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themoreyouknowz · 23 days

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[W10] Online harassment.

In the digital age, the pervasive phenomenon of online harassment has emerged as a significant threat to the well-being and mental health of individuals worldwide. With the proliferation of social media platforms, messaging apps, and online forums, the ease of communication has unfortunately paved the way for malicious behavior, leading to profound negative impacts on people's lives.

What is Online harassment?

Definition

Online harassment, also known as cyberbullying or internet harassment, refers to the use of electronic communication platforms such as social media, messaging apps, forums, or email to intimidate, threaten, or belittle individuals or groups. According to Haslop, O’Rourke and Southern (2021), online harassment

"...can take many forms, such as spreading malicious rumors, sending abusive direct messages and the non-consensual sharing of personal content, including sexual images."

It can take various forms such as cyberbullying, harassment, doxxing, sexual harassment, hate speech, discrimination, and trolling. Online harassment can target anyone who engages in online activities, regardless of age, gender, race, ethnicity, religion, sexual orientation, or any other characteristic. However, many studies have shown that women are twice as likely to be targeted of online harassment as men (Vogels, 2021). The reasons behind this gender disparity in online harassment are complex and multifaceted. They often stem from deep-seated societal issues such as sexism, misogyny, and gender-based violence. Women who express opinions, challenge traditional gender roles, or assert themselves in online spaces may face backlash and harassment as a result. Despite efforts by platforms to address it, online harassment remains a pervasive issue, highlighting the importance of recognizing and combating it for a safer online environment.

It more danger than you think...!

One of the most alarming aspects of online harassment is its ability to infiltrate the sanctity of personal spaces. Unlike traditional forms of harassment, which may occur in physical environments, online harassment can permeate into every aspect of an individual's life, infiltrating their homes and safe spaces through the screens of their electronic devices. This constant barrage of hateful messages, threats, and derogatory comments can have devastating effects on victims, leading to heightened levels of stress, anxiety, and depression. Furthermore, online harassment can tarnish one's reputation and sense of self-worth. Victims may experience feelings of shame, embarrassment, and isolation as a result of the relentless attacks on their character and integrity (UNICEF, 2024). In extreme cases, online harassment can escalate to real-world consequences, such as job loss, academic failure, or even physical harm, highlighting the urgent need for effective intervention and prevention strategies.

How to prevent it?

Of course it's a difficult job, but that doesn't mean we can't do it! Firstly, it is essential for individuals to prioritize their digital well-being by practicing self-care and setting boundaries when engaging with online platforms. This may involve limiting exposure to toxic content, blocking or reporting abusive users, and seeking support from trusted friends, family members, or mental health professionals. Moreover, education and awareness-raising initiatives play a crucial role in combating online harassment. By promoting digital literacy and teaching individuals about the ethical use of technology, we can empower people to navigate online spaces responsibly and respectfully. Schools, community organizations, and online platforms themselves can play a pivotal role in promoting digital citizenship and fostering a culture of empathy, compassion, and tolerance.

In conclusion, online harassment poses a significant threat to the mental health and well-being of individuals, perpetuating a cycle of fear, intimidation, and trauma. However, by raising awareness, promoting digital literacy, and fostering a culture of respect and empathy, we can work together to mitigate the negative impact of online harassment and create safer, more inclusive online communities for all. It is imperative that we recognize the seriousness of this issue and take decisive action to address it, ensuring that everyone can enjoy the benefits of the digital age without fear of harassment or harm.

References:

Haslop, C., O’Rourke, F. and Southern, R. (2021). #NoSnowflakes: The toleration of harassment and an emergent gender-related digital divide, in a UK student online culture. Convergence: The International Journal of Research into New Media Technologies, 27(5), pp.1418–1438. doi:https://doi.org/10.1177/1354856521989270.

UNICEF (2024). Cyberbullying: What is it and how to stop it. [online] UNICEF. Available at: https://www.unicef.org/end-violence/how-to-stop-cyberbullying.

Vogels, E.A. (2021). The state of online harassment. Pew Research Center. [online] 13 Jan. Available at: https://www.pewresearch.org/internet/2021/01/13/the-state-of-online-harassment/.

#mda20009 #digitalcommunity #week 10 #online harassment #cyber bullying #social media conflict

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alrederedmixedmedia · 2 months

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Alredered is Celebrating Read Across America Day To-day.

MARCH 01, 2024

A Proclamation on Read Across America Day, 2024

HOME

BRIEFING ROOM

PRESIDENTIAL ACTIONS

I have always believed that America’s children are the kite strings that keep our national ambitions aloft — the more we do today to spark their curiosity, their confidence, and their imaginations, the stronger our country will be tomorrow. The key to developing young learners into engaged, active, and innovative thinkers is instilling in them a love of reading at an early age. Reading is the gateway to countless skills and possibilities — it sets children on the path to a lifetime of discovery. On this Read Across America Day, we celebrate the parents, educators, librarians, and other champions of reading who help launch our Nation’s children on that critical path.

Once a passion for reading takes hold in a young person, the benefits extend far beyond the classroom. Reading broadens our perspective, introduces us to new worlds, cultures, and languages, and cultivates our sense of empathy and understanding of other people’s experiences and views. Reading informs us, empowers us, and teaches us the lessons of history. It helps us make sense of the world as it is — and inspires us to dream of what it could be. Studies also show that reading improves our memory, helps us become better problem solvers, and even reduces the chance of developing cognitive disorders such as Alzheimer’s down the road. And with the right book in hand, reading can nourish not only our minds, but our souls.

The First Lady often observes that “any nation that out-educates us will out-compete us.” She is absolutely correct. Literacy is essential to finding a good-paying job, advancing in your career, and carving out your place in the middle class. Reading proficiency is what makes us a Nation of innovators and entrepreneurs — a Nation capable of building and growing a dynamic 21st century economy. Reading comprehension is also what allows us to discern fact from fiction — a critical skill at all times, and especially so in the midst of a global pandemic, when the health and safety of our loved ones could very well depend on determining the veracity of what we read.

According to Department of Education estimates, more than half of United States adults (54 percent) between 16- and 74-years of age lack proficiency in literacy, reading below the equivalent of a sixth-grade level. Illiteracy incurs a massive economic toll on our economy, and keeps not just individuals, but our entire Nation, from reaching our full potential. By every calculation, reading matters to our shared quality of life.

For countless Americans, the path to literacy begins with story time in their school classroom. That is one of many reasons why my Administration is providing support to States and communities to help them create the conditions for students to return to safe, in-person learning as quickly as possible. We must ensure that all of our children receive the high-quality instruction and essential classroom time they need to learn and grow. It is a national imperative that we minimize the learning loss caused by the pandemic — and address the disproportionate impact that lost time imposes on our most vulnerable students and families.

NOW, THEREFORE, I, JOSEPH R. BIDEN JR., President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim March 2, 2021, as Read Across America Day. I call upon children, families, educators, librarians, public officials, and all the people of the United States to observe this day with appropriate programs, ceremonies, and activities.

IN WITNESS WHEREOF, I have hereunto set my hand this first day of March, in the year of our Lord two thousand twenty-one, and of the Independence of the United States of America the two hundred and forty-fifth.

JOSEPH R. BIDEN JR.

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jcmarchi · 3 months

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The art of being FLI

New Post has been published on https://thedigitalinsider.com/the-art-of-being-fli/

The art of being FLI

When you walk through Memorial Lobby (better known as Lobby 10), you never know what you might find. The space has long been a campus hub for any manner of activities — from students tabling for their organizations and the iconic glass pumpkin sale to the MIT Juggling Club practicing their craft.

On a sunny, crisp Wednesday in November, passersby likely saw a sea of students affiliated with MIT’s First Generation/Low Income (FLI) Program in Lobby 10 milling about in matching red sweatshirts. In addition to chatting and nibbling on cookies, many of them wrote down affirmations on envelope-sized cards, which were then displayed in the lobby and Infinite Corridor.

One read: When I need motivation, I remind myself… “I’ve gone a long way despite my FLI background.”

I am most proud of… “being able to join a community like FLI and meeting lifelong friends,” said another.

A third declared: My FLI affirmation is… “The past built you, everything converged to make you belong here.”

The affirmations were a powerful way to give voice to the students’ identity on the last day of the FLI Program’s Week of Celebration, timed to coincide with the National First Generation College Celebration on Nov. 8. (The date marks the anniversary of the signing of the Higher Education Act in 1965, which established federal financial aid programs.)

One of the goals of the week-long festivities was to raise awareness of the FLI experience. By that measure, the event in Lobby 10 was a big success. “I kept overhearing people say, “I didn’t know there were so many FLI students. I didn’t know this was that big of a deal at MIT,” says junior Kanokwon Tungkitkancharoen, executive director of the FLI Student Advisory Board. “Someone even posted on MIT Confessions about how happy they were to see so many people in the red FLI sweatshirts. I thought, ‘Wow, someone posted that? That tells me that people really felt something that day.’”

Uncovering the “hidden curriculum”

During the week’s activities, students had an opportunity to get to know FLI Program staff, enjoy goodies such as sushi or cupcakes, and learn about support resources and wellness strategies. They also received FLI swag, including stickers and the red sweatshirts, both of which feature the program’s new logo: Tim the Beaver launching a paper airplane.

