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A Study of the Relative Effect of the Community College on Transfer Students: Achievement and Satisfaction Daniel Joseph Phelan Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1990 A study of the relative effect of the community college on transfer students: achievement and satisfaction Daniel Joseph Phelan Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Community College Education Administration Commons, Community College Leadership Commons, and the Higher Education and Teaching Commons Recommended Citation Phelan, Daniel Joseph, "A study of the relative effect of the community college on transfer students: achievement and satisfaction " (1990). Retrospective Theses and Dissertations. 11213. https://lib.dr.iastate.edu/rtd/11213 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. UMI MICROFILMED 1990 INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Early Childhood Education
Early Childhood Education childhood or elementary school teacher in the • The majority of credits within the program public school system. are transferable to four-year institutions should students decide to continue their Why choose early childhood education? education after completing their coursework Never has there been a better time to pursue a at HCC. career in education. The need for highly skilled and competent teachers and education parapro- Important information about the educational fessionals continues to grow each year. In the debt, earnings, and completion rates of stu- Early Childhood Education Program, students dents who attended this program can be have the option of only taking the few classes viewed at http://www.hagerstowncc.edu/gedp/ needed to meet the educational requirements for cer_ccp/19.0708-Gedt.html “preschool teacher” as defined by the Maryland What funding resources are available to State Department of Education Office of Child students? Care or pursuing a higher level of certification. HCC and the Maryland State Department of HCC offers students the practical courses and Education (MSDE) are offering a unique funding field work they need to gain experience and opportunity for childcare providers to earn an as- valuable credentials. Students are encouraged sociate’s degree (A.A.S. or A.A.T.) in early child- to join the ranks of astronaut Christa McAuliffe hood education, A.A.T. in elementary education, and others who have proudly stated, “I touch the or an A.S. in education.The Child Care Career future, I teach.” and Professional Development Fund (CCCPDF) What is the employment outlook? provides funding for college tuition, fees and books What is the Early Childhood Education The need for early childhood paraprofessionals for eligible child care providers, working in the Program? and professionals in the United States has been State of Maryland. -
Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy. -
Garfield Green Zone Phase II
garfield green zone project phase II Bloomfield Garfield Corporation Prepared By: Western Pennsylvania Conservancy evolve environment::architecture Summer 2016 bloomfield garfield corporation richard swartz 5149 penn avenue, pittsburgh, pa 15224 aggie brose www.bloomfield-garfield.org western pennsylvania conservancy gavin deming 800 waterfront drive, pittsburgh, pa 15222 michael knoop www.waterlandlife.org evolve environment::architecture christine mondor 5300 penn avenue, pittsburgh, pa 15206 elijah hughes www.evolveea.com daniel klein Cover and final spread photo based on Landsat image acquired via Google Earth. B GarfieldGreen Zone CONTENTS 02 Background 04 Phase I Recap 07 Tree Analysis and recommendations 11 Green Zone Goals 14 Integrate + Connect 27 Preserve + Play 41 Restore + Rebuild Green Zone Phase II C D GarfieldGreen Zone Green Zone Phase II 1 BACKGROUND The Garfield Green Zone Project is intended to test the proposition that intentionally protected and improved green areas in Garfield offer a positive strategy for anchoring future revitalization of the hillside community. The purpose of this project is to work with the Garfield community to determine how a “Green Zone” might support other community aspirations. The three phases of work include: 1. Assessment of existing conditions and information needed for a successful clean up of the area (Phase I); 2. Identification of options for potential reuse of the area including views, paths and other visible improvements (Phase II); and, finally, 3. Development of a vision and strategy package to help guide specific green infrastructure improvements. Bloomfield Garfield Corporation (BGC) and the Western Pennsylvania Conservancy (WPC) worked with community members to complete the first phase of the Green Zone project in spring 2015. -
