Calloway County Adult and Family Education provides free educational programs and resources to help students earn their GED or improve basic skills. The orientation outlines the services offered, eligibility requirements, testing process, goals and expectations, schedules, and contact information. Students are encouraged to set specific, measurable goals and commit regular time to achieve educational goals with the support of dedicated instructors.
The document provides information about standardized testing for students at Glenoaks Elementary. It discusses the STAR program, which includes the California Standards Tests (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). It notes that the CST is taken by students in grades 2 through 11 to measure performance against state standards. Sample test questions are provided for grades 4 and 5 in English language arts and science. Testing dates at Glenoaks for spring 2013 are listed, along with estimated section times.
This document provides the syllabus for a course on Behavior Analysis and Minority Issues. The course objectives are to expose students to a behavior analytic perspective on minority issues and develop critical analysis skills. Students will analyze empirical articles and learn to apply behavior principles to address real-world minority issues. The course involves lectures, discussions, assignments such as discussion questions, reflection papers and presentations. Students will be graded on participation, homework, quizzes and optional activity points. Academic honesty is strictly enforced. The syllabus outlines policies on attendance, religious observances, disabilities and classroom etiquette.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
Open Access & Licenser - et sort hul i økonomien (DFFU Vinterinternat 2015, K...tullemich
This document discusses arguments against the traditional definition of black holes as regions from which nothing, not even light, can escape. It notes that according to Stephen Hawking's theory, the boundary of black holes is not definitive but rather apparent, allowing in principle for anything, including information, to escape from a black hole. The document provides context from the Wikipedia page on black holes.
El documento describe cómo se utilizarán las redes sociales como Facebook, Twitter y Google+ en el aula. En Facebook, el profesor creará un grupo cerrado donde los estudiantes podrán conversar y compartir imágenes y videos sobre temas. En Twitter, el profesor seguirá a los estudiantes y publicará recursos y preguntas usando hashtags. En Google+, el profesor creará un círculo privado y una comunidad para publicar contenido y recursos, y los estudiantes comentarán sus puntos de vista.
El documento describe cómo un profesor utilizó la aplicación Edmodo para realizar actividades educativas en línea con sus alumnos sobre mezclas y compuestos químicos. El profesor se registró en Edmodo y creó un grupo para sus alumnos. Luego, realizó conversaciones, tareas, pruebas y encuestas con sus alumnos a través de las herramientas de Edmodo para evaluar y reforzar sus conocimientos.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
El documento describe cómo un profesor utilizó la aplicación Edmodo para realizar actividades educativas en línea con sus alumnos sobre mezclas y compuestos químicos. El profesor se registró en Edmodo y creó un grupo para sus alumnos. Luego, realizó conversaciones, tareas, pruebas y encuestas con sus alumnos a través de las herramientas de Edmodo para evaluar y mejorar su comprensión de los temas químicos.
The document provides information about standardized testing for students at Glenoaks Elementary. It discusses the STAR program, which includes the California Standards Tests (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). It notes that the CST is taken by students in grades 2 through 11 to measure performance against state standards. Sample test questions are provided for grades 4 and 5 in English language arts and science. Testing dates at Glenoaks for spring 2013 are listed, along with estimated section times.
This document provides the syllabus for a course on Behavior Analysis and Minority Issues. The course objectives are to expose students to a behavior analytic perspective on minority issues and develop critical analysis skills. Students will analyze empirical articles and learn to apply behavior principles to address real-world minority issues. The course involves lectures, discussions, assignments such as discussion questions, reflection papers and presentations. Students will be graded on participation, homework, quizzes and optional activity points. Academic honesty is strictly enforced. The syllabus outlines policies on attendance, religious observances, disabilities and classroom etiquette.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
Open Access & Licenser - et sort hul i økonomien (DFFU Vinterinternat 2015, K...tullemich
This document discusses arguments against the traditional definition of black holes as regions from which nothing, not even light, can escape. It notes that according to Stephen Hawking's theory, the boundary of black holes is not definitive but rather apparent, allowing in principle for anything, including information, to escape from a black hole. The document provides context from the Wikipedia page on black holes.
