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April 29, 2006

St. Louis Schools Seek Accreditation

Filed under: Uncategorized — Tags: , — admin @ 7:31 pm

Every year the North Central Association evaluates Several St. Louis Schools seeking accreditation. The goal for the organization is to assist St. Louis Public Schools in developing and demonstrating effective curriculums. The process also keeps transient students in the St. Louis Schools up to date with their work. Family relocation is the most common cause of drastically falling grades in the St. Louis Schools. Accredited schools are better able to tackle this problem because they all share a consistent curriculum. So when children move from one school to another, they haven’t lost as much ground.

How important is accreditation to the St. Louis Public Schools? Is it a valid mark of achievement, or just a political rating? While people argue both sides, the truth is that we need consistency in the St. Louis Schools and public education overall. OK- some schools that are improving will complain that they didn’t have enough time, money, or something else. And that may be true. But filtering struggling and failing schools out of the St. Louis Schools is the only way to improve the district.

A uniform curriculum has benefits to almost everyone in the system. Students coming from St. Louis Schools entering colleges will be better apt to succeed from the beginning. Professors will know what to expect from students coming from St. Louis Schools. Knowing the level of work achieved at St. Louis Schools assists these professors in planning their curriculum. This gives college professors the advantage to prepare incoming college students at higher paces and levels. This is more beneficial to everyone rather than having to design a course route that is generally vague and applies to anyone.

To earn accreditation, all St. Louis Schools have to meet high standards. This process is voluntary and optional to all St. Louis Schools. Since the process is voluntary, it ensures the success of St. Louis Schools incorporated into this organization. There are no laws mandating participation so teachers, students, and other faculty members take careful measure to ensure that achieved accreditation is held in a high and honorable regard. Some administrators say that if the process was involuntary, not all St. Louis Schools would see the importance of North Central Associations’ goals as they are meant to be expressed. Hmmm. But wouldn’t making it mandatory require everyone to see them as important?

Overall, the accreditation offered by North Central Association to St. Louis Schools is an improvement. It’s a starting ground for success by students and schools working together relocating children don’t struggle to adjust. The program also helps keep all the students working on similar goals, while setting their own pace. At some point the St. Louis Schools will need to make these policies mandatory. With stricter federal guidelines and pressure from parents and politicians, it’s just a matter of time.

St. Louis Schools

Filed under: Uncategorized — Tags: — admin @ 11:41 am

St. Louis Schools are currently faced with a crisis that summer vacation has helped to alleviate. The student population has overwhelmed this school district and forced many St. Louis Schools to shut their doors to incoming students. St. Louis Schools lack the space in classrooms to take on any more children due to an ongoing struggle against failing schools. The number of failing schools reached a critical point this year and has forced the state of Missouri into a tense situation.

Several St. Louis Schools have failed to be certified due to their test grades. They lack accreditation and students transferring out of these failing schools should be placed in schools still in operation. However, a bill to force remaining St. Louis Schools to accept the new students was defeated in Missouri legislature. As surviving St. Louis Schools shut their doors to more students, people are beginning to look to virtual education alternatives. Of the 23 regular St. Louis Schools, 10 have publicly denied accommodation to any more students due to lack of room. But internet classroom space will be unlimited.

If the court agrees, the unaccredited status in St. Louis School District will take place officially on June 15 and 30 days afterward, the district may appeal the decision. If the status is maintained, the district will be forced to pay for the tuition and expenses of all successfully transferred students. As a district in transition, the governing of school affairs has been delegated to a new three-person panel. St. Louis Schools that have failed may be presented with the chance to redeem themselves if they can become independently accredited. The process for such accreditation is rigorous, invites outside evaluation, and requires high student performance.

If St. Louis becomes an unaccredited school district, the state will fully take over school operations. The state is authorized to intervene when a district becomes unable to help itself or continue functioning. In order to protect the welfare of its students, the state may authorize a three person governing board. This preliminary action has been taken in St. Louis and the school district is in transition. The St. Louis Schools’ District is expected to be officially in transition for six years. Hopefully, this allotted time will be sufficient to make the district healthy enough to self sustain in the future. The three person board has currently set these goals for itself: they hope to create an academic accountability plan, explore alternative forms of district government, work with nonprofit organizations to keep St. Louis Schools operating, and rehabilitate the learning facilities in the St. Louis area.

