http://www.sarasotawaldorf.org
Sarasota Waldorf School is supported by tuition, fundraising, and by gifts to the Annual Giving from alumni, parents, faculty, and friends of the school. We work through our tuition assistance program to make Sarasota Waldorf School accessible to students from diverse economic backgrounds. A visit to the school is the first step towards making an application for enrollment. Open house events, including Waldorf Alive! A Walk Through the Grades, begin in October, allow parents to view samples of student work, meet faculty members and ask questions. Individualized visits may be arranged by contacting the respective teacher through the school office.
http://www.gsa.homes4students.ca
The GSA is the fully autonomous student body that represents the more than 2,700 full- and part-time graduate students registered at Carleton (except those registered in the School of Social Work). The GSA performs a variety of functions, including: representing grads on university committees, to the outside community, at the Canadian Federation of Students (CFS), and voicing grad issues directly to university administration; undertaking a number of on-campus campaigns, either alone or in solidarity with CUSA and CUPE 4600; providing a large array of services to graduate students at Carleton, including a Dental and Prescription Drug Plan, emergency loans and grants, travel grants for grads participating in conferences, Mike's Place (a grad pub), the monthly Grad Voice newspaper, photocopy and fax and document binding services, a boardroom, and the Gekko Grotto (our coffee lounge); and finally, the GSA tries to stimulate social, intellectual and political contact among graduate students.
We at Saint Priscilla School are committed to offering quality Catholic Education to the children of the area. Our school strives to be an active faith community, which embraces the values, traditions and beliefs of the Catholic Church. We work at developing Christian attitudes in our students that will make them caring, sharing, and praying people, able to live out the Gospel message. We recognize the dignity and individuality of each child as a wondrous gift from God, with a unique set of skills and abilities. These skills and abilities are nurtured by a strong curriculum and quality instruction. We strive to enhance each child's self-concept, foster in each child a sense of self-discipline, and instill in each child the basic knowledge and skills necessary to function as a useful member of society. Children learn in different ways, therefore, we employ various teaching styles, techniques, and strategies. We believe that the school and home must be partners in Education. As a school, we are committed to establishing a relationship based upon mutual trust, cooperation and communication with the parents/guardians of each student. We expect our parents/guardians in turn, to monitor their children's studies, and participate in the life of the school. The goal of Saint Priscilla School is to graduate students who are Catholic - responsible, educated and ready to meet future challenges.
http://www.atlantagatorclub.com
The Atlanta Gator Club® is an affiliated organization of the University of Florida Alumni Association. The Mission of the The Atlanta Gator Club® is to foster and enhance the relationship between the University of Florida, its alumni, students and friends in the city of Atlanta, its surrounding areas, and to support the University's mission of teaching, research and service. The Atlanta Gator Club® is a 3000+ member organization of alumni, parents and friends of the University of Florida, bound together for the purpose of assisting the university and the Alumni Association achieve its goals and objectives. The Atlanta Gator Club's® goal is to foster a spirit of loyalty, unity and cooperation among the graduates, former students and friends of the University of Florida. Members get together regularly to enjoy various social events, including happy hours, recreational sports leagues, hosting University of Florida representatives, and of course, basketball and football viewing parties and bus trips! Volunteers from the Atlanta Gator Club® often go out into the Atlanta community and offer their time to various charities and nonprofit organizations.
The company was founded in 1886 as a weekly newspaper in New York City. In 1935, the first annual edition of School Guide was printed for students in the New York area who were interested in pursuing postsecondary education. Now in its 72nd year of publication, School Guide continues to serve the high school community as a comprehensive resource of colleges and schools. Additional publications include Graduate School Guide, College Transfer Guide, College Conference Manual, and Veterans Education Guide. www.SchoolGuides.com and www.GraduateGuide.com were launched in 1995 to assist students in their online search for the right college or graduate school. For information, contact our publisher Myles Ridder at: Email: mridder@schoolguides.com Phone: 800.433.7771 Mail: 210 North Avenue, New Rochelle, NY 10801 See decriptions of each publication below. More than one million copies of our directories and newspapers are used each year to help students and parents in their college search.