El documento describe cómo se utilizarán las redes sociales como Facebook, Twitter y Google+ en el aula. En Facebook, el profesor creará un grupo cerrado donde los estudiantes podrán conversar y compartir imágenes y videos sobre temas. En Twitter, el profesor seguirá a los estudiantes y publicará recursos y preguntas usando hashtags. En Google+, el profesor creará un círculo privado y una comunidad para publicar contenido y recursos, y los estudiantes comentarán sus puntos de vista.
El documento describe cómo un profesor utilizó la aplicación Edmodo para realizar actividades educativas en línea con sus alumnos sobre mezclas y compuestos químicos. El profesor se registró en Edmodo y creó un grupo para sus alumnos. Luego, realizó conversaciones, tareas, pruebas y encuestas con sus alumnos a través de las herramientas de Edmodo para evaluar y reforzar sus conocimientos.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
El documento describe cómo un profesor utilizó la aplicación Edmodo para realizar actividades educativas en línea con sus alumnos sobre mezclas y compuestos químicos. El profesor se registró en Edmodo y creó un grupo para sus alumnos. Luego, realizó conversaciones, tareas, pruebas y encuestas con sus alumnos a través de las herramientas de Edmodo para evaluar y mejorar su comprensión de los temas químicos.
This document provides information for students at Corona High School about counseling services, graduation requirements, post-secondary options, and resources for success. It lists counseling staff and their assignments. It outlines the A-G requirements for UC/CSU admission, credits needed to graduate, and describes the differences between 4-year universities and community colleges. Tips are provided on time management, prioritizing tasks, getting involved in extracurricular activities, and accessing counseling support.
The document provides tips and strategies for the California Standards Test (CST). It discusses commonly asked questions about the CST such as what is being tested, how to handle getting stuck on questions, and the benefits of guessing. It also provides sample questions and explains strategies for the English language arts portion of the test such as reading the question first, reading the passage carefully, looking for clues, and answering the questions. The goal is for all students to achieve proficiency or above on the CST.
This document provides information for students about adult education programs offered through Carter, Elliott, Greenup, Lincoln, Martin, Menifee, and Mercer County centers. It outlines the steps students will take, including a TABE assessment, creating a learning plan, attending classes or using other learning resources, and preparing for and taking the GED exam. The goal is to help students earn a GED diploma and build skills for future education and employment.
The document provides an orientation for youth on career exploration and guidance. It discusses the DepEd's career guidance programs from kindergarten to grade 12. It encourages participants to learn about career concepts, identify their skills and interests, and make wise decisions about their future. The document provides guidance on self-assessment, behavioral skills, career paths after senior high school, and helps address questions about career decision making. It stresses the importance of self-awareness and a slow, thoughtful approach to career exploration.
The document discusses the importance of being college and career ready and preparing during high school. It notes that students' performance in 9th grade strongly predicts their likelihood of graduating, and that students who pass their core classes in 9th grade are much more likely to graduate than those who are not on track. The document provides tips for students to take advantage of academic resources and support to help them succeed and encourages them to keep their options open for continuing their education after high school.
This document provides information from a "Meet the Teacher" evening presented by Kirsty Court. Kirsty is beginning her fifth year of teaching and has been at the current school since graduating. She believes in ensuring every child reaches their full potential. The document outlines Kirsty's expectations, policies, and learning program for the upcoming year. It provides details on curriculum, homework, assessments and communication between teachers and parents.
The document provides guidance counseling information for grades 9 and 10 students at ISM. It introduces the two counselors, Mr. Ayling and Mr. McQueen, and explains that they are available to help students with academic, social/personal, and career concerns. New this year are weekly G-Talk discussion sessions during homeroom on issues students may face. The counselors encourage students to participate, share insights, and suggest discussion topics. Upcoming events include new student meetings, personality testing, and PSAT administration. Students are advised on how to make ISM a positive learning environment for all.