The launch metaphor is fitting: The FLI Program is taking off in new directions and growing steadily. What began informally over a decade ago as the First Generation Project, with part-time assistance from one administrator, has become one of the cornerstones of the new Undergraduate Advising Center (UAC). “We are so excited to be building upon and expanding this program,” says Diep Luu, associate dean and director of the UAC. “About 18 percent of our undergraduates are first-gen students — the first in their family to go to college — and 25 percent are low-income. These cohorts overlap, as well; about 12 percent are both first-gen and low-income. So, this is sizable population that has specific needs and deserves our support.”

“MIT does a really great job at financial aid, because it meets 100 percent of financial need and its admissions is need-blind,” says Tungkitkancharoen. As a result, she adds, “There’s a lot of FLI students at MIT compared to schools of similar rigor. But just admitting is not enough. You have to provide resources to carry us through the institution.”

Oftentimes, FLI students have to navigate issues that they are less familiar or comfortable with than other students. Asal Vaghefzadeh, a junior and member of the FLI Advisory Board, notes that developing financial literacy and gaining career-related skills can be particularly challenging. “A lot of FLI students don’t have as much experience networking as other students do, or resources for networking, like family members or family friends,” she says.

In 2021, two Institute reports set in motion a concerted effort to improve the FLI experience. Task Force 2021 called for the implementation of a stronger undergraduate advising structure, where students are supported by a team of professional advisors that work with them from admission to graduation. The report acknowledged that “students arrive with varying previous experiences and levels of knowledge about how to fully access MIT’s considerable resources. What is sometimes called ‘the hidden curriculum’ of success needs to be uncovered and made available to every student regardless of their starting point.”

Meanwhile, the First Generation/Low Income Working Group (FGLIWG) identified many gaps in support for FLI undergraduate students, such the need for more career advising, opportunities for community-building, and help navigating MIT’s complex landscape of resources.

Promising growth potential

Armed with the reports’ findings and drawing on stakeholders’ ongoing input, the FLI Program is poised for growth. “We are currently embarking on a comprehensive listening tour and strategic review of the landscape, to ensure that our actions are informed by a deep understanding of the needs and aspirations of FLI students in four key areas, what we call our ‘pillars’ of FLI: community, academics, professional development, and advocacy,” says Sade Abraham, associate dean of advising and student belonging.

The UAC plans to add several full-time staff members to the FLI Program in the next few years. In the meantime, Abraham and her colleague Alex Hoyt, senior staff associate for advising and programming, are busy promoting resources and information through a weekly FLI newsletter and planning a lengthy docket of activities, including a monthly faculty lunch series, community dinners, wellness events, study breaks, outings, and academic and professional development opportunities. FLI student leaders are actively involved in the planning and also devote time to novel projects and ideas. For example, Vaghefzadeh is leading an effort to trace the FLI experience at MIT to raise visibility. “The goal is to have this concise and well-recorded history that people can see and interact with,” she says. Ultimately, she envisions presenting the information through a timeline and mini-exhibition outside Hayden Library.

One growth area for the program will be involving more FLI-identifying faculty. Ed Bertschinger, a professor of physics, has been engaged in FLI programming since 2013. As a former FLI student himself, he prefers to focus not on what these students lack but what they have — like “cultural capital,” as he puts it. “Community cultural wealth, including family relationships and traditions, are important for all students, yet they are rarely recognized in academic settings. FLI students have an incredible diversity culturally and demographically. The community they form, with help from MIT, helps each member achieve their full potential.”

Hoyt can see the downstream impact of that potential very clearly. “FLI students are often thoughtful about not only their own personal journey, but also the larger impact they can have as educational pioneers in their family and community. They’re passionate about leaving MIT as a better institution for the FLI community than when they entered, putting efforts into projects that will improve future FLI students’ MIT experience,” he says.

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nonhleq23 · 8 months

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The Role of Occupational Therapy in Meeting Sustainable Developmental Goals within the Community

As an aspiring occupational therapist, I have the privilege of working with people from different backgrounds, abilities, and needs. I help them to achieve their goals and improve their quality of life through meaningful activities. In doing so, I also contribute to the sustainable development of the community I work in. Sustainable development is defined as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (United Nations, 1987). It is based on three pillars: social, economic, and environmental.

There are 17 Sustainable Development Goals (SDGs) that were adopted by the United Nations in 2015 as a global agenda for 2030, please click on the following link to see all of them https://en.wikipedia.org/wiki/Sustainable_Development_Goals#/media/File:Sustainable_Development_Goals.svg.

They aim to end poverty, protect the environment, and ensure peace and prosperity for all. As an occupational therapist, I can align my practice with these goals and make a positive impact on the world.

Here's a YouTube video that explains each developmental goal in detail in just 10 minutes or less.

youtube

Here are five SDGs that I intend to work towards within my community:

The first of which would be SDG 1: No Poverty. Poverty is not only a lack of income but also a lack of access to basic services, opportunities, and resources. Poverty can affect anyone, but it disproportionately affects people with disabilities, older adults, women, and children. Poverty can also limit one's occupational choices and participation. As an occupational therapist, I can help people living in poverty to overcome physical, cognitive, and environmental barriers and access opportunities that can improve their well-being and livelihood. For example, I can provide assistive devices when necessary such as a wheelchair to easily allow for mobility around the community, and provide vocational training for my client to be able to overcome barriers to accessing, maintaining, or returning to employment or other meaningful occupations, financial literacy education/financial management skills by teaching the client financial management skills so that the client can be able to save or manage the money that he/she has effectively and advocacy for social protection and inclusion by advocating the client to go back to work if he/she is being limited that opportunity to go back to work due to his disability or illness by communicating with the employers or manager of that particular job. collaborate with community organizations, schools, and local government agencies to develop programs that address the needs of marginalized and underserved populations. These programs might focus on skill development, vocational training, mental health support, and more.

The second goal that I can play a role in is goal 2 which is to end hunger, achieve food security and improved nutrition, and promote sustainable agriculture. According to (de Klerk et al, 2004) by 2004, 14 million South Africans suffered from food insecurity, 43% of households suffered from food poverty, and 1.5 million children had malnutrition. By the year 2015, (Walsh et al., 2015) highlighted that 26% of households in South Africa were food insecure, whilst 28.3% were at risk of being food insecure. In a more recent report, it was indicated that 8.18 million people in South Africa were in crisis and 1.16 million were in a state of emergency in terms of food insecurity in December 2020, with projections to increase to 9.60 million and 2.20 million by March 2021, respectively (Maxwell D et al.,2023). The main drivers of this increase in food insecurity included economic decline and unemployment, food prices, drought, and the COVID-19 pandemic (IPC, 2021). Covid 19 had a huge impact on food insecurity in South Africa (Arndt et al.,2020)

The government is also making an impact in schools to help reduce hunger as he created a program called the National school nutrition program which offers 1 nutritious meal to children at primary and secondary school to improve their learning capacity. The meal is beneficial to the family of the learners as it costs 10% of the family’s income per child which is a significant save for the learners' family(Bundy et al,2018).In this Goal, as an Occupational therapist, I can create a garden to help reduce hunger this can be achieved by working together with the community leaders so that they can provide me with the land and the equipment that I’m going to use. Ask them for JoJo tanks so that water can be easily accessible when watering the vegetables. As most people are unemployed, I can work with them to help create a garden and appoint people that are going to be responsible for maintaining it. This vision can be presented in front of the community members so that they can also participate if they want. Whilst trying to achieve the goal I can incorporate the MDT approach such as working together with the dietician to get good nutritional advice and how important a healthy diet is in our body. While also creating groups with the caregivers and teaching them about breastfeeding to prevent the child's risk of getting malnutrition (Severe acute malnutrition and moderate acute malnutrition). We can also as Ots create groups of mothers and children especially first-time mothers whereby, we educate them on different ways to formulate a bond with the child and encourage playing with the children.

Sustainable Development Goal 3 entails good health and well-being. According to the world health organization, health is a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity. Health is also influenced by the social determinants of health, such as income, education, environment, culture, and gender. As an occupational therapist, I can promote health and well-being for individuals and groups through prevention, providing realistic intervention, and rehabilitation while working together with the client to meet their needs. I consider the social determinants of health, such as housing, education, and access to healthcare, when working with clients.

As an occupational therapist, I can support goal 4 which is ensuring quality education for all by addressing the diverse learning needs and styles of students, teachers, and parents. For example, I can provide inclusive education, curriculum adaptation, assistive technology, learning strategies, school readiness, and transition services. In the community, I have seen a gap in learners in the community unable to read, write, and identify shapes, colors, and numbers as a result those children repeated class multiple times which delayed their success. By working together with the teachers, I aim to create the most conducive and adaptable environment for the learners to be able to fully concentrate during the class and strategic ways to assist them to understand better for example breaking down instructions into small steps, praising them after completing each task to keep them motivated to do more.

