility and pursue life-long learning. 1 IBDP and High School Diploma Handbook 2015-7 Our Mandate Inspiring and challenging young minds Stimulate inquiring minds and spark enthusiasm for discovery and exploration. Focus on all aspects of student development: the academic, the intellectual, the creative, the social, the physical, the ethical and the emotional. In a caring and committed international community Provide an open-minded and supportive atmosphere through a climate of commitment, empathy and open communication. Facilitate the acquisition of languages and understanding of culture by communicating in English and by providing instruction of German and other languages. Promote international-mindedness throughout our curriculum by exploring our diversity of culture, language and experience while gaining insights from the unique perspective of our German host culture. 2 IBDP and High School Diploma Handbook 2015-7 Achieve excellence Promote the acquisition of concepts, knowledge, skills and attitudes required to think critically, pursue excellence and fulfil one’s personal potential. Be a dynamic and progressive school with well-resourced and innovative programmes. Pursue excellence through a commitment to the continuum of the IB programmes and other accrediting educational organisations. Assume responsibility Stimulate inquiry into local and global issues from multiple perspectives and develop the understanding that the opinions of others may also be right. Build a strong sense of personal and social responsibility that sets the foundation for a balanced lifestyle and encourages service to others, our community and our environment. -
Empowering Students to Improve the World in Sixty Lessons Version 1.0
Empowering Students to Improve the World in Sixty Lessons Version 1.0 Fernando M. Reimers with Abimbola Adetunji, Alexandra Ball, Christian Bautista, Deaweh Benson, Nicolas Buchbinder, Isabelle Byusa, Wendi Cui, Madhuri Dhariwal, Elaine Ding, Cassie Fuenmayor, Kara Howard, Heather Kesselman, Katherine Kinnaird, Maria Lee, Sharon Jiae Lee, Quinn Lockwood, Xin Miao, Eva Flavia Martinez Orbegozo, Matthew Owens, Theodosia Papazis, Arianna Pattek, Emily Pope, Vijayaragavan Prabakaran, Nicolas Riveros, Ben Searle, Tatiana Sevchenko, Heer Shaikh, Sam (Shiv) Sharma, Chloe Suberville, Somoh Supharukchinda, Corrie Sutherland, Tisha Verma, Devon Wilson, Holing Yip, and Chihiro Yoshida These files are provided to students of the course solely for the purpose of the course, and are not to be shared with others. © 2017 Fernando M. Reimers. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ All rights reserved. “If we want generations to be good global citizens, it’s not enough to teach them writing and reading, but we should instill ethics and human values in their education as well.” Hanan Al-Hroub, Winner Global Teacher Prize 2016 “These sixty lessons show that from the time children step into school until they graduate, they can learn to feel, think and act with the awareness of global citizens, through activities that gradually open their minds onto our interdependence, diversity and shared humanity. By tying in with the 17 Sustainable Development Goals, this curriculum offers practical guidance to nurture a generation of engaged, understanding and committed leaders, motivated by a responsibility to improve human well-being and protect our planet.” Irina Bokova, Director-General of UNESCO “The most profound part of the mission of an educator is to prepare students to succeed in a diverse and interdependent world.