The document provides information for students about graduation requirements and course planning at Kearns High School. It outlines the core credits needed in subjects like English, math, science, and social studies. It also lists required classes in areas like physical education, health, financial literacy, and career and technical education. The document answers common questions about credit requirements, course options that fulfill each category, and overall credits needed to graduate. Counselors are available to assist students with individual graduation planning and meeting with their advisors to complete a registration card.
This document provides information from a 4th grade teacher's orientation for parents. It includes details about the teacher's background and qualifications, an overview of the classroom schedule and homework policy, a description of the behavior system and rewards, and information about assessments and communicating with parents.
This document provides information about an Understanding Wellbeing course taking place at The Waterside Centre. The course aims to develop understanding of wellbeing topics like stress, substance misuse, personal safety, alcohol awareness, and weight management. Week 1 covers the course overview, completing paperwork, getting-to-know-you activities, setting group rules, and discussing wellbeing. Support is available from the tutor and other staff. Learners will complete online assignments related to each week's topics.
West Hollow Middle School's mission is to foster high expectations through collaboration between the school, families, and community. Team 6-2 provides an overview of their teachers, subjects, units, schedules, and policies. Students will experience interdisciplinary projects and activities to build team spirit while developing academic and social skills.
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
This document discusses developing a growth mindset in students to increase motivation and success. It begins by outlining the objectives of helping students identify their mindset and increase motivation for lifelong learning. It then explores how both nature and nurture influence mindset development. Examples are provided of an apple and garden to illustrate how environmental factors can impact potential outcomes. The document provides strategies for reframing negative self-talk into positive messages to support a growth mindset. It stresses the importance of persistence, effort, and embracing challenges and criticisms. Statistics are presented on income levels correlated with education levels. The role of programs like EOPS in supporting students from disadvantaged backgrounds is also discussed.
This document provides a summary of key information about the K to 12 program and Senior High School in the Philippines. It contains 10 questions with answers about details of the program, such as:
- Two years are added to high school for the Senior High School program.
- Students who finish grade 10 but do not enroll in SHS are called "grade 10 completers".
- There are four tracks and various strands that students can choose from in the SHS program.
- The SHS program is mandatory and free for all Filipino students.
This document provides an overview of Waldwick High School for the 2013-2014 school year. It discusses the school's achievements and awards. It then introduces several new teachers and student council officers. The rest of the document provides guidance and expectations for teachers, including setting classroom expectations, safety procedures, professional responsibilities, and opportunities for professional growth. It outlines the teacher supervision and evaluation process. Finally, it provides an agenda for the opening day faculty meeting and announcements.
This document provides information from a parent orientation at Veterans Elementary School. It includes:
- An introduction and background of the teacher, including her education and experience.
- An overview of the school schedule, including specials, lunch, and homework policies.
- Details about the school's positive behavior system called PBIS and how students can earn rewards.
- Information about assessments, communication methods, birthdays, volunteering, and bullying prevention.
This document provides information from a parent orientation at Veterans Elementary School. It includes details about the teacher's background and qualifications, the school schedule, homework policy, behavior system, grading scale, assessments, birthday celebrations, volunteering, communication methods, and bullying prevention. The teacher has 12 years of experience and degrees in education. She outlines the daily schedule, homework expectations, behavior rewards, how student work and behavior will be assessed and communicated to parents, and the school's no tolerance policy for bullying.
This motivational presentation prepared to inspire and guide medical graduates to work hard and get admissions for post-graduation in some of the best institutions of the world.
1) KS2 SATs are standardized tests administered to students before leaving primary school to assess their performance in English, math, and science based on the National Curriculum levels.
2) The tests include English reading, grammar and spelling tests, mental maths, and two written math tests. Teacher assessments are also considered.
3) During SATs week, students must be in school and cannot have appointments to ensure they sit for the tests, which are administered under strict conditions by teachers.