The last sustainable development goal that I strive to assimilate into a core principle of my practice as an occupational therapist would be SDG 10: Reduced Inequalities. Inequalities are disparities in income, wealth, power, opportunities, and outcomes that affect people's lives and dignity. Inequalities can be based on factors such as gender, age, disability, race, ethnicity, religion, sexual orientation, and migration status. Inequalities can also create occupational injustice, which is the denial or restriction of access to meaningful occupations due to structural or personal factors. As an occupational therapist, I can reduce inequalities by promoting equity and inclusion for marginalized and vulnerable groups within a community such as workplaces, schools, and public spaces. By considering the diverse needs of individuals with varying abilities, therapists can help create environments that are accessible and welcoming to everyone. Have advocacy efforts to influence policy changes that promote equality and accessibility. This could involve working with professional associations, community leaders, NGOs, and policymakers to create and implement policies that support the rights and needs of marginalized populations. For example, I can provide culturally sensitive care to better understand and respect the diverse cultural backgrounds of their clients. This ensures that interventions are tailored to individual values, beliefs, and preferences, thereby reducing disparities in care, human rights education, empowerment programs, community development projects, and policy advocacy. Can also conduct workshops, seminars, and awareness campaigns to educate communities about the rights and needs of individuals with disabilities. This can help reduce stigma, increase understanding, and foster a more inclusive society.

By working to promote healthy lives with adequate income and reduced hunger, quality education, and reduced inequality,we as OT's in South Africa and not only SA but in general, can make a significant contribution to sustainable development within communities we work in. OT's are helping to create a more inclusive and accessible society, where everyone can participate in activities that are meaningful to them. These are some of the ways that I intend to work towards the SDG's within my community as an occupational therapist. I believe that by doing so, I can make a difference not only for myself but also for others and future generations.

References

1.Arndt, C., Davies, R., Gabriel, S., Harris, L., Makrelov, K., Robinson, S., Levy, S., Simbanegavi, W., van Seventer, D., & Anderson, L. (2020). Covid-19 lockdowns, income distribution, and Food Security: An analysis for South Africa. Global Food Security, 26, 100410. https://doi.org/10.1016/j.gfs.2020.100410

2.De Klerk, M., Drimie, S., Aliber, M., Mini, S., Mokoena, R., Randela, R., ... & Kirsten, J. (2004). Food security in South Africa: key policy issues for the medium term. Human Sciences Research Council Integrated Rural and Regional Development Position Paper.

3. Haywood, L. K., Funke, N., Audouin, M., Musvoto, C., & Nahman, A. (2019). The Sustainable Development Goals in South Africa: Investigating the need for multi-stakeholder partnerships. Development Southern Africa, 36(5), 555-569.

4. Wikimedia Foundation. (2023, August 11). Sustainable development goals. Wikipedia. https://en.wikipedia.org/wiki/Sustainable_Development_Goals#/media/File:Sustainable_Development_Goals.svg

5. Maxwell D., Adan, G., Hailey, P., Day, M., Odhiambo, S. B., Kaindi, L., ... & Marshak, A. (2023). Using the household hunger scale to improve analysis and classification of severe food insecurity in famine-risk conditions: Evidence from three countries. Food Policy, 118, 102449.

6. Mugambiwa, S. S., & Tirivangasi, H. M. (2017). Climate change: A threat towards achieving ‘Sustainable Development Goal number two’(end hunger, achieve food security and improved nutrition and promote sustainable agriculture) in South Africa. Jàmbá: Journal of Disaster Risk Studies, 9(1), 1-6.

7.Ngarava, S. (2022). Empirical analysis on the impact of the COVID-19 pandemic on food insecurity in South Africa. Physics and Chemistry of the Earth, Parts A/B/C, 127, 103180.

8. YouTube. (2021, February 9). Sustainable development goals (sdgs) explained in 10 minutes or less. YouTube. https://www.youtube.com/watch?v=xubK4T9Nc8A&t=145s

9.Walker, M., McLean, M., & Mukwando, P. (2022). Low-income students, human development and higher education in South Africa: Opportunities, obstacles and outcomes (p. 224). African minds.

10. Walsh, C. M., & Van Rooyen, F. C. (2015). Household food security and hunger in rural and urban communities in the Free State Province, South Africa. Ecology of food and nutrition, 54(2), 118-137.

#Youtube

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teachersupdates · 9 months

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UNESCO Recognizes Kenya's Coding Curriculum

Unesco Recognizes Kenya's Coding Curriculum Kenya has been recognized by the United Nations as the first nation in Africa to approve curriculum for teaching computer programming in schools of both primary and secondary education. In a report released on Wednesday, Unesco praised the nation for its support of digital literacy in the new curriculum. The 'Technology in Education: A Tool on Whose Terms?' report analyzes the impact of technology on education by surveying school systems worldwide. The report states that under the new Competency-Based Curriculum (CBC), Kenya has become the first African nation to include coding as a subject in primary and secondary institutions. The Kenya Institute of Curriculum Development has approved Kodris Africa's Python programming language curriculum for children aged seven to sixteen, . Coding, also known as programming, is the act of instructing a computer to carry out particular duties. As technology advances, there is a growing demand for competent tech professionals such as software developers, web designers, and data analysts. Learning to code opens up numerous career opportunities in industries ranging from healthcare to finance to the entertainment industry. The Bureau of Labor Statistics projects that the number of computer and information technology jobs will increase by 13% between 2021 and 2031, significantly faster than the average for all occupations. A global review estimated that 43% of students in high-income countries, 62% in upper-middle-income countries, and 5% in lower-middle-income countries are required to pursue computer science in primary and/or secondary education. This is not the case in countries with poor incomes. The report was published alongside the #TechOnOurTerms initiative. It provides policymakers with a compass for making these decisions. Those in positions of authority are urged to assess whether the technology they use is appropriate for their environment and learning requirements. The report requests that they consider those left behind to ensure that they are concentrating on the marginalized. Given the low levels of digital skills among the global population and the ever-increasing complexity of the digital world, the UN report states that countries must urgently define digital skills and determine the most effective means of increasing them among their citizens. Unesco Recognizes Kenya's Coding Curriculum Read the full article

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64bitgamer · 1 year

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atlanticcanada · 1 year

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Nova Scotia’s South Shore school support staff return to classrooms after deal reached

After being on strike for more than two weeks, school support workers on Nova Scotia’s South Shore are headed back to the classroom.

Roughly 150 school staff walked off the job on Oct. 25 in a fight for higher wages.

The striking employees returned to the classrooms Thursday after 98 per cent voted to accept a new tentative agreement that will help achieve wage parity with workers in other regions of the province.

“Achieving wage parity for school support workers is a long-overdue and important accomplishment,” said Nova Scotia Government and General Employees Union President Sandra Mullen in a news release Wednesday. “These workers stood together to demand what was right and fair, and together, they were able to achieve equal, improved pay for their sector.”

Support workers in the South Shore Regional Centre for Education (SSRCE) have been fighting for higher wages for over a year. Workers on the picket line included educational assistants, early childhood educators, student support workers, outreach workers, parent navigators, library personnel, child and youth practitioners, Indigenous student advisors, literacy support workers and student supervisors.

As part of the tentative agreement, school support workers in the SSRCE will see their rate of pay increase to become the highest in the province for their positions. The agreement covers the time period between Apr. 1, 2021 and Mar. 31, 2024.

The deal would see an economic adjustment of 1.5 per cent, both in 2021 and 2022, before rising to three per cent in 2023, and 0.5 per cent in 2024. That adjustment is in addition to an advance increase worth 1.5 per cent for every member of the bargaining unit who is not already the highest paid in the province, effective the date of ratification.

The agreement requires the employer to make further adjustments in the event that school support workers in the SSRCE don’t end up making the highest wages in the province. Failure to raise wages to the highest threshold would see an increase of 50 per cent of the difference between their rate and the highest by Apr. 1, 2023, and the remaining 50 per cent by Mar. 31, 2024.

“After more than a decade of living with the austerity legacy of past-Premier Stephen McNeil, we are finally able to see that the collective bargaining process works, when it is allowed to do so,” added Mullen. “The current government not only allowed the bargaining process to unfold as it should – without legislative interference tipping the scales – but they have agreed to the principle of parity and fairness for these workers, and that is something that should be credited.”

A strike by 600 school support workers in the Annapolis Valley Regional Centre for Education also ended this week after they reached an agreement with their employer. That agreement also saw AVRCE employees achieve wage parity with workers doing the same job elsewhere in Nova Scotia.

The AVRCE support staff walked off the job on Oct. 24. They returned to classrooms on Wednesday.

from CTV News - Atlantic https://ift.tt/G7U9ogy

#new brunswick #prince edward island #nova scotia #news #politics #canada #CTVAtlantic

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coursenatorindia · 2 years

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Top 10 Business Courses to start your career in 2022

Whenever you see a successful business, someone once made a courageous decision — Peter Drucker.

Here is Coursenator’s Report for Top Business Courses-

To help learners, Coursenator has aggregated a list of top 10 online courses that can help you grow your business or start your new business career in 2021.

These courses have been selected from the world’s best online course providers like Coursera, edX, Udacity, FutureLearn, Udemy, etc.

Why should you enroll in these courses?

In these short-term online courses, you will develop the basic as well as the intermediate skills, the basic literacy in the language of business that can be used to transition to a new career, start or improve your own small business or apply to the world’s top business schools to continue your education.