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. -
Partner Schools Art & Design
Art&Design Partner Institutions Erasmus Code Country City Institute A LINZ02 Austria Linz University of Art and Design A WIEN07 Austria Vienna University of Applied Arts Vienna ARTESIS PLANTIJN HOGESCHOOL B ANTWERP62 Belgium Antwerpen ANTWERPEN Brugge / Vives Katholieke Hogeschool Brugge - B BRUGGE11 Belgium Oostende Oostende B BRUSSEL43 Belgium Brussels/Ghent LUCA ( vroeger Hogeschool Sint-Lukas Brussel) B GENT25 Belgium Ghent Hogeschool Gent, School of Arts – KASK B HASSELT22 Belgium Hasselt PIXL University College Film and tv school of Academy of performing CZ PRAHA04 Czech Republic Prague arts in Prague (FAMU) D BRAUNSC02 Germany Braunschweig Hochschule für Bildende Künste Braunschweig D DUSSELD03 Germany Dusseldorf Fachhochschule Düsseldorf D HALLE03 Germany Halle Burg Giebichenstein Kunsthochschule Halle Staatliche Hochschule fur Gestaltung D KARLSRU06 Germany Karlsruhe Karlsruhe D KOBLENZ01 Germany Koblenz UNIVERSITY OF APPLIED SCIENCES KOBLENZ D MAINZ08 Germany Mainz Fachhochschule Mainz Schwäbisch D SCHWA02 Germany Hochschule für Gestaltung Schwäbisch Gmünd Gmünd D TRIER02 Germany Trier Hochschule Trier DK Denmark Kopenhagen Danmarks Designskole KOBENHA59 DK Denmark Kolding Kolding School of Design KOLDING07 E BARCELO02 Spain Barcelona Escola Massana Centre d'Art i Disseny E CIUDAR 01 Spain Cuenca Universidad de Castilla la Mancha (UCLM) Version January 2020 E MADRID03 Spain Madrid Universidad Complutense de Madrid E MADRID197 Spain Madrid Centro Universitario de Artes TAI La Escola d'Art i Superior de Disseny de E VALENCI13 Spain -
The Laurel Highlands Pennsylvania
The LaureL highLands pennsylvania 2010 Travel Guide a place of WONDER You really should be here! Make New Family Memories Seven Springs Mountain Resort is the perfect place to reconnect and make a new memory with your family and friends! Whether the snow is blanketing the ground, the leaves are gilded in rich autumn hues or the sun is shining and there is a warm summer breeze, Seven Springs is your escape destination. At Pennsylvania’s largest resort, you can unwind at Trillium Spa, take a shot at sporting clays, explore 285 acres of skiable terrain, enjoy the adrenaline rush of a snowmobile tour – the opportunities are endless! At Seven Springs, we strive to provide you and yours with legendary customer service, value and warm lifelong memories. What are you waiting for? You really should be here! Seasonal packages available year-round - call 800.452.2223 or visit us on line at www.7Springs.com. Seven Springs Mountain Resort 777 Waterwheel Drive | Seven Springs, PA 15622 800.452.2223 | www.7Springs.com s you look through the 2010 Laurel AHighlands Travel Guide, you may notice the question, have you ever wondered, used a lot! Have you ever wondered what it would be like to 1won-der: \wən-dər\ n 1 a: a cause of astonishment or admiration: marvel b: miracle 2 : the quality of exciting amazed admiration 3 a : rapt attention or astonishment at something awesomely mysterious or new to one’s experience 2won-der: v won·dered; won·der·ing 1 a : to be in a state of wonder b : to feel surprise 2 : to feelhave curiosity oryou doubt 3 won-derever: adj WONDERED? wondrous, wonderful: as a : exciting amazement or admiration b : effective or efficient far beyond anything previously known or anticipated. -
Cestar College (PDF)
Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia. -
1 FINAL REPORT-NORTHSIDE PITTSBURGH-Bob Carlin