School improvement is much needed in St. Louis Schools. When asked about the problems students might face with college acceptance, and college scholarships, officials said only that it should not be a problem. However, graduating from an unaccredited high school does worry both parents and students of St. Louis Schools. It’s a long road ahead for administrators, educators and students.

Spread Betting - Trading Shares For A Living!

Filed under: Uncategorized — Tags: , , , , — admin @ 10:47 am

Trading (spread betting) shares for a living. There are many outcomes I wish to achieve in my life and there are many outcomes I have already achieved. What usually happens is the outcomes keep getting bigger the more I achieve. This is a great sign that I am doing something right in my world. Over the years I have heard a lot of people say, keep it real and keep your outcomes realistic and achievable. Yes make them achievable but if it’s achievable it’s not unrealistic. Let me share a story with you going back to 1998:

I was elated as I had achieved my dream of making over J30,000, on paper, on the stock market. I hade been investing in shares since 1998 but I soon discovered I loved the thrill and started day trading. I lost a lot in the beginning, about J4000. I set myself an outcome of making J100,000 and focused on it for weeks. My balance started changing from being in the red to being in the black. I upped my trading game and started playing the markets using spread betting. Within the space of a few months I was getting closer to my outcome of J100,000. However as soon as I started going from a deficit to making a profit I stopped concentrating on my outcomes. The tech market was really flying and I was feeling on top of the world. I was skipping university (one of my other goals was to get a degree in psychology) to stay at home and day trade.

I remember one day I had J100,000 in shares, again on paper; I was trading on a 14 day contract. Then the tech market started falling. I panicked but thought it will turn again, this was just a blip. Pretty soon I couldn’t get rid of my shares as nobody was buying they were all selling. I wouldn’t sell for the ridiculous amount they were offering. Then the realisation of the market being in meltdown hit me.

Eventually I went bankrupt to the tune of J65,000 and it was not a good feeling at all. I walked out with an education in money and a degree in psychology; I managed to get my degree in 2000. That was the year that changed my life forever.

So, in the last 4 years or so I have been reading trading books, watching seminar videos and DVDs and learning as much as I can about financial spread betting

I’ve seen loads of Vince Stanzione’s seminars - the 2000 and 2002 events from Milton Keynes, the “Seven Keys Seminar” from 2004, the Ed Downs and Martin Pring one day session from 2004, the huge two-day “Masters” workshop. I’ll admit, I got hooked on the learning process.

So, I’ve decided to start spread betting again but this time in a very boring, business-like and professional way.

Now I trade more or less full-time and I have made a site about trading which includes a commentary of my daily buys and sells to show others that it is possible to make a healthy profit from spread betting. One thing I don’t to is encourage people to blindly follow me especially as I use momentum which means prices could easily have risen before anything is published.

The idea is that I will update you on my progress via this site, and that way you can send me comments…etc and see how much money I (hopefully) make.

CEO Andy Richardson stated that “The aim and wish with this new website is to build an online community, where people could get advice, meet other traders, have a moan, or even tell lavish stories. It’s success will be dependent on the involvement of its users” The future is to form regional groups and promote the industry in a more economical way.

Spread betting is a tax free, cost effective alternative to traditional share trading. It allows you to speculate on the movement of stocks and shares without using a stockbroker, therefore you do not have to pay commission or fees. UK residents benefit further still because your profits do not incur Capital Gains and Income Tax. In this way you can sell or buy to maximise profits in volatile markets.

April 28, 2006

Standing Strong With A Computer Programming Degree

Filed under: Uncategorized — Tags: — admin @ 10:35 pm

Of all the curriculums and degree programs available, many opt for the computer programming degree more than any other type of qualification. With a number of areas to branch out into, computer programming is often used for various aspects of software design. As technology progresses at a rapid pace, the need for computer programmers also greatly increases.