Business always requires that you should be growing. And growing includes learning those necessary skills and trends that are important for the industry.

These Best-reviewed online courses might not provide you a job but can be helpful to jumpstart your career or give you new ideas and trends that are happening in the industry.

Who is this for?

These courses are meant for beginners or people who want to learn some basic business skills like risk management, the key concepts, frameworks that underpin business, brand management, Basic Entrepreneurship skills, etc.

Now without any further ado, let’s start with the list curated by Coursenator’s team.

Learn the essential skills to do business-

Our first course is suitable for people who are interested in learning and gaining skills in Financial markets, Finance & Behavioral economics. Someone who is looking to start their career in the Finance sector might be interested in this Online course provided by Coursera.

This course can be useful to learners who want to gain knowledge about finance in depth by providing a lot of real-life examples. It can also help students to make better decisions in financial markets.

1. Financial Markets, offered by Yale University & provided by Coursera — An overview of the ideas, methods, and institutions that permit human society to manage risks and foster enterprise. Emphasis on financially savvy leadership skills.

Description of practices today and analysis of prospects for the future. Introduction to risk management and behavioral finance principles to understand the real-world functioning of securities, insurance, and banking industries.

The ultimate goal of this course is to use such industries effectively and towards a better society.

START LEARNING THIS COURSE

Our second course is designed for people who are interested in learning about brand management, corporate branding, brand identity, and Brand marketing.

This course is well framed with lots of good examples and interviews, providing a wonderful experience to all the learners. The learners find this course insightful, well researched, and enjoyed learning a lot.

2. Brand Management: Aligning Business, Brand and Behaviour, offered by University of London & London Business School & provided by Coursera –

The aim of the course is to change the conception of brands as being an organization’s visual identity (e.g., logo) and image (customers’ brand associations) to an experience along “moments-that-matter” along the customer journey and, therefore, delivered by people across the entire organization.

Brands are thus not only an external promise to customers but a means of executing business strategy via internal brand-led behavior and culture change.

will provide you with all the necessary concepts and frameworks necessary to understand businesses.

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is designed as an introduction to computer science for managers, product managers, founders, decision-makers. You will learn a lot in this beginner course including computational thinking, programming languages, internet technologies, web development, technology stacks, cloud computing, etc.

— Whereas CS50 itself takes a bottom-up approach, emphasizing mastery of low-level concepts and implementation details thereof, this course takes a top-down approach, emphasizing mastery of high-level concepts and design decisions related thereto.

Through the lectures on computational thinking, programming languages, internet technologies, web development, technology stacks, and cloud computing, this course empowers you to make technological decisions even if not a technologist yourself.

After completing the course, you will emerge with a first-hand appreciation of how it all works and all the more confidence in the factors that should guide your decision-making.

Our fifth course is a free digital upgrade for beginners who want to enhance their knowledge and understanding of business and improve their skills in entrepreneurship.

5. Entrepreneurship: From Business Idea to Action, offered by King’s College London and provided by FutureLearn — From this course, you will enhance your understanding of business and improve your skills in entrepreneurship for university study and work.

You will develop yourself as an entrepreneur by learning how to approach the key stages of entrepreneurship, right from coming up with a business idea to writing a business plan.

Using case studies of local businesses and entrepreneurship in the MENA region, you will be learning how to apply the business concepts and ideas to different contexts.

You will also practice pitching your business ideas and learn about developing your enterprise within an entrepreneurship ecosystem.

Our sixth course is also a free digital upgrade short course for learners who want to learn about the role of web analytics (mainly Google analytics in this course) in business, the different types of analytics, and how they can be used continually to improve your product or the overall business.

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What is web analytics? And why are web analytics important? With this course, you will explore some of the fundamentals of this increasingly popular skill that has an increasing demand and learn how to apply it to your own online business.

You’ll begin by looking at the basics of web analysis, including the different types of analytics and what they are used for before exploring some of the key areas in more detail.

Our Seventh course is one of the best selling and most popular courses on Udemy. Ever thought of getting an entire MBA done in one course?

Yes, you read that right- you will be covering everything that you need to know about business right from Start-up to IPO (Initial Public Offering) in this short, eight hours long course. With thirty two articles and sixty six downloadable resources, this course is a full package at an affordable price. Below is the top-review of this Udemy online course.

Coming all the way from West Africa, I stand to applaud the eye-opening nature of the course. Maybe, I was looking for a more “academic” course initially, but this is well hands-on. The only downside for me is the focus on the American model, which I’m quite lenient with but a course going around the world should have more global case scenarios. Thank you, Prof.

7. An Entire MBA in 1 Course: Award Winning Business School Prof, instructed by Chris Haroun and provided by Udemy —

you’ll learn how to

Create financial models from scratch (the Professor makes it so easy to understand).

Analyze company financials with ease!

Understand how investment banking firms work and what they can do to help your business.

Understand how management consulting firms work and when you need to hire them.

Understand how macroeconomics and microeconomics works.

Understand what is venture capital and how to partner with the top venture capital firms to take your company to the next level.

Present to investors and customers like a boss : )

Communicate the right way in business so that you don’t waste time.

Change careers easily.

Network and get a meeting with anyone (ideal tips on how to get a job or how to reinvent yourself or how to find customers).

Analyze entire markets and companies from a qualitative and quantitative perspective.

Understand how taxes work (don’t worry this section is not boring)!

Protect your family and assets in case your business gets sued.

Understand what business career makes the most sense for you!

Restructure your company and the benefits of declaring bankruptcy protection if needed.

Partner with equity and debt providers.

After this course, you will have the tools/skills needed to launch a company, grow it and then take it public!

Our eighth course is a free online course provided by Udemy. This course provides the learners with a good introduction to Agile concepts using the specific example of Scrum methodology and how or when to combine and apply this to traditional project management processes/methods. The instructor is very clear in the course’s goals and content teaching.

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Learn the truth about the relationship between “Agile” and “Waterfall” and see those two approaches in a new perspective as complementary rather than competitive.

Our ninth course is a free online course that is related to one of the best Udacity’s Nanodegree program (Product Manager) provided by Udacity. This course will help the learners to understand how to hire, manage, and optimize remote teams.

9. Managing Remote Teams with Upwork, offered by Upwork and provided by Udacity — Udacity has developed this course in partnership with Upwork, one of the world’s leading professional freelance platforms. Managing Remote Teams gives you practical advice on how to build a culture that embraces remote workers and delivers bottom-line results for your business.

After taking this course, you will be able to quickly apply remote-team best practices to your existing workforce or you can also begin building your remote workforce from scratch.

Our tenth and final course is an intermediate free online course offered by Google. This short course is related to another best-selling Nanodegree program (Introduction to programming) & is designed for learning how to pitch your business ideas and secure the funding that you will need to launch your own company.

10. Get Your Startup Started, offered by Google and provided by Udacity — Assess, Hire, and Fund Your Company.

This course will show you how to write clear, compelling, and targeted mission and vision statements, set quarterly and annual goals, and find mentors, co-founders, and contractors to provide you help along the way. This will help you to establish a strong foundation for your business and confidently pursue viable funding models, including bootstrapping, crowdsourcing, accelerators, incubators, and more. As the culmination of all of your hard work, you will complete the course by developing your own unique pitch deck that you can use to secure investments and launch your business.

That’s all for today. We hope you make informed learning decisions and #keeplearning with us.

Also, make sure that you register on our website for high-quality content because we at Coursenator are determined to make all of your online learning experience as valuable and easy as it can be.

Thank you for trusting Coursenator with your online learning!

We may earn a small commission based on the links that you go through, so make sure to use our links if you want to buy an online course or program. Your support can immensely help a small business like ours thrive.

Thank you for reading till the end!

You can register on our upcoming website to get recommendations for online courses, specializations, Nanodegree programs, etc according to your subject preferences. NO SPAM, ONLY YOUR PREFERENCES — https://www.coursenator.com/

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#edX #Udacity #Udemy #Coursera #Online Courses #Coursenator

0 notes

shannonvking · 1 month

Text

Shannon Victoria King

Washington, DC

Summary

Ambitious and positive-minded curriculum development professional and teacher who is able to manage large scale, long term projects with multiple teams. Trilingual in Swedish, French, and English and literate in Swedish, French, English, Danish, and Norwegian with ability to apply linguistic knowledge across multiple disciplines, including but not limited to: second language pedagogy, linguistic analysis, research methods, semantics and pragmatics, intercultural communication, and marketing strategies. Seeking jobs in teaching, curriculum development, and consulting.

