Changemakers.net Is A Web Guide To The Rapidly Growing Profession devZone provides information services on development and global issues to NGOs, EI education International Inc. (USA) PTSGE Corp. 5000 columbia Center http://www.changemakers.net/library/fieldlink.cfm?field=Education and Learning
Extractions: //For Jeff's Modules. var what="LNCAI"; var uri=document.location; FindLaw For the Public For Small Business For Corporate Counsel ... Legal MarketCenter Research a Lawyer Use the Thomson Legal Record to access a lawyer's litigation record, articles and more! Search by Name Search by Experience Search FindLaw FindLaw Articles News Commentary Browse Resources My current location: city Change Location Constitutional Law Center U.S. Constitution Fourteenth Amendment > Annotations previous Annotations p. 25 next Education Development and Application of ''Separate But Equal'' .Cases decided soon after ratification of the Fourteenth Amendment may be read as precluding any state-imposed distinction based on race, but the Court in Plessy v. Ferguson adopted a principle first propounded in litigation attacking racial segregation in the schools of Boston, Massachusetts. Plessy concerned not schools but a state law requiring the furnishing of ''equal but separate'' facilities for rail transportation and requiring the separation of ''white and colored'' passengers. ''The object of the [Fourteenth] [A]mendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality, or a commingling of the two races upon terms unsatisfactory to either. Laws permitting, and even requiring their separation in places where they are liable to be brought into contact do not necessarily imply the inferiority of either race to the other, and have been generally, if not universally, recognized as within the competency of the state legislatures in exercise of their police power.''
Educational And Support Services staff dev Session, 2/14/92. 1 hr 45 min. (For use by SAS staff only. Panel includes Lee Knefelkamp, prof, Teachers College, columbia U. Topics include http://ess.msu.edu/?dna=resourceCenter&rna=videos
Bardin, David, Esq.: "Meditation, Delusion And Deception" Public funding by the district of columbia, the federal government or a state Rather, the chant describes a deified Guru dev as the Lord and Him http://www.csj.org/infoserv_articles/bardin_david_meditation_delusion_deception.
Extractions: NEW! Conferences and Workshops - Click Here Bookstore Journal ... Donate ICSA resources about psychological manipulation, cultic groups, sects, and new religious movements. Article Our E-Library contains full text articles and other resources related to the information below. Click here. WHY WE USE SYMBOLS/ICONS IN OUR LISTS. Please note: ICSA does NOT maintain a list of "bad" groups or "cults." We nonjudgmentally list groups on which we have information. Groups listed, described, or referred to on ICSA's Web sites may be mainstream or nonmainstream, controversial or noncontroversial, religious or nonreligious, cult or not cult, harmful or benign. We encourage inquirers to consider a variety of opinions, negative and positive, so that inquirers can make independent and informed judgments pertinent to their particular concerns. Views expressed on our Web sites are those of the document's author(s) and are not necessarily shared, endorsed, or recommended by ICSA or any of its directors, staff, or advisors. See: Definitional Issues Collection Understanding Groups Collection
Security Jobs: [SJ-JOB] Auditor, Washington, DC, US Location Washington, DC, district of columbia, US Type Permanent F/T Coordinates information systems audits and inspections with OIG staff and http://seclists.org/lists/security-jobs/2005/Jan/0057.html
Extractions: Directs a comprehensive program of surveys, audits, inspections, and evaluations, and special studies covering information systems and activities of the Smithsonian Institution. Recommends policy, guidance, and directions for the audit activities related to all Smithsonian Institution information systems, programs, and operations. Recommends policies for and coordinates relationships among the Smithsonian Institution, the Office of the Inspector General, (OIG), and other federal agencies as well as the Congress and state and local agencies for the purpose of promoting economy and efficiency in program administration or preventing and detecting fraud and abuse in information systems and programs. Coordinates information systems audits and inspections with OIG staff and provides technical advice and assistance to auditors, investigators, and administrative staff as needed. Recommends organizational and personnel changes to improve OIG operations. Makes selections or recommends to the Inspector General the selection of essential staff members evaluates performance of subordinate OIG personnel makes basic personnel decisions regarding promotion, disciplinary action, reassignments, rewards, and removal. Develops training plans and approves training requests for assigned staff. Carries out Equal Employment Opportunity (EEO) and affirmative action policies by personally supporting good EEO practices in the OIG.
