Dear Parents And Students: The State of california mandates a fitness test for seventh grade students The JLS Physical education Department has high expectations for safe and http://www.jls.palo-alto.ca.us/pe/pehandbook.html
Extractions: INTRODUCTION Physical Education is an essential part of the total education process. The physical education experience provides opportunities for continuous development of each student's physical, mental, social, and emotional growth and development . Physical Education at J. L. Stanford Middle School is varied and challenging. Students participate in team sports, individual sports, aquatics and rhythmic activities. The physical education experience offers: An awareness and development of one's own fitness Skill development in various movement activities An interest in and appreciation of games and activities Skills for lifelong participation in a variety of recreational activities A chance for fun th GRADE PHYSICAL EDUCATION The organization of the 6 th grade program is a little different from that of the 7 th and 8 th grade programs. Sixth grade students attend Physical Education classes every other day alternating with their music classes. In the sixth grade, the emphasis is on refining basic gross and fine motor skills and sports skills. In addition, a cognitivie understanding of fitness as it relates to personal health and well being is initiated.
Department Of Educational Leadership Department of Educational Leadership. This annual schedule is subject tomodification (eg, staff dev (4). TIER I. 6400 Instruct Leadership (4 units) http://edschool.csuhayward.edu/departments/edld/schedule.html
Extractions: Our Mission Admissions CourseDescriptions Tier 1 Tier II Degrees/Programs Faculty Office Hours ... Commencement Information Department of Educational Leadership This annual schedule is subject to modification (e.g., due to unforeseen circumstances, budgetary considerations, and enrollment). Schools will make changes to this schedule periodically; however, last minute modifications may occur. Classes open only to EDLD students. Please see your cohort leader/advisor for assistance in planning your schedule. For general inquiries send e-mails to edld@csuhayward.edu Courses offered at Hayward and Contra Costa Campuses Courses offered in Contra Costa only Courses offered at Hayward Campus only On-line courses All courses start with the prefix EDLD. Note: Tier II classes are offered through extension. Fall Winter Spring TIER I 6000 Intro to Ed Leadership (4 units) 6801 Fieldwork (4) 6804 Intern Fieldwork (4) 6814 Internship Seminar (1) 6300 Admin of Curric (4) TIER I 6400 Instruct Leadership (4 units) 6802 Fieldwork (4) 6805 Intern Fieldwork (4) 6815 Internship Seminar (1) 6300 Admin of Curric (4) TIER I (4 units) 6803 Fieldwork (4) 6806 Intern Fieldwork (4) 6816 Internship Seminar (1) MASTERS RESEARCH COHORT EDLD 6720 Uses of Rsch (4) EDLD 6201 Rsch Seminar (1) EDLD 6025 Rsch Practicum I (2 units) MASTERS RESEARCH COHORT
PACE - Early Childhood Education PACE Head Start Management staff 20042005 Program Year Funded by the CaliforniaState Department of education, this program offers literacy training, http://www.pacela.org/services_earlychild.shtml
Extractions: Launched in 1982, PACE Head Start is a federally funded program that empowers the whole family by promoting early childhood education and comprehensive family development. As a Delegate Agency of the Los Angeles County Office of Education, PACE Head Start each year serves 1,100 pre-school aged children and their families at 17 school sites in the central Los Angeles, Gardena, Lawndale, and Redondo Beach. Head Start programs are funded by the United States Department of Health and Human Services.
Chancellor's Office USNH serves the state s public higher education needs through The Steve holdsan AB in philosophy from St. John s College (california) and an MA and http://usnh.unh.edu/trustees_chancellors/chancellors.html
Extractions: Chancellor's Office The Chancellor's Office is the executive arm of the Board of Trustees and is organized to assist the Board in meeting its obligations to prudently govern the operations of a well-coordinated system of public higher education. Dr. Stephen J. Reno has served as the Chancellor of the University System since 2000. Chancellor's Report to the Board, June 24, 2004 Rather than attempt to summarize and comment on the work and accomplishments of the year just past... read more The Chancellor's Office is functionally organized according to the following areas: Finance and Budget - Annual and biennial operating budgets; finance and accounting policies; consolidated financial statements; purchasing and inventory management; comprehensive treasury functions; auditing functions; capital planning and development; and information technology. Dr. Edward R. MacKay
Extractions: Click HERE for more information, jobs, and resumes Resume Number Job Title Consulting/Bus. Dev. Executive with Harvard MBA Location Confidential No Location California Willing to Relocate Yes Industry ConsultingManagement(alsoEngineering/Science) Function CONSULTANT-/-Planning/Corp.Development Compensation $150,000 to $300,000 Resume Summary Resume Body 2001-Present
Computer Strategies - Projects california 94577 800.633.2248 or 510.562.8066 fax 510.562.4570 staff DevArticles. 11/26/97 News Foundation Hopes To Fix Professional Development http://www.compstrategies.com/projects/workshops/forum/bookmarks.htm
OIPRC - Staff dev Gangjee is reading for aD Phil in IP Law, having completed the BCL and MPhil (with ADMINISTRATIVE staff Gillian Brook B.Sc. Hons (Loughborough), http://www.oiprc.ox.ac.uk/Staff.html
Extractions: at St. Peter's College Staff DIRECTOR David Vaver Intellectual Property Journal IrwinLaw of Toronto. ECONOMICS RESEARCH DIRECTOR Christine Greenhalgh MA (Oxon), BSc MSc (London), PhD (Princeton), is Fellow and Tutor in Economics, St. Peter's College, and Reader in Economics, Oxford University. She undertakes research and gives lectures in the field of the economics of intellectual property and technological change. She maintains a special interest in the employment and skills consequences of such change, following earlier published work on labour markets. She has published articles on the impact of intellectual property and innovation on the international competitiveness of British firms. She has investigated the relative impact of changes in technology and in foreign trade on jobs in Britain, finding new technology to be much the bigger cause of employment restructuring. Her research work has been funded by the ESRC, the Leverhulme Trust, the Joseph Rowntree Foundation and various government departments. SENIOR RESEARCH ASSOCIATES (Alphabetical order) Derek Bosworth www.derekbosworth.com
City Of Pleasanton, CA - Economic Development and is widely known for good service and qualified staff. In 1997, Pleasantonreceived the california League of Cities Helen Putnam Award for Excellence http://www.ci.pleasanton.ca.us/edd.html
Extractions: What students are saying... This program was instrumental in my achieving my goal of a degree in Early Childhood. The degree is an asset to my job. Now, if something happens and the Navy decides to do away with childcare, I will be more marketable when applying for other jobs. Each course in the ECE program requires you to do observations in a childcare setting. Our teaching method emphasizes the individuality of every child. You can get your degree, meet your licensing requirements, or upgrade your staff.