Education

GEORGETOWN 2022-2024

MS in Applied Linguistics

GPA: 3.72

Graduate Student Government Senator

UC SANTA CRUZ 2019-2022

GPA: 3.93

BA in Applied Linguistics and Multilingualism with a Minor in Linguistics

TESOL Teaching Certificate

NEWBURY PARK HIGH SCHOOL 2015-2019

GPA: 4.30, Honors/ AP/ IB Level Coursework

California Seal of Biliteracy in French

Experience

ASSESSMENT AND EVALUATION LANGUAGE RESOURCE CENTER (AELRC)- Georgetown, Washington DC 09/2022 to Present

Project Manager, Research Assistant

Manages large scale critical language proficiency test development projects for the National Security Administration and the Department of Defense

Builds, reviews and maintains extensive Literature Reviews across multiple projects and teams through collaboration with outside scholars and organizations

Adheres to and meets strict deadlines across multiple projects and teams consistently set by both self and upper management

Conducts original research on applying linguistic research to classroom and business performance

Performs qualitative and quantitative analysis for multiple projects in addition to designing the analysis methodology

Innovates and adapts digital content to promote ongoing and future linguistic projects for the center

Works and manages projects in all stages of completion

Attends conferences while representing a top 15 academic institution and building new professional academic relationships with other scholars

Handles secure testing materials professionally and proctors high stakes exams

Proficient in Microsoft Office, Google Suite, and Zoom

ATHLETICS TEAM TUTOR - Washington, DC 01/2024 to Present

Tutor

Leads group tutoring sessions for a Division 1 athletics team in writing composition and comprehension

Manages multiple syllabi, student schedules, and materials in order to provide the highest quality of instruction

Performs regular Needs Analysises to ensure the best quality of instruction

PRIVATE TUTOR - USA, remote 08/2018 to Present

Tutor

Self-employed private tutor for elementary, middle school, and high school students

Teaches Math, English, French, History, and Science at various grade levels for multiple College Board and International Baccalaureate exams including but not limited to;

AP US History

AP European History

IB Language A: Language and Literature

Maintains a 100% pass rate on standardized tests

Specializes in Language Arts, French, writing/composition, and standardized test prep (ACT Writing, AP European History, AP US History, IB French)

Performs regular Needs Analysises to ensure the best quality of instruction

THRIVE ACADEMICS- Newbury Park, CA 09/2020 to 09/2023

Tutor

Tutored Math up to Algebra 2, K-12 English, K-12 Science, and K-12 History

Experienced with maintaining a professional profile and promoting an educational brand

BIOMONKEY LITERACY LABS- Santa Cruz, CA 05/2021 to 08/2021

Teacher

Wrote and developed an original curriculum for a middle school entry-level French course with over 50 original assessments, lesson plans and homeworks

Taught original curriculum to over 20 students split into 3 separate summer sessions

Had a 100% return rate of students wanting to continue learning French

Capable of teaching remotely, in person, and hybrid

LOWES HARDWARE STORE- Newbury Park, CA 08/2020 to 12/2020

Cashier/Customer Service Representative

Cashier of the Month: November, 2020

Knowledgeable of multiple Point of Sale systems

Able to perform various transaction types on one order

Assessed the sales performance of departments and made suggestions for improvement based on observations

NPHS WRITING CENTER TUTOR - Thousand Oaks, CA 08/2018 to 06/2019

Tutor

Assisted students on a variety of written assignments including essays, lab reports, college applications, resumes, and personal statements

Performed and monitored administrative tasks such as student sign-ins and appointments

NPHS COLLEGE AND CAREER CENTER TA - Thousand Oaks, CA 08/2018 to 06/2019

Student Assistant

Filed papers and work permits for students

Created spreadsheets and ran the copy machine

Assisted Career Center coordinators with paperwork and office management

SVENSKA SKOLAN - Thousand Oaks, CA remote 03/2017 to 06/2020

Volunteer & Student

Taught the Swedish language and culture with native speakers as a teacher’s assistant

Helped teachers with their American born students in a classroom environment

Tutored students in small groups, focusing on basic grammar and vocabulary

Assisted with standardized TISUS (test i svenska för universitets) test prep for older students

#resume #professional profile #professional resume

0 notes

dreaminginthedeepsouth · 3 years

Link

LETTERS FROM AN AMERICAN

August 6, 2021

Heather Cox Richardson

Fifty-six years ago today, on August 6, 1965, President Lyndon B. Johnson signed the Voting Rights Act. The need for the law was explained in its full title: “An Act to enforce the fifteenth amendment to the Constitution, and for other purposes.”

In the wake of the Civil War, Americans tried to create a new nation in which the law treated Black men and white men as equals. In 1865, they ratified the Thirteenth Amendment to the Constitution, outlawing enslavement except as punishment for crimes. In 1868, they adjusted the Constitution again, guaranteeing that anyone born or naturalized in the United States—except certain Indigenous Americans—was a citizen, opening up the suffrage to Black men. In 1870, after Georgia legislators expelled their newly seated Black colleagues, Americans defended the right of Black men to vote by adding that right to the Constitution.

All three of those amendments—the Thirteenth, Fourteenth, and Fifteenth—gave Congress the power to enforce them. In 1870, Congress established the Department of Justice to do just that. Reactionary white southerners had been using state laws, and the unwillingness of state judges and juries to protect Black Americans from white gangs and cheating employers, to keep Black people subservient. White men organized as the Ku Klux Klan to terrorize Black men and to keep them and their white allies from voting to change that system. In 1870, the federal government stepped in to protect Black rights and prosecute members of the Ku Klux Klan.

With federal power now behind the Constitutional protection of equality, threatening jail for those who violated the law, white opponents of Black voting changed their argument against it.

In 1871, they began to say that they had no problem with Black men voting on racial grounds; their objection to Black voting was that Black men, just out of enslavement, were poor and uneducated. They were voting for lawmakers who promised them public services like roads and schools, and which could only be paid for with tax levies.

The idea that Black voters were socialists—they actually used that term in 1871—meant that white northerners who had fought to replace the hierarchical society of the Old South with a society based on equality began to change their tune. They looked the other way as white men kept Black men from voting, first with terrorism and then with state election laws using grandfather clauses, which cut out Black men without mentioning race by permitting a man to vote if his grandfather had; literacy tests in which white registrars got to decide who passed; poll taxes; and so on. States also cut up districts unevenly to favor the Democrats, who ran an all-white, segregationist party. By 1880 the south was solidly Democratic, and it would remain so until 1964.

Southern states always held elections: it was just foreordained that the Democrats would win them.

Black Americans never accepted this state of affairs, but their opposition did not gain powerful national traction until after World War II.

During that war, Americans from all walks of life had turned out to defeat fascism, a government system based on the idea that some people are better than others. Americans defended democracy and, for all that Black Americans fought in segregated units, and that race riots broke out in cities across the country during the war years, and that the government interned Japanese Americans, lawmakers began to recognize that the nation could not effectively define itself as a democracy if Black and Brown people lived in substandard housing, received substandard educations, could not advance from menial jobs, and could not vote to change any of those circumstances.

Meanwhile, Black Americans and people of color who had fought for the nation overseas brought home their determination to be treated equally, especially as the financial collapse of European countries loosened their grip on their former African and Asian colonies, launching new nations.

Those interested in advancing Black rights turned, once again, to the federal government to overrule discriminatory state laws. Spurred by lawyer Thurgood Marshall, judges used the due process clause and the equal protection clause of the Fourteenth Amendment to argue that the protections in the Bill of Rights applied to the states, that is, the states could not deprive any American of equality. In 1954, the Supreme Court under Chief Justice Earl Warren, the former Republican governor of California, used this doctrine when it handed down the Brown v. Board of Education decision declaring segregated schools unconstitutional.

White reactionaries responded with violence, but Black Americans continued to stand up for their rights. In 1957 and 1960, under pressure from Republican President Dwight Eisenhower, Congress passed civil rights acts designed to empower the federal government to enforce the laws protecting Black voting.

In 1961 the Student Nonviolent Coordinating Committee (SNCC) and the Council of Federated Organizations (COFO) began intensive efforts to register voters and to organize communities to support political change. Because only 6.7% of Black Mississippians were registered, MIssissippi became a focal point, and in the “Freedom Summer” of 1964, organized under Bob Moses (who passed on July 25 of this year), volunteers set out to register voters. On June 21, Ku Klux Klan members, at least one of whom was a law enforcement officer, murdered organizers James Chaney, Andrew Goodman, and Michael Schwerner near Philadelphia, Mississippi, and, when discovered, laughed at the idea they would be punished for the murders.

That year, Congress passed the Civil Rights Act of 1964, which strengthened voting rights. On March 7, 1965, in Selma, Alabama, marchers led by John Lewis (who would go on to serve 17 terms in Congress) headed for Montgomery to demonstrate their desire to vote. Law enforcement officers stopped them on the Edmund Pettus Bridge and beat them bloody.

On March 15, President Johnson called for Congress to pass legislation defending Americans’ right to vote. It did. And on this day in 1965, the Voting Rights Act became law. It became such a fundamental part of our legal system that Congress repeatedly reauthorized it, by large margins, as recently as 2006.

But in the 2013 Shelby County v. Holder decision, the Supreme Court under Chief Justice John Roberts gutted the provision of the law requiring that states with histories of voter discrimination get approval from the Department of Justice before they changed their voting laws. Immediately, the legislatures of those states, now dominated by Republicans, began to pass measures to suppress the vote. Now, in the wake of the 2020 election, Republican-dominated states have increased the rate of voter suppression, and on July 1, 2021, the Supreme Court permitted such suppression with the Brnovich v. DNC decision.

If the Republicans are allowed to choose who will vote in the states, they will dominate the country in the same way that the Democrats turned the South into a one-party state after the Civil War. Alarmed at what will amount to the loss of our democracy, Democrats are calling for the federal government to protect voting rights.