This document provides an overview of a presentation on essentialism. The presentation teaches administrators how to prioritize their personal and professional responsibilities by focusing only on the essential tasks. It discusses key concepts from the book Essentialism including eliminating non-essentials, learning to say no, and defining clear goals and measures. Participants are guided through exercises to identify personal and professional priorities and create plans to achieve them by setting goals, measures, scoreboards and accountability methods. The overall summary is that the presentation teaches school leaders how to practice essentialism in their work and personal lives to achieve priorities and balance responsibilities more effectively.
This document provides information for students at Corona High School about counseling services, graduation requirements, post-secondary options, and resources for success. It lists counseling staff and their assignments. It outlines the A-G requirements for UC/CSU admission, credits needed to graduate, and describes the differences between 4-year universities and community colleges. Tips are provided on time management, prioritizing tasks, getting involved in extracurricular activities, and accessing counseling support.
The document provides tips and strategies for the California Standards Test (CST). It discusses commonly asked questions about the CST such as what is being tested, how to handle getting stuck on questions, and the benefits of guessing. It also provides sample questions and explains strategies for the English language arts portion of the test such as reading the question first, reading the passage carefully, looking for clues, and answering the questions. The goal is for all students to achieve proficiency or above on the CST.
This document provides information for students about adult education programs offered through Carter, Elliott, Greenup, Lincoln, Martin, Menifee, and Mercer County centers. It outlines the steps students will take, including a TABE assessment, creating a learning plan, attending classes or using other learning resources, and preparing for and taking the GED exam. The goal is to help students earn a GED diploma and build skills for future education and employment.
The document provides an orientation for youth on career exploration and guidance. It discusses the DepEd's career guidance programs from kindergarten to grade 12. It encourages participants to learn about career concepts, identify their skills and interests, and make wise decisions about their future. The document provides guidance on self-assessment, behavioral skills, career paths after senior high school, and helps address questions about career decision making. It stresses the importance of self-awareness and a slow, thoughtful approach to career exploration.
The document discusses the importance of being college and career ready and preparing during high school. It notes that students' performance in 9th grade strongly predicts their likelihood of graduating, and that students who pass their core classes in 9th grade are much more likely to graduate than those who are not on track. The document provides tips for students to take advantage of academic resources and support to help them succeed and encourages them to keep their options open for continuing their education after high school.
This document provides information from a "Meet the Teacher" evening presented by Kirsty Court. Kirsty is beginning her fifth year of teaching and has been at the current school since graduating. She believes in ensuring every child reaches their full potential. The document outlines Kirsty's expectations, policies, and learning program for the upcoming year. It provides details on curriculum, homework, assessments and communication between teachers and parents.
The document provides guidance counseling information for grades 9 and 10 students at ISM. It introduces the two counselors, Mr. Ayling and Mr. McQueen, and explains that they are available to help students with academic, social/personal, and career concerns. New this year are weekly G-Talk discussion sessions during homeroom on issues students may face. The counselors encourage students to participate, share insights, and suggest discussion topics. Upcoming events include new student meetings, personality testing, and PSAT administration. Students are advised on how to make ISM a positive learning environment for all.
The document provides information for students about graduation requirements and course planning at Kearns High School. It outlines the core credits needed in subjects like English, math, science, and social studies. It also lists required classes in areas like physical education, health, financial literacy, and career and technical education. The document answers common questions about credit requirements, course options that fulfill each category, and overall credits needed to graduate. Counselors are available to assist students with individual graduation planning and meeting with their advisors to complete a registration card.
This document provides information from a 4th grade teacher's orientation for parents. It includes details about the teacher's background and qualifications, an overview of the classroom schedule and homework policy, a description of the behavior system and rewards, and information about assessments and communicating with parents.
This document provides information about an Understanding Wellbeing course taking place at The Waterside Centre. The course aims to develop understanding of wellbeing topics like stress, substance misuse, personal safety, alcohol awareness, and weight management. Week 1 covers the course overview, completing paperwork, getting-to-know-you activities, setting group rules, and discussing wellbeing. Support is available from the tutor and other staff. Learners will complete online assignments related to each week's topics.