In order for a computer to run, it must follow a certain set of instructions in a certain language. Computer programmers are detail-oriented individuals that work with one or more types of computer languages. When it comes time to develop solutions or troubleshoot problems, a computer programmer uses their expertise to offer steadfast resolutions.

Depending on the nature of their work, computer programmers may work alone or with others in a large group. In most instances, they work with other computer professionals such as software engineers to help bring new programs to life. They also help improve current software programs by updating them to meet current standards.

Both large and small companies have needs for computer programmers. While some may need programmers to analyze systems, others require the type of programmer that works with network systems as a whole. The software used and developed can be for either private or public use.

To break into a great career in this field, a computer programming degree is a must. The knowledge and skills to gain the basic necessary skills can take as little as one to two years to learn. Students will also likely need to certify themselves in one or more various computer languages, such as Microsoft’s MCSE, MCSA or others.

In order to attain an entry-level position in the computer programming field, many companies require their employees to have at least an associate’s degree. Once on board, individuals can then progress their education and career options by obtaining a four-year degree and further certifications. While some jobs may require certification in only one or two computer languages, different companies can require any combination of language certifications.

For many individuals, getting a computer programming degree can mean not only a higher earning power but also greater job satisfaction. For those already in the field, returning to school to further one’s education can put an end to a career rut and loss of focus. Earning a higher degree has been a proven method for re-energizing a career and broadening horizons.

When searching around for a reputable school, one will find that most computer programming curriculums consist of data structures, programming languages, program customization and other like subjects. General computer science classes are often taken in conjunction with these subjects as well. Students can then opt for certification in specific computer languages.

The popularity of computer programming as a career has also soared right along with the popularity of video games in the last few years. Some schools gear their computer programming curriculums especially for the world of video game design. Sometimes these skills can also be found in movie studio’s animation departments.

As technology evolves by leaps and bounds, those who opt for this type of degree will find themselves needing to periodically update their skills. Many companies will not allow their employees to work on projects unless and until the newest update to their certifications have been made.

With experts predicting an increase in the need for newer computer language programs, the computer programming degree will continue to stay in high demand. Individuals will find themselves working in a variety of settings in a number of industries. The practical experience gained over time will only instill a stronger sense of confidence and solidify job security.

Standardized Final Exams For Arizona Schools

Filed under: Uncategorized — Tags: , , — admin @ 8:24 pm

There is currently a bill in the Arizona state legislature, proposing that the state create standardized final exams for specific core high school courses within the Arizona schools. The bill was introduced by the Senate Education Committee Chairman and has the support of many key educational figures.

Arizona schools chief Tom Horne supports the bill, as does several educational researchers. Paul Koehler, director of WestEd (a nonprofit research agency) also lends support, stating that state standardized final exams gives the state and Arizona schools a “broader and more logical profile” of Arizona schools students’ performance.

Along with high school core courses, art and music also would receive the Arizona schools’ standardized final exams; and grades three, six and seven would receive state-designed final exams in social studies.

Each district within the Arizona schools could choose to administer only the state final exams or in addition to their own exams.

The idea of standardized end-of-course exams comes from the Advanced Placement courses that allow Arizona schools’ students to earn college credits while in high school. Other states already successfully use the state standardized final exam system. New York gives special diplomas to their students who successfully pass the state standardized end-of-course exams.

Consistency and Accountability

State standardized testing for the Arizona schools is believed to ensure consistency in teaching across the state. The Arizona schools can, at the state level, determine if individual schools are offering the same quality teaching and learning as schools in other areas of the state. Arizona State University professor Thomas Haladyna believes the state-design and mandated final exams will allow the Arizona schools to determine if children are receiving a good education, eliminating the haphazard teaching that occurs in the schools today and instituting a more systematic approach to teaching.

Enough Is Enough

Currently, the teachers or districts design final exams for all coursework. The Mesa school system is the largest district in the Arizona schools. They already use district-wide final exams that are created by district teachers, who meet to design the end-of-course exams. Their testing director Joe O’Reilly voiced concerns that the district will lose the local involvement they currently have with state-mandated and designed final exams. He questions the lose of immediacy that the district now has, where exams are given, graded and returned the next day. Besides losing more control to the state, O’Reilly cannot understand how a multiple-choice test can measure student performance in music, painting, or in a chemistry lab.