And yet, 2020 made it crystal clear that if Republicans cannot stop Democrats from voting, they will not be able to win elections. And so, Republicans are insisting that states alone can determine who can vote and that any federal legislation is tyrannical overreach. A recent Pew poll shows that more than two thirds of Republican voters don’t think voting is a right and believe it can be limited.

And so, here we stand, in an existential crisis over voting rights and whether it is states or the federal government that should decide them.

Right now, there are two major voting rights bills before Congress. The Democrats have introduced the For the People Act, a sweeping measure that protects the right to vote, ends partisan gerrymandering, stops the flow of cash into elections, and requires new ethics guidelines for lawmakers. They have also introduced the John Lewis Voting Rights Act, which focuses more tightly on voting and restores the protections provided in the 1965 Voting Rights Act.

Republican senators have announced their opposition to any voting rights bill, so any law that gets through will have to get around a Senate filibuster, which cannot be broken without 10 Republican senators. Democrats could break the filibuster for a voting rights bill, but Senators Joe Manchin (D-WV) and Kyrsten Sinema (D-AZ) indicated earlier this summer they would not support such a move.

And yet, there are signs that a voting rights bill is not dead. Democratic senators have continued to work to come up with a bill that can make it through their party, and there is no point in doing that if, in the end, they know they cannot make it a law. “Everybody’s working in good faith on this,” Manchin told Mike DeBonis of the Washington Post. “It’s everybody’s input, not just mine, but I think mine, maybe...got us all talking and rolling in the direction that we had to go back to basics,” he said.

Back to basics is a very good idea indeed. The basic idea that we cannot have equality before the law without equal access to the ballot gave us the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution, and established the power of the federal government over the states to enforce them.

—-

Notes:

https://www.washingtonpost.com/politics/2021/06/08/how-is-john-lewis-voting-rights-act-different-hr-1/

https://www.ourdocuments.gov/doc.php

https://www.newsweek.com/only-third-republicans-think-voting-fundamental-right-poll-1612336

https://www.pewresearch.org/fact-tank/2021/07/22/wide-partisan-divide-on-whether-voting-is-a-fundamental-right-or-a-privilege-with-responsibilities/

https://cha.house.gov/report-voting-america-ensuring-free-and-fair-access-ballot

https://cha.house.gov/sites/democrats.cha.house.gov/files/2021_Voting%20in%20America_v5_web.pdf

https://www.washingtonpost.com/politics/democrats-craft-revised-voting-rights-bill-seeking-to-keep-hopes-alive-in-the-senate/2021/07/28/855b93fc-efc5-11eb-81d2-ffae0f931b8f_story.html

LETTERS FROM AN AMERICAN

HEATHER COX RICHARDSON

#Heather Cox Richardson #Letters From An American #voting rights #history #For the People #Civil War #U.S. Constitution #Equal Rights

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pp-research · 3 years

Text

Rich Dad Poor Dad Review in 2021: #1 Personal Finance Book? why

Although there are many opportunities around the world, people are still struggling to manage finances because of their lack of knowledge. Robert Kiyosaki , the author of this book is fortunate to learn from the experience of the two fathers. One is his real father, and the other is the father of his best friend.

His real father had a good education, but his financial situation was not good. After finishing the eighth grade, he had to give up his studies. However, nothing can stop him from becoming a millionaire. He learned financial knowledge from his second father and encountered many problems at home because of his real father.

From the perspective of managing personal finances, rich fathers and poor fathers are best sellers . In this summary, we will provide you with the details of what Kiyosaki taught in this book.

Poor dad about rich dad:

Although Robert is poor, the schools he goes to are mainly rich people. We all know that teenagers may be cruel to their partners in poor physical condition, and Robert has to face a similar problem, which led him to an answer to the question: "How can I make money?" He and him My best friend Mike decided to make money and came up with the illegal idea of removing nickel from lead. But Robert's poor father explained to him the drawbacks of the business, and they gave up the idea.

The poor father told them that Mike's father was very good at making money and they should learn to make money from him. Therefore, Mike arranged a meeting with the father of the rich man, and this is how Robert's journey towards financial independence took place.

The meeting with Mike's father went well, and he agreed to teach them, but by the way, life would teach them, not in a classroom way, so he asked them to work for him. He rented these two people for 10 cents an hour and asked them to work 3 hours on Sunday. One of the main rules of trading is that the duo should not ask any questions about the transaction. Therefore, the first lesson they learn from rich fathers is that when they come, you must seize the opportunity.

A few weeks later, Robert wanted to resign. His poor father asked him to ask for 25 cents an hour, but he did not give him a raise. He had to quit. But before the meeting, Robert had to wait 60 minutes, which made him angry, and he told his rich father that he was just exploiting him. Father Rich now explained to him that he sounded like an employee and suggested that he find another way to make money by working with other people. He tells him that he has two options: one is that he can become an employee and blame others for his problems, or he can choose a difficult path and become a rich man.

The second lesson he learned from Robert Kiyosaki is the middle class work for money, but the rich make money work for them. He also told them that he was angry with robbers and he was happy because in addition to passion, when employees are controlled by fear, you must also generate anger and sparks internally, which is why they allow themselves to be exploited. They have a lot of fears, such as being fired and they will have to look for work again. They will have no money to pay bills or more. Therefore, even though employees are dissatisfied with their salary, they continue to work for the rest of their lives, and the tax cut makes them unhappy. This was the first time that Robert introduced the tax system when he was only 9 years old.

After that, Robert and Mike reached a new agreement. They started working for Robert again, but this time they worked with him for free. This process lasted three weeks. While working with him, he taught them another lesson.

The third lesson he told him was that they should work because they love their job, not because they want money or fear. This inspired two boys, and they opened a comics library and made about $10 a week. Although the struggle between them broke down after three months and they were advised to close the company, the two boys did learn how to make money at a very young age.

The author says that rich people will never work for money. According to this book, rich people work for them to make money. However, most people do not understand the meaning of this sentence when trying to arrange their financial situation.

Many people around the world want a raise because they believe that more money will make them happier. But in reality, making money means taking risks and getting out of your comfort zone. In order to take risks, you will have to use your knowledge instead of relying solely on your salary to work hard. But due to limited income options, low salaries and debt, this seems impossible.

Working for money will produce fear and greed, which will guide your life and give you a label at a low price. But you can get out of this vicious circle.

Rich Dad Poor Dad Book & Why teach financial literacy?

The author talks about saving money. He said that it has nothing to do with how much money you make, but with how much money you save. By depositing money, he means acquiring assets instead of locking them in your bank account.

He said that the middle class works for three key groups:

#1 Companies: They make owners and shareholders richer.

#2 Government: You work for the government because a large part of your income goes to taxes.

#3 Bank: One of the biggest expenses of the middle class is bank mortgages and credit card debt.

he said that people should receive financial education. In his book, he mentioned that many people around the world are educated but are blind in economics. If you have no economic education, then you will fail. He also cited examples of millionaire Americans in different industries who suddenly lost everything. When you recognize the importance of capital flow and learn to invest in valuable assets, you will have real financial knowledge. This kind of financial knowledge is your way to a successful start.

Some examples of debt owned by the middle class are:

1. car loan

2. mortgage

3. School loan

4. Credit card debt

5. Bank loan

Some examples of assets owned by the affluent class are:

1.share it

2.Construction real estate

3.stock

4.Bond

5.intellectual property

6.Description

Three key difference between rich and poor:

1. The rich will buy assets.

2. The poor will only have expenditures.

3. People belonging to the middle class only buy debt, and they mistakenly believe that debt is an asset.

According to this book, what is the main difference between the rich and the poor?

Poor father said that the rich should pay more taxes.

Rich dad said that if you generate taxes, you will be rewarded.

The poor father asked him to study hard so that he could find a job in a good company.

Rich dad asked him to study so that he could buy a good company.

The poor father told him that he could not bear children because he had children.

The rich father told him that he had children, so he became rich

Asked the poor father not to talk about money and business while eating.

Rich dad asked him to do the opposite.

The poor father would ask him not to take risks.

Instead, the rich father told him to manage the risk.

Final words: Rich Dad Poor Dad Book Review 2021:

This book is a bible for those who dream of achieving financial freedom and reading from their debts and debts. Therefore, if you want to get rich and improve your financial IQ, I suggest that you must read and actually apply this book.

We hope this article suits your purpose well. If this article is helpful to you, please share it on social media channels.

Thanks for reading , 🙏🙏

#rich dad poor dad #book review #financial literacy #financial education #best seller books #robert kiyosaki #books

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vangagogh101 · 3 years

Text

Reasonable reasons to pursue STEM for SHS (in a nutshell)

Gather around my students, gather around. As a fellow guinea pig of the new basic education curriculum in the Philippines, I suppose that everyone is well-aware that we've been under K-12 for quite a while now. Kudos to all the fresh graduates of Junior High School 2021 despite the difficult circumstances we're currently facing under the new normal. This is a freshie guide to assess what track and strand you want to take for Senior High School and hopefully, you end up taking STEM Strand from the Academic Track.

K-12

K-12 or Enhanced Basic Education Act of 2013 provides for a mandatory 1 year of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. This applies to both public and private educational institutions in the country.