West Hollow Middle School's mission is to foster high expectations through collaboration between the school, families, and community. Team 6-2 provides an overview of their teachers, subjects, units, schedules, and policies. Students will experience interdisciplinary projects and activities to build team spirit while developing academic and social skills.
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
This document discusses developing a growth mindset in students to increase motivation and success. It begins by outlining the objectives of helping students identify their mindset and increase motivation for lifelong learning. It then explores how both nature and nurture influence mindset development. Examples are provided of an apple and garden to illustrate how environmental factors can impact potential outcomes. The document provides strategies for reframing negative self-talk into positive messages to support a growth mindset. It stresses the importance of persistence, effort, and embracing challenges and criticisms. Statistics are presented on income levels correlated with education levels. The role of programs like EOPS in supporting students from disadvantaged backgrounds is also discussed.
This document provides a summary of key information about the K to 12 program and Senior High School in the Philippines. It contains 10 questions with answers about details of the program, such as:
- Two years are added to high school for the Senior High School program.
- Students who finish grade 10 but do not enroll in SHS are called "grade 10 completers".
- There are four tracks and various strands that students can choose from in the SHS program.
- The SHS program is mandatory and free for all Filipino students.
This document provides an overview of Waldwick High School for the 2013-2014 school year. It discusses the school's achievements and awards. It then introduces several new teachers and student council officers. The rest of the document provides guidance and expectations for teachers, including setting classroom expectations, safety procedures, professional responsibilities, and opportunities for professional growth. It outlines the teacher supervision and evaluation process. Finally, it provides an agenda for the opening day faculty meeting and announcements.
This document provides information from a parent orientation at Veterans Elementary School. It includes:
- An introduction and background of the teacher, including her education and experience.
- An overview of the school schedule, including specials, lunch, and homework policies.
- Details about the school's positive behavior system called PBIS and how students can earn rewards.
- Information about assessments, communication methods, birthdays, volunteering, and bullying prevention.
This document provides information from a parent orientation at Veterans Elementary School. It includes details about the teacher's background and qualifications, the school schedule, homework policy, behavior system, grading scale, assessments, birthday celebrations, volunteering, communication methods, and bullying prevention. The teacher has 12 years of experience and degrees in education. She outlines the daily schedule, homework expectations, behavior rewards, how student work and behavior will be assessed and communicated to parents, and the school's no tolerance policy for bullying.
This motivational presentation prepared to inspire and guide medical graduates to work hard and get admissions for post-graduation in some of the best institutions of the world.
1) KS2 SATs are standardized tests administered to students before leaving primary school to assess their performance in English, math, and science based on the National Curriculum levels.
2) The tests include English reading, grammar and spelling tests, mental maths, and two written math tests. Teacher assessments are also considered.
3) During SATs week, students must be in school and cannot have appointments to ensure they sit for the tests, which are administered under strict conditions by teachers.
This document provides an overview of a presentation on essentialism. The presentation teaches administrators how to prioritize their personal and professional responsibilities by focusing only on the essential tasks. It discusses key concepts from the book Essentialism including eliminating non-essentials, learning to say no, and defining clear goals and measures. Participants are guided through exercises to identify personal and professional priorities and create plans to achieve them by setting goals, measures, scoreboards and accountability methods. The overall summary is that the presentation teaches school leaders how to practice essentialism in their work and personal lives to achieve priorities and balance responsibilities more effectively.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Orientation
1. Calloway Co. Adult and Family
Education
Welcome! We are so glad you’re here!
If you have any questions during this
orientation, feel free to ask!
2. Before we get started…
Write these down on a piece of paper….
•Why are you coming to the learning center?
•What 3 questions do you want answered today?