Arizona schools’ parents already complain to school administrators of the amount of homework their children receive in reading, writing and math classes. They continually question whether the overload of work is to help their children learn or to raise the schools’ test scores on the Arizona Instrument to Measure Standards (AIMS) exam, securing more funding for the schools.

Arizona schools parents have a right to be concerned, since the proposed final exams will not be used to determine student promotion to the next grade or whether a child graduates high school or not. The Arizona schools’ standardized state final exams only determine the rating of each school’s performance and will be used along with AIMS test scores and other factors, such as graduation and student attendance rates.

St. Louis Schools Sensitive To Needs Of Alternative Students

Filed under: Uncategorized — Tags: , — admin @ 11:40 am

The efforts of St. Louis Schools to serve the needs of its alternative schools are admirable. Through the implementation of new summer schools programs, a virtual school, and 3 new alternative campuses, the district of St. Louis Schools strives to serve all students throughout the city. The district Vision and Mission Statements, as stated on the St. Louis Schools website are as follows:

Vision

The St. Louis Public Schools are the district of choice for families in the St. Louis region [and] provide a world-class education and are nationally recognized as a leader in student achievement & teacher quality.

Mission

We will provide a quality education for all students and enable them to realize their full academic potential.

St. Louis Schools consist of 56 elementary schools, 22 middle schools, 10 high schools,

5 alternative/special schools, with a total of 93 in all. The student population is 39,554, and has a drop-out rate of 18.7%. St. Louis Schools employ 4,333 full-time staff, and has a total operating budget of over $342 million.

St. Louis Schools plan to launch a new K-12 initiative at the start of the 2007-2008 school year. It is designed specifically for disruptive students. Enrollment at each school will be limited to 150 students. Bonita Jamison has been named principal of Des Peres Elementary; Sean Nichols will be principal of Turner Middle School; and Kacy Seals will take the reins of Kottmeyer High School. “We have hired instructional leaders with a strong understanding of the needs of alternative students,” said Diana M. Bourisaw, Superintendent of St. Louis Schools. “Our goal is to offer curriculum that encourages students at all levels to achieve academically and socially.” This new initiative is being implemented with assistance from The Big Picture Company. This is an organization that specializes in developing individualized instruction for students.

St. Louis Schools are also in the process of developing a virtual school for the 2007-08 school year. The school will allow K-12 students the ability to attend school from any computer. “Virtual education represents another way in which we are expanding services to our students,” said Superintendent Bourisaw. “Through the Internet, we will offer a broad range of courses and flexibility in scheduling.” The classes will be taught by Missouri’s highly qualified certified teachers.

More than 14,000 St. Louis Schools students are registered to attend summer school. The number of enrolled students is 3,000 more than originally projected. This summer, the district is offering summer school to any Missouri student, tuition free.

“Our district staff has worked very hard to ensure that all of our students receive the type of academic curriculum needed to continue their learning process,” said St. Louis Schools Superintendent Dr. Diana Bourisaw. “Our teachers are welcoming students with open arms and will challenge students to remain academically engaged this summer,” she added. This year, the summer program for St. Louis Schools is designed to accelerate the learning process in two key areas: Communication Arts and Mathematics.

It is evident, through the description of the services discussed above, that St. Louis Schools are sensitive to the needs of its alternative students.

April 27, 2006

Start A Career In Video Game Design

Filed under: Uncategorized — Tags: — admin @ 7:22 am

If you are thinking of what to do for a career and you have an interest in animation, then you should consider video game design. This is an industry that is booming at an incredible rate and shows no signs of slowing down. In the past twenty years, there have been incredible advances in the video game design industry and you could be a part of it.

In only a few decades, there have been barriers broken that could never have been dreamed of in the past. Video games are so realistic now that you feel as though you are actually in the game. You can play a racing game and feel as though you are in the Indy 500 or play a war game and get a good glimpse into what World War Two was really like. The possibilities are endless but people are needed to come up with these ideas and innovations.