Senior High School

Senior High School is an extension of the traditional high school experience. Contrary to popular belief, however, K-12 is not just about lengthening the number of years in basic education - SHS is essential to provide Junior High School graduates with paths or life options which includes: employment, entrepreneurship, higher education, and middle-level skills development.

Are you confused now? Just keep going.

Tracks

Tracks are students' preferred field of interests. There are currently four tracks offered by Department of Education:

Academic Track - for college preparation

Technical-Vocational-Livelihood (TVL) Track - for job-ready skills

Sports Track - for physical education and recreation

Arts and Design Track - for design, performative, and creative industry

Some schools are only catered to specific tracks so it's a factor to be considered when checking out different schools.

Strands

Strands are simply specialization within the aforementioned tracks.

Academic Track

GAS - General Academic Strand

HUMSS - Humanities and Social Sciences Strand

ABM - Accountancy, Business, and Management Strand

STEM - Science, Technology, Engineering, and Mathematics

If you are looking forward to go to college, these strands are perfect for you as they will help you prepare for the subject specializations in the future.

Technical-Vocational-Livelihood (TVL) Track

Agri-Fishery Arts Strand

Home Economics Strand

Industrial Arts Strand

ICT - Information and Communication Technology Strand

If you are unsure whether to pursue a degree after Senior High School or if you want to join the workforce and earn money right after Junior High School graduation, this will gain you Certificates of Competency (COCs) and National Certifications (NCs), essential for better career opportunities in agriculture, electronics, and trade.

Sports Track

There are no specialized strand for this track but it offers understanding of the basic principles and techniques related to physical education and recreation as well as different factors that affect social, psychological, and cognitive development in sports leadership and management.

Arts and Design Track

There are no specialized strand for this track but it aims to expose you to various media forms like architecture, interior design, industrial design, graphic design, animation, painting, fashion design, photography, and film, to break the stereotype that there is no careers in this industry.

Subjects to be Expected for the Academic Track

Core, Applied, and Specialized subjects - what's the difference?

Core Subjects

Oral Communication

Reading and Writing

Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino

Pagbasa at Pagsusuri ng Iba’t-Ibang Teksto Tungo sa Pananaliksik

21st Century Literature from the Philippines and the World

Contemporary Philippine Arts from the Regions

Media and Information Literacy

General Mathematics

Statistics and Probability

Earth and Life Science

Physical Science

Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao

Physical Education and Health

Personal Development/ Pansariling Kaunlaran

Understanding Culture, Society, and Politics

Earth Science (taken instead of Earth and Life Science for those in the STEM Strand)

Disaster Readiness and Risk Reduction (taken instead of Physical Science for those in the STEM Strand)

Applied or Conceptualized Subjects

English for Academic and Professional Purposes

Research in Daily Life 1

Research in Daily Life 2

Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports, Sining, Tech-Voc)

Empowerment Technologies (E-Tech): ICT for Professional Tracks

Entrepreneurship

Research Project/Culminating Activity

Specialized Subjects

General Academic Strand (GAS)

Humanities 1

Humanities 2

Social Science 1

Applied Economics

Organization and Management

Disaster Readiness and Risk Reduction

Elective 1 (from any Track/Strand)

Elective 2 (from any Track/Strand)

Work Immersion/ Research / Career Advocacy/ Culminating Activity

Humanities and Social Sciences (HUMSS) Strand

Creative Writing / Malikhaing Pagsulat

Introduction to World Religions and Belief Systems

Creative Nonfiction

Trends, Networks, and Critical Thinking in the 21st Century Culture

Philippine Politics and Governance

Community Engagement, Solidarity, and Citizenship

Disciplines and Ideas in the Social Sciences

Disciplines and Ideas in the Applied Social Sciences

Work Immersion/ Research / Career Advocacy/ Culminating Activity

Accountancy, Business, and Management (ABM) Strand

Applied Economics

Business Ethics and Social Responsibility

Fundamentals of Accountancy, Business, and Management 1

Fundamentals of Accountancy, Business, and Management 2

Business Mathematics

Business Finance

Organization and Management

Principles of Marketing

Business Enterprise Simulation

Science, Technology, Engineering, and Mathematics (STEM) Strand

Pre-Calculus

Basic Calculus

General Biology 1

General Biology 2

General Physics 1

General Physics 2

General Chemistry 1

General Chemistry 2

Research Capstone

Pandemic & Education

There's no doubt that the Coronavirus 2019 or COVID-19 pandemic messed us all up this school year. Classes weren't the same anymore with the online and modular distance learning. Students are glued to their chairs attending online zoom or google meet classes or answering piles and piles of worksheets. This is one factor to consider as well since the crisis is far from over and most of the students haven't been vaccinated yet. May you find a school that offers a learning modality that is convenient and effective for you.

Thoughtful Thoughts about STEM

I guess my only advice is to choose a track and a strand that speaks volume to your soul. To put it simply, pick something that you truly want and always do your best. I've wanted to be a STEM student for as long as I could remember. Just kidding - but I've been academically inclined since birth and I knew that I wanted to pursue higher education. I'm quite thankful that K-12 has been implemented because it gave me a chance to explore what course or specialization I really want for college. I hope you had fun reading and learned a thing or two. Papa Frank out.

References:

https://thephilippinestoday.com/k-12-program-in-the-philippines/

https://www.edukasyon.ph/courses/senior-high-tracks

https://www.danielgubalane.com/2014/05/senior-high-school-curriculum-guides.html

#education #philippines #senior high school #k 12

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glitterypeanutmugnickel · 3 years

Text

August 6, 2021

Heather Cox Richardson

Aug 7

Comment

With federal power now behind the Constitutional protection of equality, threatening jail for those who violated the law, white opponents of Black voting changed their argument against it.

Southern states always held elections: it was just foreordained that the Democrats would win them.

Black Americans never accepted this state of affairs, but their opposition did not gain powerful national traction until after World War II.

And so, here we stand, in an existential crisis over voting rights and whether it is states or the federal government that should decide them.

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junker-town · 3 years

Text

Josh Giddey is the NBA draft pick who almost slipped through the cracks

How Josh Giddey went from being cut by his Australian state team to a potential NBA draft lottery pick.

Josh Giddey knew he was down to his last chance. As he arrived at a multi-day basketball jamboree known as the East Coast Challenge, Giddey was one of 60 youth players competing from the Australian states of Victoria, New South Wales, and South Australia hoping to be selected for the prestigious state team.

State basketball is the pathway to a brighter future in the game in Australia, but it had alluded Giddey to this point. Three times he had tried out for state-level basketball, and three times he had received an email at the end of the event telling him he’d been cut. Only 16 years old and already realizing he was at a crossroads in his career, Giddey was determined not to let it happen again.

He had the benefit of a recent growth spurt this time around that taken him up to 6’8 as a point guard. The added height only accentuated the gifts that always made him stand out: his passing and playmaking, and perhaps more importantly his ability to think one step ahead of the next defensive adjustment. After shining at the camp, the anxious hours waiting to hear if he was selected turned into a quiet confidence.

“I kept promising myself I wouldn’t get cut, I wouldn’t get cut, and the last opportunity I had to make the state team I didn’t get cut,” Giddey told SB Nation. “I finally got that one email I was waiting for.”

Giddey’s life has been in overdrive ever since. After shining at a subsequent national event, he was offered a scholarship by the NBA Global Academy at the Australian Institute of Sport. Giddey moved across the country to Canberra, where he would spend the next 18 months developing his game and his body while competing against peer-aged competition around the world. The accolades he earned at the academy eventually led Giddey to become the first Australian player to be tabbed for the Next Stars program in the country’s domestic professional league, the NBL.

After one season with the Adelaide 36ers, Giddey is now on his way to the 2021 NBA Draft. The same player who couldn’t separate himself from his peers in Victoria only two years ago is now projected as a likely lottery pick.

Giddey is at once on a meteoric rise and still just scratching the surface. He’s one of the youngest players in the draft and has a case as one of the most accomplished given his production in a pro league against seasoned adults. He is still growing into his body and refining his jump shot while already possessing the type of mental processing gifts that can’t be taught. It has been a wild ride to bring him to the precipice of his NBA dreams, but Giddey isn’t the type to get overwhelmed by the moment.

“It’s just good to see the work paying off,” he said.

Photo by Kelly Barnes/Getty Images

Marty Clarke remembers the first time he identified Giddey as a future prospect to watch during his days as a college assistant coach at WCC power Saint Mary’s. A fellow Australian, Clarke was a former teammate of Josh’s dad, Warrick, who enjoyed a long professional career with the NBL’s Melbourne Tigers and had his No. 6 retired by the club. He saw the traits that could eventually make the young guard the type of player Saint Mary’s would one day want to target, but he knew it was going to be a while before they could do so. Giddey was only 12 years old.

“When I first went to St. Mary’s in 2013, I said coach (Randy) Bennett, there’s a kid I want to put on the board but it will be like seven years before we can get him,” Clarke recalls. “He can really pass with his weak hand. He can pass full court, off the dribble, or from penetration. He was kind of doing a lot of that stuff as a 12-14 year old. Now he’s a 6’8 person who can do that.”