Economics for Equity and the Environment: E3 Network is a network of economists who are developing and applying economic arguments for active protection of human health and the natural environment. E3 Network emerged out of a series of conversations between academics, non-profit professionals, and foundation officers about the need for creating a stronger link between economics and the environmental movement, for developing an alternative to the anti-regulatory anti-reform bias that dominates public policy debates, and for creating a network of economists actively working for environmental protection. E3 Network's mission is to develop better theory and research within the economics profession, and to involve economists who share our principles (shown below) more actively in policy development, through dialogue and cooperation with environmental advocates. Fiscal sponsorship for the E3 is provided by Ecotrust.
http://www.portersvillechristianschool.org
Portersville Christian School offers you an alternative to traditional public education. Located in Portersville, PA., PCS has been educating children since 1963. Currently classes in pre-K through 12 are available. As a member of the Association of Christian Schools International, and of Middle States, we are a dually accredited school that utilizes a traditional, Bible centered curriculum. Our teachers are born again Christians, and committed to the whole child's development. PCS currently has about 250 students, and 50 faculty and staff, with average class sizes of 15. Our approximately 170 families come from 80 different churches and 10 different school districts. The results of last year's SAT scores rank PCS as #1 in Butler County among public and private schools. Extracurricular activities include a Fine Arts program with a fall drama, a spring musical, an all-school talent show, a band instructor who offers private lessons, several choirs, and a vocal teacher. Our sports program features co-ed soccer, girls' volleyball, boys and girls basketball, and a cheerleading squad. The high school curriculum includes AP calculus, honors labs in science, and College in the High School classes within the English Department. Be sure to check out our web site as we update with new information.
Hillel offers both one-semester and one-year internships for outstanding college students at the University of Wisconsin-Madison. Interns gain a unique opportunity to affect many aspects of Jewish campus life while receiving an excellent professional and learning experience. Hillel offers four distinct opportunities for students to serves as interns. Hillel interns will be responsible for coordinating, organizing and executing programming in their specific program area. An ideal intern will be a student active in campus life with strong interpersonal skills, a commitment to Hillel and Jewish life on campus and a strong desire to develop programming for campus. Interns will work closely with a Hillel professional as their supervisor. The Hillel professional and intern will decide on appropriate hours for the internship. Though specific requirements vary by position, all interns will be required to attend an orientation meeting, set and meet goals through regular meetings with their Hillel supervisor, and participate in monthly meetings with the Director of Engagement and full intern staff. Listed below are brief descriptions of each internship position. Thanks for checking us out!
Kimberly is focused on volunteering for Pawsibilities Unleashed (PUPT), a non-profit organization that trains Service Dogs for adults & children with disabilities. She spends several hours each week volunteering with her two working Therapy Dogs (Molly & Murphy the Labrador Retrievers) that are now certified to visit nursing homes, hospitals, schools and libraries.
The Mission of the DSC is to foster a sense of community among GC students, reflect and encourage the expression of their diversity, develop channels of communication among graduate students, undergraduates, faculty, staff, and the administration of the GC, generate a space of discussion on GC issues, project the students' voice in Graduate Center affairs, and provide students with valuable resources for advancing their professional careers and enjoying their personal time. The DSC is especially proud of, and shares CUNY's historic mission of providing access to higher education to low-income communities and communities of color in New York City and this nation. The Doctoral Students' Council, its Executive Committee, and its Steering Committee are charged with representing student interests before the administration and external bodies. In addition to informal and ongoing communications, the DSC executive committee and steering committee members meet with members of The Graduate Center administration to report activities and exchange information. Students may have issues presented by their DSC representatives or the DSC Executive Committee before the Doctoral Students' Council, or can personally address the council by requesting to be put on the DSC agenda for an upcoming meeting. This may, in turn, result in discussion or actions taken within the DSC or between the DSC and the administration. The DSC members also act as advocates for graduate student interests at the Board of Trustees, University Student Senate, New York State Assembly, the Mayor's Office, and with The Graduate Center administration. Examples of DSC efforts on students' behalf include: working for TAP for part-time students; negotiating to secure nurse-practitioner services to meet basic student health-care needs; working to establish a sexual-harassment policy and panel; working to increase student representation on Graduate Council standing and ad hoc committees, as well as on departmental committees; opposing tuition increases, changes in the University disciplinary code and changes in the committee structure for oversight of student government expenditures; maintaining student autonomy in handling DSC moneys; securing the student budget lunch; securing special privileges at The New York Public Library; addressing student grievances at The Graduate Center.