There are a few things that are needed in order to have a successful career in video game design. First of all, you need to have an interest in video games. You will be able to use all of the knowledge you have gained from years of gaming to your advantage. It is quite difficult to find a video game that is one hundred percent original. Most games borrow tricks and tips from other games and incorporate them into their own.

Therefore, if you have an extensive knowledge of video games, you will be able to use these tricks in your favor. Another important factor is an interest in computers, specifically animation. Video games are all produced on computers, so you will need to have a firm understanding of programming and animation. So if you have an interest in video games and a basic knowledge of animation, then you are set to begin the path of becoming a video game designer.

The next step would be to capitalize on your pre-existent skills. This can be accomplished by enrolling in a course that deals with video game design. These courses will be able to take the skills that you currently have and turn them into talents. Talents that prospective employers will be pleased to see.

You will be able to learn about every aspect of video game design. This includes all of the animation, development and concept of video games. You will not only be given the skills to create a video game but also how to plan it out and make it interesting to the gamer. Since this market is so gigantic, you need to have a good idea if you want your game to sell. With a course in video game design, you will have the ability to create a game that will fly off the shelves.

A lot of people think that making a video game is strictly done on computers. However, this is only part true. A large portion of the development of the game is done in the mind. You need to have the ability to visualize the finished product in your head before even beginning to program it. These types of courses will be able to train your mind to work ahead of your body to achieve the best results.

Another advantage of video game design is that it is a market that is guaranteed to stay strong. People of all ages are interested in video games today and the numbers continue to grow. So if you have an interest in video games and some computer knowledge, take the steps towards making video game design your rewarding career.

April 25, 2006

State And Feds At Odds Over New Rules For Scoring Arizona Schools

Filed under: Uncategorized — Tags: , , — admin @ 4:08 pm

The U.S. Department of Education changed its rules for measuring the progress of public schools during the 2005-2006 school year. The impact was devastating to the Arizona schools, which had more than 600 schools marked as “failed”. That is nearly three times as many schools as last year.

For the first time, the Arizona schools were forced to include AIMS test scores for reading and math of students, who are in their second or third year of learning English. Another change lessened the amount of help a school may give special education students in completing the AIMS test. Additionally, the Arizona schools now are required to expand the number of students tested each year. In the past, they tested students in the third, fifth, eighth and tenth grades. Now, the Arizona schools must test all students in grades three through eight, as well as high school sophomores.

Superintendent Tom Horne is outspoken on the federal mandates, calling them illogical and absurd. He cites that these changes are responsible for nearly 400 additional Arizona schools failing to meet minimum federal progress measures, with about 112 schools failing only because of the requirement to include the scores of students within their first three years of learning English. He vehemently stated that the new federal rules make it impossible for many Arizona schools to succeed. Many Arizona schools students have only arrived from Mexico the year before and cannot be expected to be proficient in English, making it more difficult for them to pass the math and reading portions of the AIMS test.

The only consolation offered by federal officials is for the Arizona schools to offer those students a translation of the AIMS test, making it easier for them to understand. Horne emphasizes the need for more time for these students. So far, federal officials ignore Horne’s argument by stating that if a group of students are not counted, then they probably are not being taught.

Horne filed a lawsuit against the federal government in July 2006 to stop the inclusion of English as a Second Language student test scores until their fourth year of English language classes. Until the lawsuit is settled, the Arizona schools must continue to include these student test scores.

Horne, as well as many educators and administrators across the state, see the federal mandate as impractical. They say it paints an unfair picture of many reputable Arizona schools. They are concerned that the negative “failed” label and bad publicity will damage individual Arizona schools that have worked hard to maintain their otherwise high achievement levels.

In 2005, there were 54 Arizona schools that failed to meet the minimum progress measure four or more years in a row. In 2006, that figure increased to 66 Arizona schools. This mandate puts more Arizona schools on the road to potentially failing four years in a row, which means mandatory state intervention into those Arizona schools’ daily operations. If these “failed” Arizona schools continue to fail in future years, federal law requires the state to make even bigger changes, which usually starts with the replacement of principals and teachers.