1 FINAL REPORT-NORTHSIDE PITTSBURGH-Bob Carlin-submitted November 5, 1993 TABLE OF CONTENTS Page I Fieldwork Methodology 3 II Prior Research Resources 5 III Allegheny Town in General 5 A. Prologue: "Allegheny is a Delaware Indian word meaning Fair Water" B. Geography 1. Neighborhood Boundaries: Past and Present C. Settlement Patterns: Industrial and Cultural History D. The Present E. Religion F. Co mmunity Centers IV Troy Hill 10 A. Industrial and Cultural History B. The Present C. Ethnicity 1. German a. The Fichters 2. Czech/Bohemian D. Community Celebrations V Spring Garden/The Flats 14 A. Industrial and Cultural History B. The Present C. Ethnicity VI Spring Hill/City View 16 A. Industrial and Cultural History B. The Present C. Ethnicity 1. German D. Community Celebrations VII East Allegheny 18 A. Industrial and Cultural History B. The Present C. Ethnicity 1. German a. Churches b. Teutonia Maennerchor 2. African Americans D. Community Celebrations E. Church Consolidation VIII North Shore 24 A. Industrial and Cultural History B. The Present C. Community Center: Heinz House D. Ethnicity 1. Swiss-German 2. Croatian a. St. Nicholas Croatian Roman Catholic Church b. Javor and the Croatian Fraternals 3. Polish IX Allegheny Center 31 2 A. Industrial and Cultural History B. The Present C. Community Center: Farmers' Market D. Ethnicity 1. Greek a. Grecian Festival/Holy Trinity Church b. Gus and Yia Yia's X Central Northside/Mexican War Streets 35 A. Industrial and Cultural History B. The Present C. Ethnicity 1. African Americans: Wilson's Bar BQ D. Community Celebrations XI Allegheny West 36 A. -
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. -
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Tet S. Lopez-Rabson, Seneca College, and Ursula McCloy, HEQCO, on behalf of the GTA Colleges Institutional Research (IR) Network Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Lopez-Rabson, T. S. and McCloy, U. (2013). Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges . Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queen’s Printer for Ontario, 2013 Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Acknowledgements The authors would like to extend their gratitude to the following senior leaders of the Institutional Research Office for their insights from the conceptualization of this collaborative work to the preparation of the preliminary report. Centennial College: Philip Alalibo – Faculty (former Manager of the Institutional Research Office) Durham College: Debbie McKee-Demczyk – Director George Brown College: Nancy Miyagi – Manager, Special Research & Evaluation Projects (former Manager of the Institutional Research Office) Humber College: Ruth MacKay – Director Sheridan College: Don Curzon – Faculty, George Brown College (former Director of the Institutional Research Office, Sheridan College) Special thanks are also due to the following: • R.A. -
Page 6 - to FIVE PRESSING QUESTIONS FESTIVAL REACTIVATE PENN AVE
Vol. 46, No. 5 NON-PROFIT U.S. POSTAGE MAY PAID PITTSBURGH, PA 2021 Permit No. 2403 $SXEOLFDWLRQRIWKH%ORRPILHOG*DUILHOG&RUSRUDWLRQRPILHOG*DUILHOG&RUSRUDWLRQ Serving Bloomfield, Friendship, Garfield, East Liberty, and Lawrenceville since 1975 *DUÀHOGKRXVLQJ GHYHORSPHQWVXIIHUV setback at URA %\-RH5HXEHQBulletin contributor Garfield - Last month, Module Design, Inc. was prepared to enter into negotiations with the Urban Redevelopment Authority (URA) to purchase nine city-owned lots in the 5100 block of Rosetta Street. Then, the URA’s Board of Directors could not muster a vote to green light the negoti- ations; a motion that was on the table to do just this died for lack of a second. It was a bit of an awkward moment for the agency, considering that Module is col- laborating on the project with the Pitts- burgh Housing Development Corporation (PHDC), a subsidiary of the URA. Most observers thought the vote would be a mere formality. But board members Ed Gainey, a state representative for the city’s East End, and Lindsay Thompson, an aide ABOVE : Jeff Wilson takes a break from his daily routine - vaccinating people on a walk-in basis - outside Wilson’s Pharmacy (4101 Penn See 0RGXOH| page 2 Ave.) in Lawrenceville. The pharmacist’s vax tally now tops 12,000 arms and counting. Read more on page 4. Photo by John Colombo. Wilson’s Pharmacy offers free vaccinations By Andrew McKeon The Bulletin Lawrenceville - Wilson’s Pharmacy (4101 ical professionals, we had people driving Penn Ave.) has been around long enough down here from Erie, PA.” to survive a crisis or two. Founded 81 According to estimates, the pharmacy has, years ago, the pharmacy is now a neigh- as of press time, vaccinated more than borhood mainstay with a new mission to 12,000 individuals.