Seattle Prep is consistent in its vision and effectiveness because it is part of a 500-year legacy begun by St. Ignatius. There is no doubt about who we are and what we believe, for it has always been the same: to form men and women to be leaders who will work for faith and justice. This mission began with the formation of Seattle College on Seattle's First Hill over a century ago. In 1898, the school was established, with enrollment reaching 137 boys the following fall. At this juncture, students advanced through four years of schooling and graduated the college with the equivalent of a public high school diploma. School began with daily Mass at 8:30am and the young men were expected to master Latin, Greek, math, literature and the sciences in addition to a strong religion curriculum. As is today, the focus of Jesuit education was on liberal arts, philosophy, and social justice. In order to provide access to Jesuit education, in 1899 Seattle College charged a modest $15 per year in tuition, despite the fact that the costs far outstripped the charge. Seattle College's move to Seattle Prep's current location began with a fateful phone call to St. Joseph's pastor by wealthy Catholic entrepreneur T.C. McHugh in February 1919. After the sale of his cannery company, T.C made a "promise to God" to donate $50,000 to a charity. St. Joseph Pastor, Fr. John McHugh, SJ, (no relation) advised him to consider helping a struggling Seattle College. At the time, Seattle Prep's campus was called Adeplhia College, was run by a group of Swedish Baptists, and served as both a seminary and school. Before that, the land was used as a cemetery until the City closed it due to health reasons. Because Adelphia College was unable to meet their mortgage, T.C. McHugh was able to purchase the land for the proverbial song and, in the fall of 1919, 143 students began classes at Seattle College's Interlaken campus. This move brought the inevitable separation of Seattle College High School and the college itself. In 1933, the high school officially changed its name to Seattle Preparatory and in 1948 Seattle College became Seattle University. The next several decades brought much change to Seattle Prep. In the 1950s, McDonnell Hall was built, in the 60s Peyton Hall was constructed, and the 80s welcomed the arrival of McHugh Gymnasium. In addition to its campus expansion, the 1970s brought several large structural and curriculum changes to the school as well. In 1975, Prep celebrated the first commencement of women students and at nearly the same time, the school began the Matteo Ricci partnership with Seattle University. This unique alliance allows Prep students the option of commencing after their junior year and beginning college coursework at Seattle University. The 1980s brought the start of the Collegio program, a teaching method that synthesizes English, history, and religion studies into one class taught by two instructors and that has become a hallmark of a Seattle Prep education. The 90s ended with the construction of the underground parking garage and the building of St. Igantius Hall, which is used for both classroom and administrative space. In 2007 Prep continues to honor its history while looking forward. Growing in the Spirit: the campaign for Prep's future is supporting the fall 2007 opening of the Fr. Thomas F. Healy, SJ Chapel and Theater and recently celebrated the opening of the PACCAR Commons in January. > >Infinite Menus, Copyright 2006, OpenCube Inc.