Abbreviated Titles 1995 : C california turfgrass culture california University, Berkeley, C44 Child dev.Child development RJ1.C3 Child welf. Child welfare HV701. http://www.nal.usda.gov/indexing/lji95/abrtid.htm
UCSD Job Bulletin/New Jobs HERC THE SITE FOR JOB OPPORTUNITIES IN SOUTHERN california HIGHER educationUCSD has joined the Higher education Recruitment Consortium to launch a http://joblink.ucsd.edu/bulletin/category.html?cat=new
Extractions: (continued) References 1. Brooks RH. Quality of health care. Part 2: measuring quality of care. N Engl J Med 2. Donabedian A. Evaluating the quality of medical care. Milbank Memorial Fund Quarterly 3. Donabedian A. Promoting quality through evaluating the process of patient care. Med Care 4. Donabedian A. Explorations in Quality Assessment and Monitoring. The definition of quality and approaches to its assessment . Ann Arbor, MI: Health Administration Press; 1980. 5. Donabedian A. The quality of care: How can it be assessed? JAMA 6. Wunderlich GS, Sloan FA, Davis CK. Nursing staff in hospitals and nursing homes: Is it adequate? Washington, D.C.: National Academy Press; 1996. 7. Cullum N. Identification and analysis of randomised controlled trials in nursing: a preliminary study. Qual Health Care 8. DeGroot HA. Patient Classification System Evaluation: Part 1: Essential System Elements. J of Nurs Admin 9. Finnigan S. When patient classification systems fail. Aspens Advis Nurse Exec 10. Finnigan SA, Abel M, Dobler T, Hudon L, Terry B. Automated patient acuity. Linking nursing systems and quality measurement with patient outcomes.
LAUSD Department Home News Professional dev. The Administrative Academy iscommitted to providing educational excellence to the students of the Los http://iss.lausd.net/adminacademy/
Extractions: Gina Smith-DeVille , Acting Director The Administrative Academy was created in 1999 to provide support and training for administrators throughout the Los Angeles Unified School District. Using research-based resources, aspiring, new, and experienced administrators gain additional information, ideas, strategies, and skills to assist them with both the management and the instructional elements of the job of school administrator to improve student achievement and close the present achievement gap. The Academy offers four programs to realize our mission statement: The Administrative Academy is committed to providing educational excellence to the students of the Los Angeles Unified School District by providing the highest quality professional development opportunities to those entrusted with the responsibility for leading our schools. The Academy is dedicated to the development of current and future leaders who possess the knowledge, skills, and attitudes needed to implement educational reforms resulting in increased performance for every educator and increased achievement for every student.
Chapter 3 staff development ranged from $15 to $35 per student with most schools spendingon the Annualized Expenditures for Educational Technology in Public http://www.rand.org/publications/MR/MR682/ed_ch3.html
Extractions: Chapter Three Chapter Two provided descriptions both of what is and what could be. The shape of the future use of technology to facilitate learning depends upon the decisions that are made by schools, school systems, states, teachers, and families. In turn, their decisions will largely be based on their perceptions concerning the importance and value of that technology. In this chapter, we want to explore the costs of acquiring learning environments that utilize significant levels of computing, telecommunications, and video. We begin with a brief effort to estimate current expenditures for education and then go on to look at the costs of the technology that was used by the group of schools that were described in Chapter Two. We use those data to make rough estimates of the continuing costs associated with decisions to equip schools and school faculties with equipment and capabilities similar to those in the schools we examined. Naturally, this implies a significant increase in technology-related expenditures over what is currently spent. Much of the current impetus to bring more technology into schools is not motivated by a desire to improve the learning of students in academic areas. Instead it is motivated by the sense that information and computational technology has become so ubiquitous in our lives that schools must develop the basic skills in students so that they can function in further schooling and work. Moving to the levels of technology in the five schools described in the preceding chapter accomplishes this goal but adds much more. Increasing the level of technology enables fundamental changes in pedagogy, in the information that students can use, and in the manner in which they use their time. These changes result in significant improvements in their learning.