Horne hopes to prevail through a favorable court decision. Otherwise, many Arizona schools soon will experience dramatic consequences.

States And Home Learning

Filed under: Uncategorized — Tags: , , — admin @ 7:47 am

There are of all sorts’ things for moms to think and talk about when the strategy of Home Schooling your children pops into your brain. One and only one of the precursory is, how do I do this? Possibly you get going thinking about finances and if you can Homeschool on one pay and allowances. There is furthermore the dilemma of what general education to choose for your child, where you purchase it, and how much you can concede to purchase it. Likewise, you speculate how you can turn your home into a junior high school. What about itineraries and however so many hours a week perks call for to be intellectual acquirement?

Overwhelmed yet? Yes, it is most certain that you are not alone in your worries. But not to worry, there are ever so many of supplies that are easy to spot that can help you. One inquiry some moms forget to be judicious is the mandates and regulations surrounding learning your son or daughter in your home sweet home. This is extremely critical and should be on of the earliest things on your list to figure out when you are starting to contemplate into Home sweet home learning your kids. It will be a waste of time if you are homeschooling your kids only to find out, you missed one requirement of the state and all of that hard work counts for nothing in the states eyes.

Since I can’t fit fully 50 states in this article, I have found that the HSLDA, or the Home sweet home Classroom Legal Defense Association, has the most enjoyable assets and a deep breadth of information for each state. Inside their website you will encounter your rules and regulations for your distinct state, what the current Homeschooling doubts are in your state, if there are any active Homeschooling lawsuits or bill in your state, and a wide array of ancillary conducive pieces of pointer. The HSLDA website is .hslda.org.

April 23, 2006

State Lawmakers Disappoint Las Vegas Schools

Filed under: Uncategorized — Tags: — admin @ 8:29 pm

The most recent Nevada session did little to alleviate the feeling in Las Vegas Schools that public education is low on the state’s list of priorities. As Las Vegas Schools try to educate a large and diverse urban community the state of Nevada doesn’t offer much support. Spending per pupil in the state is about $1,800 less than the national average. Las Vegas Schools, along with other education and healthcare advocates, expressed disappointment at the legislature’s inability to bring the state to what some call a minimal standard of care.

One of the biggest disappointments to parents and educators of Las Vegas Schools was the lack of money to fund a universal all-day kindergarten program. According to a recent Las Vegas Sun article, educational advocates like Mary Jo Parise-Malloy of the Nevadans for Quality Education said that, “Until our per-pupil funding levels come up, and we’re providing basic, adequate support, our students are not going anywhere. We’re wasting our time.”

With a national initiative that requires all students to achieve “proficiency” on state exams by 2014, and that requires “highly qualified teachers” for math and science, Las Vegas Schools have a long road ahead. Teacher pay raises for Las Vegas Schools’ teachers were last raised by 2% in 2001, and are slated for a 4% increase in 2009. Las Vegas Schools’ districts, like Clark County, expect to have vacancies in the thousands for the 2007-2008 school year. One bright spot of the recent session was that incentives for teachers in at-risk schools were maintained. Las Vegas Schools’ teacher advocates are waiting to find out if those incentives can be handed out as cash bonuses rather than retirement pay.

While Las Vegas Schools’ educators aren’t exactly joyful, there were some winners in the funding announcements. Las Vegas Schools can expect to benefit from a grant of $80 million to fund remediation and innovation programs over the next two years. Keith Rheault, state superintendent of public instruction said, “the budget is a “fair compromise” due to “divergent views and declining reviews.”

The Clark County district of Las Vegas Schools will be able to add between 30-40 full day kindergartens in some of its high-risk schools. Many Las Vegas Schools’ educators support full day kindergarten for low-income students because it can offer them needed social and academic skills. The national trend towards all day kindergartens is not always embraced by educators, but the use of the method for students in poverty has wider acceptance. At the end of the day students, teachers and parents in Las Vegas Schools express a lack of faith in the state’s commitment to education. In the words of John Jasonek, Las Vegas Schools teacher advocate, the recent session is “another sad commentary about this state’s lack of commitment to education.”

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