http://www.communitydaypgh.org
At Community Day we are committed to helping each individual child excel in his or her studies, in spirituality, on the athletic field, and in the social arena. We know that children learn at different rates, in different styles, and from diverse strengths, and we build programs for children that help them grow from strength to strength. Community Day's academic program is aligned with today's best practices in education. Students set high standards for themselves and are encouraged and guided to achieve their goals. Hebrew language and Judaic studies provide a rich context for learning in all subject areas. We hold our children, our parents, and ourselves to high standards of derech eretz (conduct, respect, and manners). In a school where respect is valued, children learn to show respect, to earn respect, and to demand respect from others. Our school motto is "making each day matter". It emerges from the Jewish value of Tikkun Olam (repair of the world), and the need and obligation each of us has to make this world a little better because we have passed through it. Community Day students know that what they do in their daily lives, in their studies, in their interactions with others, and for the good of the world around them, makes a difference and certainly does matter. Located on seven wooded acres in the heart of Squirrel Hill, Community Day is Pittsburgh's only inclusive and pluralistic Jewish day school. It attracts Jewish students from across the religious spectrum; unaffiliated, Reconstructionist, Reform, Conservative and Orthodox families are all active members of our school community. The school, a beneficiary agency of the United Jewish Federation and a member of the Solomon Schechter Day School Association and the Pittsburgh Consortium of Independent Schools, is also accredited by the Pennsylvania Association of Private Academic Schools (PAPAS).
Virtual U is a versatile tool that can be applied to numerous educational situations. In this package we have compiled some of the early experiences of the Virtual U project team and other early adopters. Among the various ways to apply Virtual U in education situations are: Classroom Use - Virtual U is already being used in several higher-education administration graduate programs and early results have been quite positive. Virtual U is a great new way to present cases to students and provide team learning opportunities. It can also be used as a supplement to other materials. Training Seminars - A one-day seminar conducted by an experienced Virtual U user can be an excellent way to introduce people to the inner workings of a university. Virtual U can also be used to catalyze conversation and bring a new style and energy to topics that have been covered repeatedly. The Virtual U project team is ready to help plan your seminar.
Bon Losee utilizes a step-by-step learning process developed by Pivot Point International. This approach employs laser disc technology starting with the basics and building up to the advanced concepts commanded by a dynamic industry. Pivot Point's scientific approach to learning is a proven system based on enduring principles of art and science. It teaches designers the secrets to create and recreate any hair design. Bon Losee's exclusive licensing agreement with Pivot Point International gives our students an unparalleled advantage to make them leaders in the industry. In addition, we also teach the Condensed Method of hair design. Condensed methods allow you to work smarter and faster, not harder. These methods apply angles, balance, and lines of symmetry to the client's head shape. This creates convex and concave shapes customized for each client's unique features. The result is a hairstyle that has shape and makes it easy for the client to maintain. Thus, by practicing condensed methods, our students become more prosperous hairdressers behind the chair and more successful educators on the platform. It is our goal to expose our students to every technique and product available to allow them to choose how to master the art of designing hair.
http://www.augustineinstitute.org
The Augustine Institute also offers practical training designed to ensure that our graduates not only have a clear understanding of the Faith and its development over time, but can articulate it clearly and powerfully to others of every age and state in life. Thus every graduate will have spent at least one full year actually serving in the area of ministry that interests them, whether it be in the Catholic schools, at the University, as a parish Youth minister or under the tutelage of a DRE. We invite you to explore the unique program available from the Augustine Institute and to consider joining us in our efforts to further the New Evangelization. We invite you to experience dynamic teaching from excellent professors. We invite you to be a leader in the Church and an agent for the transformation of our culture.
The aims of the UCL Graduate School are to provide a resource for graduate students, to ensure that: UCL continues to be at the forefront of graduate education and research; to enhance the student experience - through offering the finest environment for personal and academic development. The Graduate School aims to provide support for students in many ways, but particularly, through its Skills Development Programme, Research Funds, Scholarships and Codes of Practice, all of which are detailed on this web site. In all its different activities, the UCL Graduate School is important in providing both intellectual and social contact between graduates of different disciplines and from different backgrounds and countries. The Graduate School is here to help make rewarding contacts outside the close confines of the laboratory or the library, whether within UCL or outside in the wider world.