ADVANCE For Nurses Online | Editorial Most are staff nurses, who provide bedside nursing care and carry out medical In all states and the district of columbia, students must graduate from an http://nursing.advanceweb.com/common/editorial/editorial.aspx?CTIID=1489&SEC=SC
School Psych Program Overview of School Psychologists (NASP) and the district of columbia Public Schools . A S707 Audiology and Hearing Technology for education and Counseling http://depts.gallaudet.edu/psychology/School/school_overview.htm
Extractions: Sample Course Schedule Program Overview : Degree Requirements and Benchmarks The graduate program in School Psychology requires the completion of 72 graduate semester hours, including extensive practicum and internship experiences. The degree awarded at completion of the full program is a Specialist in School Psychology. The program is fully accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by the National Association of School Psychologists (NASP) and the District of Columbia Public Schools. The program generally requires three years to complete. The first year includes a 30-credit sequence of courses in psychology and related areas, demonstration of sign communication competency, and successful completion of comprehensive examinations in three areas (language, cognition, and behavior disorders). Successful completion of these requirements results in a Master of Arts degree in Developmental Psychology. The post-Masters (or second year) of the program requires an additional 30-semester credit sequence of courses emphasizing school psychological services, additional content courses, extensive practicum/externship experience, and successful completion of a comprehensive examination in the area of psychoeducational assessment. Advancement to Practicum II is a post-Masters benchmark toward eventual advancement to Internship. The requirements for advancement to Practicum II and Internship are depicted in the following table.
Congregation Temple Israel - Leadership - Professional Staff Deborah Morosohk, RJE, Director of education, is a cum laude graduate of Prior to joining the professional staff, Judy was an active volunteer with the http://www.ti-stl.org/dev/site/Leadership/001_Professional_Staff.cfm
Extractions: Prior to joining the academy, she served as an administrative judge for the Contract Appeals Board in Washington, D.C., as general counsel for the District of Columbia Department of Administrative Services, and as committee counsel and staff director for the Committee on Government Operations of the Council of the District of Columbia. Professor Hawkins-León has written articles on topics that include transracial adoption; the expansion of kinship care and adoption as a solution to the U.S. foster care and adoption crises; the adoption crisis facing African-American families and potential solutions through application of the Indian Child Welfare Act; the history of the insanity defense and its fictional application as analyzed using the "literature as law" approach, a phrase she has coined; and a comparison of the Socratic and problem methods in legal education.
About Title I Funding - Thursday, 07/21/05 education Gov Politics Growth dev Nation/World Lottery Learn Also, if a district itself fails to make enough progress and is identified as http://www.tennessean.com/apps/pbcs.dll/article?AID=/20050721/NEWS04/507210424/1
ADE | Teachers | Recognition Programs education pioneer Lowell Milken chairman and cofounder of the Milken 2077 exceptional educators from 47 states and the district of columbia will have http://arkedu.state.ar.us/teachers/recognition_milken.html
Extractions: Milken Family Foundation Award Two Arkansas Teachers Receive National Awards Two Arkansas teachers were recently named 2004 Milken Family Foundation National Educator Award winners. The two teachers were Lisa Johnson is a teacher at King Elementary School in Van Buren, and Tammy Easterday is literacy coach at Langston Magnet School in Hot Springs. Both teachers were surprised with the news during special award presentations at their schools. Dr. Lew Solmon, Executive Vice President of the Milken Family Foundation, was on hand to give the teachers the good news. Joining him in the presentations were Dr. Ken James, Director of Education, and Janinne Riggs, Assistant Director for School Improvement and Professional Development at the Arkansas Department of Education (ADE)
Division Of Career Education We will continue to support our schools with inservice and staff development The program is open to all school districts (at district level or building http://dese.mo.gov/divcareered/guide_programs.htm
Extractions: Evaluation The Missouri Comprehensive Guidance Program is directed toward elementary, middle and comprehensive high schools. It has been an integral part of Missouris schools addressing the following areas: Career Planning and Exploration, Knowledge of Self and Others and Educational and Career Development. We will continue to support our schools with in-service and staff development pertaining to the Missouri Comprehensive Guidance Program by conducting Comprehensive Guidance Inservice for school districts that have previously implemented the program. New Personnel Workshops New Personnel Workshops are designed for school districts that have previously implemented the Missouri Comprehensive Guidance Program, but now have counselors and building level administration on staff who may not be familiar with the program.