3. Who do we serve?
We serve anyone who
• is 16 and up and is officially withdrawn from
school – if you are 16, 17, or 18 you must get
your official withdrawal form from the last
school you attended. The form must have your
withdrawal date on it or proof that you are not
currently enrolled in the school district in which
you reside with your name, birthdate, and social
security number on school letterhead.
• does not have a high school diploma or GED
• scores 11.9 or lower on any section of the
TABE test (if there is a HS diploma or GED)
4. Program Offerings
• Reading, Math, and Language instruction
• GED/ACT/Compass test prep
• English as a Second Language
• WIA preparation
• Praxis preparation
• WorkKeys testing (to qualify for the National
Readiness Certificate)
5. How much does it cost?
Everything we do here at the learning center is
FREE!!
The GED test costs $60. If you need to retake a
section, the fee is $30 for the Language Arts
Writing, $30 for the Math, and $30 combined for
Science, Social Studies, and Reading. The fee
will not exceed the cost of the original $60.
If you cannot afford the test fee, please discuss
options with Anica.
6. Calloway Co. Adult and Family
Education Staff
Anica Smith June Vander Molen Cathy Elias
Debbie Royal
Kathy Walls
7. What can you expect?
We think it is only fair that you know what you can expect
from us.
A dedicated staff that will…
…keep your best interest in mind.
…be knowledgeable of adult education materials and
options.
…maintain regular contact.
…be knowledgeable of outside services.
…be prepared for class.
…offer professional, courteous service.
8. Basic Rules
• Sign in and out on the computer
• Food and Drinks are allowed in the center – just
be careful and clean up your messes
• Cell phones should be on silent or vibrate –
they are very distracting to you and your fellow
students – if you have to take a call, please go
to the front or outside – remember everyone
around you can hear your conversations
• No tobacco products inside the building
• You must attend regularly in order to achieve
your goals
9. Let’s Set Some Goals
When you learn anything new, it is a good idea to
set a goal for yourself. Why are you here?
Goals need to be specific, realistic, and
positive.
EX: “I will earn my GED within one year.”
“I will solve math story problems within 2 months of attending
adult education.”
“I will write a passing essay by the time I take my Official
Practice Test.”
“ I will refresh the fractions I have forgotten within one week.”
“First say to yourself what you would be, and
then do what you have to do.”
Epictetus, Greek philosopher (50-120 AD)
10. Ponder this.
Here are some questions to help you define your goals.
Take out a sheet of paper and answer each question.
Turn it in to your instructor for your folder.
1. What is your long-term personal goal for this class?
2. How much time are you willing to commit to achieving
this goal?
3. What are some things that you need to learn more about
in order to reach your long-term goals?
4. What employment goals do you have and what do you
need to do to achieve them?
5. Can you identify any things that are getting in your way
of you achieving your goals? (Examples: lack of time,
little family support, fear)
11. Goal Webbing
How will your goals effect the other areas of your life?
Work
Family
My Goals
Community Yourself
12. Lists to Think About
List reasons why you want to List your strengths and skills
work on your education. that will help improve your
education
List ways you think having a List people or relationships that
GED will change your life. will help you earn your GED.
13. Now your goals are concrete!
Dreams are simply wishes floating around in
clouds. Any goal you do not write down is just
a dream.
Goals that are written require action. They must
be done. Commit to your goals and you can
achieve them!
14. Famous GED Graduates
Bill Cosby (Comedian/Actor)
Dave Thomas (Founder of Wendy’s)
Michael J. Fox (Actor/Parkinson’s Advocate)
Waylon Jennings (Country Singer)
John Michael Montgomery (Country Singer)
Mary Lou Retton (Olympic Gold Medalist/Gymnastics)
Ruth Ann Minner (Delaware Lt. Governor)
Ben Nighthorse Campbell (US Senator)
Wally Amos (Famous Amos Cookies)
? Chris Rock (Comedian/Actor)
es you
r pris jobs –g Peter Jennings (News Anchor)
o su their ythin
W h at an d Nicholas Cage (Actor)
ook an do ur min
L c Jerry Garcia (Grateful Dead)
o
you u set yo!
t
yo David Bowie (Singer)
Danica Patrick (Indy Race Car Driver)
Mark Wahlberg (Actor)
Richard Carmona (US Surgeon General)
15. Programs to help
• Work and Learn – If you are receiving KTAP and are
volunteering at an agency, you qualify for this paid
experience. It is designed to help you get your education
and receive some pay. Contact Jennifer Etherton at 270-
534-3257
• WIA – After you get your GED, this program can help you
pay for 2 years of college study in an in demand field.