The weekend program at Sedbergh has been designed to provide students with a variety of fun and exciting experiences throughout the year. Our weekend programs are available from Friday evening to Sunday afternoon. In addition to these activities, students have to participate in our compulsory hut program on selected weekends as well as have the opportunity to participate in a varitety of outdoor education, canoeing and camping trips.
IVE is a dynamic program, it will never be completely finished because it is designed to respond to changing needs of the students and the communities in which they live--whether that community is a small town, a major urban environment, or the global economy of the next century. The only element that will not change is the fundamental requirement that IVE programs provide an education which enables students to follow any career choices they select. 16. "Why should I support your program instead of some other worthy cause?" Because we represent you and the changes you want to see in contemporary public education. We have decided to work in the general public arena (as opposed to the politically-controlled systems) for several reasons. The first of these is that we--as parents, teachers, administrators, business people--recognize there is no better investment in our nation's future (and therefor in our own future) than a strong, effective, and consistently applied education system. For the past thirty years we have concentrated on educating two generations of college-bound students, seemingly ignoring the fact that college is not the preferred educational goal of more than 70 percent of the population. So while we have seen the cost of education rise steadily, we have seen it seemingly less and less able to motivate and hold the average student. More tragic, however, is that in our efforts to educate everybody, we seem to be losing the high-end student at almost the same rate as the low-end student. We are seeing drop-out rates (the numbers of students who do not graduate within the same cohort they began their education) of fifty percent and higher in many areas. And most educators seem not to recognize or are choosing to ignore the reason for this escalation--the students simply are not motivated. As a result we are also seeing a rise in welfare dependency, a rise in crime statistics, a rise in unwed and teen-age pregnancies, and a rise in single-parent families. Here are two statistics you might want to consider. It costs society more to maintain an individual on welfare that it does to send them through Harvard or Stanford. We regularly spend almost three times more to keep an individual in prison that we spend to educate him or her. Now, is there any more worthwhile or important program than one which has even the potential of motivating students to stay in school. 17. "Do students need anything special to succeed in Integrated Vocational Education courses?" When completed, the IVE program will span the seventh through twelfth grades--middle school through high school--so we would expect the student to have successfully completed the fifth grade. But the IVE program is designed in such a way as to have a certain amount of remediation built in to it so previous levels of accomplishment in a traditional environment are not any measure of anticipated IVE performance. At a minimum, however, the student should be able to read and write the or her native language (at the present time, all materials are being prepared in English) and have a fundamental ability in math. 18. "How does Integrated Vocational Education deal with Special Needs Education programs?" Special needs students will always have special needs. IVE will not change that reality. But the techniques which improve general education--like peer teaming, conflict resolution, and group leadership training should be effective in many special education environments as well. Moreover, with an understanding of multiple intelligences and neuro-linguistic techniques that is part of the IVE program, teachers should find it easier and more comfortable to work with students which, up to now, have been identified as "problem" students. 19. "Who is behind the Integrated Vocational Education program?" The driving force behind the IVE League is Founder and Executive Director Donald E. Werve, Jr., M.Ed. He founded the parent corporation of IVE League in 1984 and started actual development and refinement of the IVE concept in about 1991; not so much as a broad education reform as to find out what could be done to answer some of the critics of American Public Education. As part of this research, he recruited small groups of teachers, school administrators, community business owners and managers, working parents, and students to answer three questions: What do you feel are the most important functions of a public education system? Are you satisfied that today's public education system is performing those functions? If you think changes are necessary, how would you like to see the system change? He originally intended to use the answers he received to create several articles on public impressions of American education. But the answers they found demanded more! 20. "Who pays the bills for all this work?" The same people who are paying the bills right now--which means you and me! But these bills are not in addition to what we are already paying. IVE is not something else added on. It is a different way of doing what public education is already trying to do: We live in an educated society. IVE is not a "bill" for some expense that will never end. It is an opportunity to make an investment in the future of American education; one that will provide a greater benefit than the money we are already spending. Insofar as the development costs, most of those costs have been covered up to now by out-of-pocket expenditures of the people who have worked on the development. There have also been individual and corporate supporters, but our operating budget has never exceeded $5,000 in any given year. That, however, will change as IVE development moves to the next most logical stage--the development of a charter school that is run using IVE learning concepts and materials.. So as a second answer to your question, we are hoping the answer will become "Everybody. You, your friends, neighbors, and business associates." We are hoping you believe, as we obviously do, that Integrated Vocational Education is an answer to the needs of 21st century students--worldwide! We invite you to become a member of the organization or, at the very least. take out your wallet, purse, or checkbook and make your contribution to the future. 21. "What do you want from me?" At the risk of repeating ourselves, we are not much different in out needs than many other broad societal endeavors. Continuing development of a program like IVE needs three things: People.