Clarke would eventually get his chance to help develop Giddey in a way neither could have anticipated. When the NBA partnered with the Australian Institute of Sport and Basketball Australia’s Centre of Excellence in 2017 to launch the NBA Global Academy, Clarke left Saint Mary’s to take a job as its technical director. Clarke was the perfect candidate as someone who previously had experience as a coach at the Australian Institute of Sport, and now had familiarity with American college basketball.

The same place that had produced almost every Australian player to reach the NBA — Andrew Bogut, Matthew Dellavedova, Dante Exum, Joe Ingles, Luc Longley, Aron Baynes, and Patty Mills among them — was now further investing in its connection to the league. Clarke would oversee all aspects of player development and coaching for the 12 high school-aged players who were offered a scholarship to the academy.

“We have a really good blue print,” Clarke said. “The Australian academy has been here for 40 years. This is what this place has always been doing, producing Olympians and future NBA players.”

The NBA launched academies in India, Senegal, Mexico, China over the last 10 years as a year-round development initiative for elite youth prospects. Australia’s Global Academy takes teenagers from around the world. In its partnership with the AIS, players with the Global Academy live in dorms and attend classes while preparing them for life as a professional athlete. Instead of trying to win as many games as possible and compete for championships like a college team, the main goal of the academy is individual development.

The players at the Global Academy go to school and training six days per week with only Sundays off. In a typical week, players will be put through regular full team practices, as well as smaller group sessions that focus on things like connecting the bigs to the smalls by drilling pick-and-rolls and post entries. There’s shooting and skill training every morning before school, as well as weight lifting three times per week, and mindfulness training. Spliced in with all of that is education on nutrition, physiology, and personal learning like financial literacy and social media courses.

“Our goal here is when they leave here, they have lots of options,” Clarke said. “We make sure they’re eligible for universities. We want to make sure every door is open when they leave.”

The Global Academy also plays games against peer-aged teams, and that’s where Giddey continued to raise his profile. Giddey would lead the academy to the championship at the prestigious Torneo Junior Ciutat de L’Hospitalet tournament in Spain and was named MVP of the event. He followed it up with a strong showing at Basketball Without Borders during All-Star Weekend last year in Chicago.

“His development since he got here has been off the charts,” Clarke said. “Because he missed that state-level development, he skipped up to another level and had a lot to learn. He jumped a stage, really.”

Giddey’s time at the academy had given him multiple avenues to explore on what he should do next. That’s when he faced the next flashpoint decision in his burgeoning young career: Was he better off going to college in America or staying home to play in Australia?

Photo by Kelly Defina/Getty Images

Giddey had a long list of American college basketball programs who wanted him. He had standing scholarship offers from Arizona, Colorado, Rutgers, St. John’s, and more. After one college visit in particular, Giddey felt like he was ready to commit.

“I was 99 percent set on college,” Giddey said. “I took a visit to Colorado sometime in 2020, when I left there after my two-day visit, I was ready to commit there. I was about to commit there but my parents said just wait to we get home and we’ll talk about it.

“So I went home and we started talking to some people and they started talking about the NBL Next Star pathway. I met with Jeremy Loeliger, who is the CEO of the NBL, and they really sold it to me. The way they take care of their kids, the opportunity you’ll get to play against grown men at such a young age, I thought that was better for me personally than going to college to play against other kids.”

On April 16, 2020, at just 17 years old, Giddey signed with the Adelaide 36ers of the NBL. He had become the first Australian to take advantage of the league’s ‘Next Stars’ program, which was originally intended to lure top American prospects who didn’t want to play college basketball. Former McDonald’s All-Americans Terrance Ferguson and Brian Bowen were two of the first signees of the program, but it was a decision by LaMelo Ball and R.J. Hampton to sign in Australia that helped convince Giddey it was the best path for him.

“They surprised everyone with how good they were, especially LaMelo,” said Giddey. “It was good to see because it was something I wanted to do. I wanted to be an NBL player and eventually an NBA player. To see those guys come through gave me the confidence to think I could hopefully do something similar.”

Going from youth tournaments against peer-aged competition to playing against grown men was an enormous adjustment. Giddey struggled with it at first. The ambitious passes that defined his time at the youth level were often becoming turnovers in more meaningful games. He was ice cold as a shooter to start the year, hitting just 2-of-20 shots from three-point range over his first seven games. The biggest issue was playing through contact on both ends of the floor.

“I was struggling with the physicality of the league,” Giddey said of the start to his time in the NBL. “You don’t realize how physical the league is until you actually play against guys that are 35 years old and strong, athletic, and quick. It was just a completely different level to junior basketball. I was playing at a fast pace the whole time. I was rushed, I was nervous.”

He points to his second game as his initial breakthrough, when he finished with 16 points, 11 rebounds, and seven assists against South East Melbourne, and was trusted to take the final shot in regulation. Even though he missed, the 36ers would win in overtime, and Giddey started every game the rest of the season.

Giddey was masterful at times as a facilitator, firing passes to open shooters in the corner with either hand and finding unique angles to get the ball to the big man near the basket. Starting center Daniel Johnson had one of the best seasons of his career at age-33 with Giddey at the controls, and fellow teammate (and former Kentucky big man) Isaac Humphries turned into a dependable scorer, as well. Giddey’s three-point shot also started to come around eventually, hitting 36.7 percent of his shots from deep those first 20 attempts.

“The big thing for me early in the year was I was so down on confidence,” Giddey said. “I was so worried if I missed what people were going to say, what scouts were going to think. There was a point where I spoke to one of my teammates and he told me all of this doesn’t matter. Just shoot every shot like you think you’re going to make it. That was when it switched for me.”

Before season’s end, Giddey had run off three triple-doubles over a four-game stretch and had firmly established himself as a first round NBA draft pick. Given his age and the level of competition, Giddey was remarkably productive: he averaged 10.9 points, 7.4 rebounds, and a league-leading 7.5 assists per game on 51 percent true shooting.

Those numbers stack up reasonably well to what Ball did in the same league a year earlier as 6’8 playmaking guard at 18 years old. Ball scored more, but slightly less efficiently (47.9 true shooting) while their rebound, assist, and steal numbers were similar. It is worth noting that while Ball was often deemed reckless as a lead decision-maker, Giddey’s turnover rate was significantly highly at 23.7 vs. Ball’s 12.4.

Giddey isn’t as flexible and shifty as a ball handler as LaMelo, but the baseline similarities and statistical profiles in the same league, at the same age will be tempting for teams, especially following Ball’s run to Rookie of the Year after being the No. 3 pick in the 2020 NBA Draft.

“To see how (Ball’s) game translated to the NBA, it’s made me feel even better about my decision,” Giddey said.

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The appeal of Giddey for NBA teams starts with his intersection of size and passing. Giddey is an impressive facilitator off a live dribble who will fire passes with either hand while on the move. Against a set defense, Giddey is able to make quick decisions with the ball, and loves to zip a two-handed, overhead pass to his big man in the paint. His interior passing is particularly impressive thanks in part to his ability to leverage his length to find creative angles in tight spaces. The big question for his offensive game will be if he can make opposing defenses respect him enough as a scoring threat to fully unlock his playmaking gifts.

There will be serious questions about Giddey’s athleticism and strength, particularly if he has enough standstill burst to beat his man and force the opposing defense into rotation. Even if Giddey can’t put enough pressure on the rim to be a primary creator, he should be custom-made as a ‘connecting’ piece who can be a secondary facilitator and floor spacer as his jump shot comes around. In Clarke’s eyes, it’s Giddey’s overarching feel for the game that will help him overcome the challenges he sees at the next level.

“He’ll often have quiet first quarters or first halves, and then he’ll have monster second halves,” Clarke said. “He can figure things out on the run, and that’s a skill a lot of players don’t have. He can fix things in game.

“It’s not just feel for the game, it’s feel for the opposition and what they’re trying to do to you. A lot of people have feel for the game when the game is mundane and vanilla. He has feel for the game when it’s chaos going on. He can figure things really quickly.”

As the NBA moves into the pre-draft process, Giddey is widely projected to be taken in the lottery. We had Giddey going No. 14 overall to the Golden State Warriors in our mock draft, while ESPN has him going No. 10 overall to the New Orleans Pelicans.

Giddey’s entrance into the league is also an achievement for the academies the NBA invested in around the world. He’ll be the first male athlete to be drafted into the league after being a full-time academy student. Clarke sees Giddey as the type of player the Australian Institute always dreamed about developing.

“He’s kind of the guy we thought of 30 years ago when we started the program,” said Clarke. “Imagine if we had a whole team of 6’8 guys who are multi-dimensional and can pass, dribble, and shoot, defend multiple positions. We’ll stick one big guy in the middle with four guys like that. Josh is kind of exactly that.

“Coaches always ponder what the future is going to be. I think Josh is what we thought about when I first came here 25 years ago.”

If Giddey embodies the dream of what the AIS always hoped to produce, he also came dangerously close to slipping through the cracks. In the course of just over two years, he has gone from a player who couldn’t make it out of his home state to a possible top-10 NBA draft pick. For a player on such a rapid rise, the next question is the most exciting: how much room to Giddey have to grow from here?

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