You must meet eligibility requirements. Contact 761-
3903 and ask for Mary.
• Audobon – If you are receiving KTAP and you are
studying for your GED, you may qualify for subsidized or
free childcare. Ask your KTAP case worker about this.
16. What is the process?
• Talk to one of the instructors – tell them what you need.
• Take the TABE test to find out where you are in Reading,
Math, and Language
• Consult with an instructor to set up a schedule
• Come to class and/or study – your instructors will not hold
you back
• Improve on your enrollment tests by retesting on the TABE
• Once you’ve improved significantly, take the Official Practice
Test
• Register to take the GED test on the computer and sign
several pieces of paper. At this time we will discuss GED
test fee payment ($60).
• Go take the test – Remember to Breathe and Relax – one
question at a time!
• Come back to study for the college entrance exam
(Compass or ACT)
17. Community Resources
• Family Resource Centers – If you have a child, you qualify for services
from the resource centers in your school district. They can help with a
variety of noneducational barriers to learning. They also have
information and resources that might be helpful to you.
• Needline – 753-6333
• Angels Clinic – If you are working and uninsured and live in Calloway
County, you can bring your pay stub to Angels Clinic on Poplar Street to
receive a variety of medical and dental care. They are open on
Tuesdays. 759-2223
• Gentry House – Housing for the homeless with families 761-6802
• Housing Authority – 753-5000
• Food Stamp Office – 753-1871
• Domestic Violence – 759-2373
• Four Rivers Behavioral Health – 753-6622
• Career Discovery Center – 761-3903
For these and other resources, check out the Quick Reference Directory for
Calloway County
18. Adult Education is not like regular
school.
We do not give grades!
We help you master skills that you need to be
successful to reach your personal learning goals.
You will not be issued a text book.
You will move through lessons and classes at
your pace.
Your teachers plan for you, personally.
There is more than one way to reach your
educational goals.
Call if you cannot make your scheduled
appointment!
19. TABE? What is it? Why do I have
to take it?
The TABE is the Test of Adult Basic Education.
It comes in 5 different levels and tests reading,
math, and language skills.
Almost everyone in Adult Education will take the
TABE test because it is recognized at the state
and national levels as an approved assessment
of basic skills.
We use the results to determine where you need
to begin your studies, so you won’t have to
study what you already know.
20. Math Anxiety? Here are some
relaxation tips.
Homework tip: If you are doing homework and get
frustrated, walk away for a little while, and then come
back. If you still don’t understand, mark your work and
put it away until you come back and get help. If you do
not finish your homework, come back for your next
appointment anyway!
21. Schedules
We do have schedules of when things are offered.
The schedule not only helps to keep us
organized, but it also helps you to commit
specific time in your life to accomplish your
educational goals.
Monday Tuesday Wednesday Thursday
9-10:15 Geometry Math Foundations Geometry Math Foundations
Math Sense Math Sense
ESL
10-30- Algebra English Algebra English
11:45 ESL
12-1 Closed Closed Closed Closed
1-4 Open Lab 1:00-8:00 Open Lab Open Lab
Open Lab
5-8 Closed 6:30-8:00 Closed Closed
ESL
22. Several Options for Learning
Small class instruction – You can work with several other
students in a class setting.
Individualized instruction – You can work with an
instructor one-on-one.
Distance learning – You can come in, work with an
instructor, and then take homework home. When you
finish your work, you can come back in, get your
questions answered and get more work.
Online learning – If you have access to high speed internet,
you can use our online program called ITTS.