Alpha Epsilon Lambda, AEL, was formed by members of the National Association of Graduate Professional Students (NAGPS). To understand the mission of AEL, it is useful to understand the background of NAGPS. NAGPS was founded in March 1987 as an association of campus-based graduate and professional school student organizations. Since its founding, NAGPS has developed a diverse program of events and services that includes national and regional NAGPS conferences, a national teaching assistant training conference (in cooperation with other education associations), graduate student medical insurance and credit programs (through NAGPS Services, Inc.), a monthly organizational newsletter, and national advocacy programs focusing on graduate student legislative issues. While NAGPS does an excellent job at enhancing the ability of graduate student leaders to improve their campus organizations and meet the needs of their constituents, NAGPS does not provide recognition for these campus representatives as accomplished individuals. This is the intended role of AEL. AEL strives to establish a standard of achievement for graduate and professional student leaders that places academic/professional accomplishment as an equal priority to leadership success. By establishing AEL membership as the mark of true excellence for graduate student leaders, AEL hopes to ensure that students maintain the proper balance of academic and leadership activity. AEL's first membership solicitation was mailed July 1, 1991. The membership application package was mailed to potentially qualified student leaders through the NAGPS network. The package was also mailed to Council of Graduate School members so that they might identify additional applicants at their campuses. The first AEL meetings/awards banquet was held in March, 1992 in Washington, D.C as part of the NAGPS national conference. The AEL membership criteria is somewhat subjective. Since it is a multi-disciplinary organization, academic accomplishment will not be measured by GPA alone. Publication and conference presentation records (or similar measures such as teaching awards) will be more important gauges, particularly for PhD students. AEL hopes that faculty academic sponsors will provide initial screening through certification of high academic achievement. Leadership qualification for national membership in AEL will require election as CEO or other high office in a recognized college of university organization representing graduate or professional school students. A record of real accomplishment within these organizations will be essential for successful applicants. The AEL evaluations committee is composed of graduate students with extensive campus and national leadership experience who have also achieved respectable research and teaching rec ords. It is believed that no more than 2 or 3 students per campus per year will qualify for AEL national membership. National Fellow Status will be conferred upon the very few National Members whose academic or leadership accomplishment extend to the national arena.
Women's College Research Institute (WCRI) is leading the way towards a new, more comprehensive understanding of women's health. Our investigators work across disciplines to generate relevant and holistic solutions to women's health concerns. As the research arm of Women's College Hospital - Ontario's first academic ambulatory care hospital - WCRI is engaged in developing and assessing health services for women and their families. WCRI strives to: Create new research knowledge in key women's health areas. WCRI is the only Canadian facility offering researchers the opportunity to test women's healthcare innovations within a research-driven ambulatory care community. Facilitate advances in women's health by helping researchers, students and clinicians connect with each other across research disciplines. WCRI currently supports the Collaborative Graduate Program in Women's Health at the University of Toronto and has 101 member researchers drawn from a diverse range of University Faculties and Departments. Share research knowledge with clinicians, policy makers and the public to ensure that research knowledge improves women's lives.
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