Katy Independent School District During his tenure at Katy ISD, he has guided the district through a period of Dr. Merrell received his doctor, master and bachelor of education degrees http://www.katyisd.org/services/dr_merrell.htm
Extractions: About Katy ISD Campuses Elementary Schools Junior High Schools ... District Services Quick Links Athletics Attendance Zones Bus Information Calendars Construction Projects Contact Us D.A.R.E. Employment Facility Rental Fine Arts Health Services Katy ISD News Katy ISD Facts Leadership Katy ISD Map to Merrell Center Menus Scholarship SafetyNet School Board Sitemap Special Education Spelling Words Supply List Teacher Websites Testing Leonard Merrell, Ed.D. Superintendent, Katy Independent School District Dr. Leonard Merrell has served as superintendent of the Katy Independent School District since June 1995. During his tenure at Katy ISD, he has guided the district through a period of extremely rapid growth, overseen an extensive building program, and directed the development and implementation of a comprehensive long-range blueprint for instruction. Dr. Merrell brings the following experience to Katy ISD Superintendent for Texas City ISD Superintendent for Sulphur Springs ISD Business manager, budget director, and high school principal for Garland ISD In his early career he was a junior high math and science teacher and high school assistant principal.
Division Of Teacher Quality And Urban Education - Leadership Academy Missouri Department of Elementary and Secondary education Human Resources. BLUE SPRINGS The school district provides NBCTs with a 5% increase of their http://www.dese.state.mo.us/divteachqual/leadership/nbc/benefit_incentive2.html
Extractions: Home Leadership Academy Statewide recognition from governmental officials. Opportunity to become facilitators of the NBC. Activities for NBC can be used for career ladder requirements. The Missouri State Board of Education has approved a policy which allows local school boards, if they choose, to automatically move National Board Certified teachers to Stage III on the Career Ladder. This will enable National Board Certified teachers to be awarded an annual $5,000 stipend for the 10-year life of the certificate. Local boards may also, at their prerogative, reduce or eliminate the extra responsibilities otherwise required of Career Ladder participants. This waiver does not alter the state-local funding partnership required by law. Activities for NBC can be used for new guidelines for Performance Based Teacher Evaluation. Incentives BLUE SPRINGS: The school district provides NBCTs with a 5% increase of their salary (not the base) for the life of the certificate.
SETDA's NLI Toolkit 2003 - Executive Summary The State Educational Technology Directors (SETDA) offers state Fortysixstates and the district of columbia completed the State Profile Survey. http://www.setda.org/Toolkit2003/execsum/es3.htm
Extractions: Next Previous Toolkit Home SETDA Initiatives The State Educational Technology Directors (SETDA) offers state directors and their staff a forum to discuss and learn about the issues facing them with regard to the No Child Left Behind Act of 2001 (NCLB). SETDA believes that bringing technology directors from different states together - allowing them to share ideas and resources and to collaborate with their peers on ways to overcome challenges they each face - is an essential component of assisting these state directors in more effectively meeting the goals put forth in NCLB. Therefore, SETDA provides many opportunities for communication among state directors including conference calls, subsidized meetings, events at national conferences, and informal discussions with peers during committee meetings and on project task forces. Some formal initiatives include: Budget Survey SETDA surveys our membership to measure and analyze budget trends in state legislatures nationwide. SETDA members are offered an opportunity to tell their budget story and analyze where their state fits in relation to the rest of the nation. This information can be critical in soliciting future funds from state legislatures, or allocating state technology resources in the future. Data Collection: Common Data Elements Project Each SETDA member has an opportunity to provide input on the SETDA Common Data Elements. These elements are intended to streamline and make comparable data collected among states while also reducing the number of surveys and data collections with which states must contend.
Preparing To Teach With Technology Our educational technology faculty is working with our teachereducators to There is a tremendous shortage of teachers in the district of columbia, http://www.edutopia.org/php/article.php?id=Art_813&key=039
October 18, 2002 -- SSTI Weekly Digest New Hampshire New Hampshire Small Business dev. Center $100000 the Districtof columbia and the Commonwealth of Puerto Rico. http://www.ssti.org/Digest/2002/101802.htm
VOLUME 6, ISSUE 2 SPRING 2004 AAPDNews IN THIS ISSUE New Member In his ruling, US district Judge Wayne Alley said Supervisor of Elections Dear AAPD Members New Heights for Higher education Dear Members In March, http://www.aapd-dc.org/AAPDnews/downloads/AAPD Spring04.txt
