The HEMI program provides long-term mentoring for foster youth in Hamilton County, focusing on preparing them for higher education. Mentors assist students through high school and the college application process, helping 100% of students graduate high school and 82% enroll in higher education. The presentation discusses the program's services, successes in helping students receive scholarships and recognition, challenges faced by foster youth and mentors, and tips for developing strong mentoring relationships.
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
The purpose of Ohio REACH is to address recruitment and retention of emancipated foster youth in Ohio’s higher education system and establish foster care liaisons at Ohio universities and community colleges.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
Partnering with Parents for Student Success in Higher EducationDave Becker
"Parents are partners" is a common phrase we hear at many colleges. But what does that mean? And where do you start?
CampusESP presented on this topic at MSACROA with Cyndy Hill, Director of Penn State's Parent Programs and suggested 5 strategies based on parent engagement data:
1) Personalize your outreach
2) Focus parent involvement on recruiting and admissions
3) Nudge the nudgers
4) Don't use FERPA as an excuse
5) Build a parent engagement strategy
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Partnering with Your Child for College ReadinessErica Wyatt
This is a Power Point presentation that I presented to parents, K-12 educators and administrators at the 2014 Wisconsin Education Association of Student Support Programs (WEASSP) Conference.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. *
Ohio REACH Conference~ May 7, 2012
Presented by: Kate Livingston, Mariah Maxwell & Annie Schellinger
2. * The Higher Education Mentoring Initiative
(HEMI) provides Hamilton County youth a long-
term mentoring relationship that begins in high
school and is focused on awareness of, and
preparation for, post-secondary education and
training.
*
3. * The HEMI Program recruits, trains, and
supports mentors to establish positive, long-
term relationships with foster care youth.
* HEMI mentors assist, encourage, and support
student academic achievement through high
school and help create a direct pathway to
higher education.
*
5. * Foster youth often face challenging life circumstances while
being moved in and out of homes during their lives.
* For many foster youth, pursuing their education beyond high
school is often difficult to achieve due to many factors:
* Housing
* Financial
* Medical
* Educational
* Lack of Family Support
* Struggles to Achieve basic survival
* Awareness
* Lack of Preparation
*
6. * HEMI currently serves 48 Students:
* 14 Juniors (29%)
* 12 Seniors (25%)
* 9 High School Graduates (process of enrolling) (18%)
* 6 College Freshman (13%)
* 6 College Sophomores (13%)
* 1 College Junior (2%)
* Ages 16-21
* HEMI currently serves 48 Mentors:
* 36 Women
* 12 Men
* 68% Masters Degree
* 30% Bachelors Degree
* 2% Associates Degree
* Ages 28-72
*
7. Exploring post-secondary education options
* ACT/SAT preparation
* College tours
* College applications
* FAFSA
* Scholarship opportunities
* Tutoring
* Support
*
8. * To date, 100% of HEMI students have graduated high school
* 82% Successfully attend higher education
* Students have received scholarships
* Diversity scholarship through UC
* ETV
* Casey Family
* TRIO
* Women’s Alliance
* Ohio Opportunity
* Mount St. Joseph Academic Scholarship
* Ohio Young Scholars
*
9. * National and State Recognition
* Monthly Mentor Training/ Support Group
* Quarterly events
* Action Groups
* Mentor Recruitment Strategies
* Mentor Retention
* Infrastructure
* Commitment of Partners
* Database/Website
* Fundraising
*
11. * Quarterly Activities and their
impact/importance
* What HEMI is to Kate and Mariah
* How HEMI has helped and how Kate and Mariah
have given back
*
12. * When Kate and Mariah met
* Where Kate and Mariah met
* How Kate and Mariah learned about HEMI
* Why Kate wanted to become a mentor and the
process
*
13. * What challenges did Kate & Mariah face
together
* What challenges Kate faced as a mentor
* How Kate & Mariah overcame these challenges
* What have Kate & Mariah accomplished
* What Kate feels like they have accomplished
* Successes and how they became successes
*
14. * Tips for developing relationships
* Long distance mentoring
* How Mariah have grown since having a mentor
*
The HEMI program began as just an idea and has evolved into a program that now serves dozens of foster youth. We have grown from initially attempting to find ways to support the foster youth who emancipate from foster care each year and preventing our youth from being included into the National statistics we find so daunting. 25% are incarcerated within two years 20% become homeless58% complete high school, compared to 87% of peers3% earn college degrees, compared to 28% of peersNow, HEMI is a program celebrating 3 years of providing Hamilton County foster youth a long term academic mentoring relationship throughout their educational journey.