KET-GED Connections – You can pay your GED test fee of
$60 and send it in to KET. You will receive 3 workbooks
to work through while watching KET GED on TV.
Combination of everything.
24. Let’s talk about the GED
The Tests of General Educational Development (GED) are
standardized tests designed to measure learning
outcomes that are generally acquired through the
completion of high school.
Here is a summary of the five sections of the GED:
Section # of Questions Time Limit
Math Part I (Calculator) 25 45 minutes
Math Part II 25 45 minutes
Science 50 80 minutes
Social Studies 50 70 minutes
Lang. Arts Reading 40 65 minutes
Lang. Arts Writing Part I 50 75 minutes
Lang. Arts Writing Part II Essay 45 minutes
25. Scoring
The GED test standard scores range from 200 to
800. A passing score is a minimum of 410 on
each section with a minimum of a 450 average
or a total of 2250 points. However; the better
the score is, the more likely you are to earn
scholarships for college.
200 450 800
26. So, what if I do not pass the tests?
If you pass some sections and not others, you
only have to retake the sections you do not
pass!
You will need to come back to the center, brush
up, and retake the Official Practice Test in the
sections you are retaking.
We will help you sign up with a test site and each
section you retake will cost $30 for Math, $30
for Writing and $30 for Science, Social Studies,
and Reading combined.
27. Where do you go to take the GED
test?
We work with 3 GED test sites in our area.
• West KY Community and Technical College in
Paducah
• Hopkinsville Community College in Hopkinsville
• Caldwell Co. School Board Office in Princeton
Each site is approximately 50 miles away, so
we do have $10 gas cards to help out.
These are available until funds run out.
28. How long will this take me?
There is no easy answer. It depends on the
following questions:
What are your goals?
What are your skills?
How motivated are you?
How much time can you devote to this?
How do you learn?
The only answer we can give you is that it is
different for each person.
29. Life after the GED
• The GED qualifies you for more job opportunities. Go
and fill out all those applications!
• If you want to go to college, fill out the FAFSA online
http://www.fafsa.ed.gov/
• Look up the school you want to attend and find out
enrollment procedures, deadlines, and fees.
• Check out the book Adults Returning to School to see
what advice the KHEAA gives you. (It’s available here.)
• Fill out a career interest survey. A good one is available
at www.livecareer.com
• Begin studying for your college entrance exams, either
the COMPASS or the ACT. Sign up for the test!
www.act.org
30. Can I get into college with the
GED?
YES!!!!
The GED certificate is accepted by about 98% of
U.S. colleges and universities. GED graduates
are also eligible for most federal financial aid
programs provided they meet other criteria.
It is VERY important that GED graduates take the
ACT test right after earning the GED.
31. Show Respect
• Value yourself. Be honest and ethical, and
practice strong moral values.
• Treat all members of the learning center and all
visitors with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible with property and belongings.
32. Negative Influences
• If you have taken drugs or drank heavily in the
past, it will impact your learning! It will take
time to rebuild your brain for learning, but you
can do it.
• We do not allow drugs or alcohol on site – we
don’t want it or need it!
• Smoking and tobacco products must be used
outside. Please use the ash tray outside for
your used cigarettes – we have to pick it up with
our fingers and we don’t like to do that. Thank
you!
33. This is your time!
• VERY Important! If something is not working
for you, please let us know. We do not want
you leaving here frustrated or let down. Talk to
us if you have a problem here or at home. We
might be able to help.
• Call if you can’t make your scheduled
appointment. That way we know what is going
on and we won’t worry.
• Scheduled appointments work best. We plan
for your session, so if you just drop in, we might
not be able to help you.
34. Contact Information
Calloway County Adult and Family Education
Anica Smith, Coordinator
Phone: 759-5525
Fax: 759-9985
Email: alsmith@murray-ky.net
Supervisor
Susan Jackson
Director WKEC Adult Ed. Consortium
809-6872
Susan.jackson@wkec.org