Recognizing the urgent need to provide support and educational opportunities to foster children as they move from the foster care system to adulthood, a number of prominent local organizations have come together to lead the Higher Education Mentoring Initiative. The involvement of each of these participants is testimony to the collective community interest in improving the lives of at-risk youth and the Greater Cincinnati community. The following organizations have stepped up to leadership roles in this initiative. As a partnership, we are able to find effective ways to support our students, leverage resources and plan ahead.
HEMI is fulfilling a need in our community. Statistics show that 70% of foster youth want to go to college, but yet, Less than 13% will enroll and only 2-3% will obtain Bachelor’s degrees. By providing mentors to work directly with our students helps to facilitate their dream into a reality. Mentors serve as educational consultants- establishing long term, positive relationships with foster care youth. The mentors assist, encourage and support academic achievement through high school and help create a direct pathway to higher education.Mentees are students in foster care who may live with a foster family, in a group home, or have an apartment through an Independent Living program, all of whom are cared for by Hamilton County. The students attend various schools across Hamilton County in the greater Cincinnati area and are referred to the HEMI program by County Section Chiefs and Caseworkers. The HEMI program is now serving 48 students and 48 mentors. We started by serving only 25 and have nearly doubled in size and we plan to continue to grow each year.
As a program, we offer Trainings, a mentor support group, daily support for mentors and students, and we have hosted an annual education fair in which our partnering schools represent the various types of educational opportunities that are available to our youth after high school graduation. Mentors help prepare students to graduate by assisting them with ACT preparation and meeting with school personnel to best understand and then support the student’s needs. Many of the HEMI mentors have attended team meetings at the school and have been included in school related functions. Some of the HEMI mentors have been able to work with their student on the education process at the high school during study hall hours. Mentors help students identify their strengths and work with students to identify and plan for their education.They assist students in exploring educational options by doing research, meeting with others, visiting potential schools of interest, as well as educate students of the various options.Mentors attend school meetings (Monica and Sarah)Mentors and students are bonding and are becoming life long, supportive friends.
As a result of the positive relationships the mentors have established with our youth and because HEMI mentors assist our students in all aspects of their education, 100% of the HEMI students have graduated high school. And, 82% have successfully enrolled in post secondary education. For those students attendingPost secondary education, many of them have received grant funding and scholarships to minimize the cost of their education.
We are committed to quality programming as we evolve. We wanted to briefly touch on some accomplishments that give us such pride.HEMI has received national and state recognition. Our program received a CollegeKeys award through the College Board for getting students ready for higher education. And, the statewide initiative, Ohio REACH has recognized HEMI as a vital program and the board has invited us to present at their annual conference each year.We have developed a quality training program and supportive network for our mentors that occurs monthly. We have quarterly activities such as the job skills event that I mentioned previously. And, our action groups are viewed as a success as well. We have had success with our mentor recruitment efforts and have maintained volunteers.We are learning from our program participants and have developed a better and clearer vision with options for our youth. EXAMPLE- Ed FairWe have developed a stronger infrastructureWe have a committed partnershipLast summer, our Steering Committee came together for a day long leadership retreat and spent the day planning for the year, which we plan to do again this year and ultimately make an annual event.We now have a website: HEMImentors.org and we are working with the UC IT department and their co-op students to design a management system to capture and store data on all of our mentors and mentees.
I think we would all agree that HEMI is a special program.We believe that our partnership and collaborative spirit have helped define our program.And, we have not only developed the program without a formalized model, but have used our expertise collectively to navigate the many barriers youth face after they emancipate. In fact, we have tailored and tweaked our program to address the ever evolving needs our program participants identify.The HEMI mentors and students have also come together to create their own community and support system. Students have become aware of opportunities that they may not have otherwise known. Mentors are learning and experiencing the barriers youth face and we are committed to supporting one another.And, overtime, our community is gaining awareness and creating positive social change. Last May, we hosted a workshop, inviting key stakeholders in our community, mentors, caseworkers, foster parents, foster youth, educators and social workers to come together to identify the barriers foster youth face. Throughout the day, many issues were presented, but 5 common themes continually emerged.And, by the end of the day, our community identified areas we need to support our aging out foster youth--with employment, housing, education, life skills and the overall support and needs of foster youth.After identifying these key issues, people signed up to be a part of a group and find creative and positive solutions to these problems. Now, after just a year later, the groups have identified various strategies to further support HEMI youth.EXAMPLE- Job skills event
Kate- How Kate Became Involved with HEMI:ApplyAttend info sessions?Background checkReferencesInterview Attend training