I think that assault weapons need to be banned because that's the problem here.
That's what's killing, having massacres is assault weapons. And no one needs an
assault weapon.
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Voices From the March: 'If We All Band Together, We Can Make Change' - Duration: 0:19.
I learned that a lot of people have the same opinions and care about the same
things that I do. And that if we all kind of band together we could really start
making change.
-------------------------------------------
Voices From the March: 'We're Ready to Make a Change' - Duration: 0:26.
The adults might be used to saying that things are the way that
they are but the kids are not. We're ready to make change and we're ready
to see things change in the government that's supposed to represent us. So they need to
reflect the wishes of the people. And soon we're gonna be voting, so they
better get their act together quickly.
-------------------------------------------
Voices From the March: Schools Almost Feel Like a 'War Zone' - Duration: 0:40.
I feel like we shouldn't go to work every day afraid of things that we cannot
control. We're supposed to be in a safe place and it's not that way anymore, it
almost feels like a warzone at this point. Just working with kids as
young as I do, and having kids that are older, it's not fair to them. They
shouldn't be afraid to go to school. They shouldn't be learning how to barricade a
door. It's too much, it's too much as a teacher and it's so much for the little
ones to go through.
-------------------------------------------
Higher education loan sustainability - Duration: 12:56.
I rise to speak on the Higher Education Support Legislation Amendment (Student Loans Sustainability)
Bill 2018.
I oppose the bill, as it attacks student and it undermines the fairness of Australia's
world-class student loan scheme.
As we have heard, the Bill makes a number of changes to Australia's income contingent
loan scheme, the Higher Education Loan Program—HELP—and makes technical changes to the Student Financial
Supplement Scheme.
It is the first point on which I will focus.
This Bill sets new repayment thresholds for HELP from 1 July 2018, starting with a new
minimum repayment of $45,000 and with a 1% repayment rate.
There are a further 17 thresholds and repayment rates, up to a top threshold of $131,989,
at which 10% payment would apply.
It aligns the indexation of HELP repayment thresholds to CPI instead of to average weekly
earnings and introduces a new combined loan limit on how much students can borrow under
HELP to cover tuition fees from 1 January 2019.
The combined limit would be $104,440, or $150,000 for students studying medicine, dentistry
or vet science.
The Government has previously tried to make changes to the HELP repayment threshold, attempting
to lower the HELP repayment rate to $42,000 a year.
Labor argued that this was too low.
The Bill did not make it through the Senate and was subsequently withdrawn.
The proposal for a lifetime borrowing limit is a new proposal from the Government and
has significant implications for students.
While the borrowing limit has been introduced in the VET student loan system—a proposal
that Labor took to the last election—there has yet to be a limit for all loan schemes
in the system.
Traditionally, Commonwealth supported places, or HECS places, did not have a borrowing limit
for students.
Students taking other courses that are not subsidised, like full-fee postgraduate coursework
places, could take out a loan for the fees through the FEE-HELP scheme.
Full fees were set by universities and higher education providers and have not been regulated,
which has led to some students taking on significant debt.
While there is some merit to sending a price signal through a lifetime borrowing limit,
the proposal in this Bill may have a range of unintended consequences and therefore must
not be supported.
Labor referred this Bill to the Senate Education and Employment Legislation Committee, and
the committee tabled its report on 16 March.
I support the position of the Labor Senators in their dissenting report.
This Bill would have unintended and negative consequences on students, particularly students
from disadvantaged backgrounds, and therefore must not be supported.
Income contingent loans have been a part of higher education since Labor introduced HECS
in 1989.
More recently, Labor's demand-driven funding, in conjunction with the HECS-HELP scheme and
other equity and participation measures, has transformed higher education in Australia.
As Universities Australia has shown, there has been a significant boost in university
enrolments from underrepresented and disadvantaged students.
This is such a critical point: universities are now open, more than ever before, to students
from those underrepresented and disadvantaged backgrounds.
It is important that we spend some time looking at those numbers.
From 2008 to 2016 the following growth occurred: the number of domestic undergraduate students
grew from 24,311 to 50,206, a staggering 106.5 per cent.
The proportion of students with a disability participating rose from 4.3% to 6.4%.
The number of Indigenous students grew from 7,038 to 13,320, an increase of 89.3%.
The number of students from low-socioeconomic backgrounds grew from 90,467 to 140,462, an
increase of 55.3%.
The number of students from remote and regional areas, such as mine, grew from 110,000 to
163,292, an increase of 48.3%.
In total, the number of undergraduate students from all these backgrounds—students with
a disability, Indigenous students, and students from remote areas—grew 39.6%.
What a remarkable success story that we have nearly 40% more students from these groups
going to university.
Why are they doing that?
Because there are pathways available, because higher education is seen as valuable and it's
accessible because barriers are being removed.
We know that high student debt is a genuine barrier to study for students from low-SES
and disadvantaged backgrounds, so we must remove barriers, not put them up again.
In my electorate of Dobell, on the Central Coast, we have the Ourimbah Campus of the
University of Newcastle, which is playing a vital role in removing these barriers.
I want to quote—I know she's been quoted already this evening—the Vice Chancellor
and President of the University of Newcastle, Professor Caroline McMillen, who said to a
parliamentary committee hearing earlier this month:
As our mission, we are committed to equity and excellence.
We have some 37,000 students, 27% from low socioeconomic backgrounds, which reflects
our demographics in the regions we serve, and around 1,000 are Indigenous, which is
the largest number of any Australian university.
She further said:
"… this university since its foundation has served the demographics of the region
by ensuring we do not trade equity for excellence."
'We do not trade equity for excellence' are important words, and that is an important
mission.
In higher education, excellence is vital, equity is vital and access is necessary.
Yet this government wants to increase student debt and make it harder for students from
disadvantaged backgrounds to get a foot in the door.
At the Central Coast campus of the University of Newcastle, health is a big area of study.
The university partners with the Central Coast local health district, where I used to work,
and the PHN.
Health and social services, my area of training and background, is one of the largest employers
in our region on the Central Coast.
Importantly, it is also one of the growth areas for future work.
With higher education comes jobs—local jobs, quality jobs.
At the Central Coast campus of the University of Newcastle, enabling programs such as Open
Foundation and Newstep are trusted pathways for students to get started, pathways to further
study.
Almost one in four commencing students at our campus starts their education through
these enabling programs.
They are the pathway for so many, for nurses like Michelle, who was recognised as Wyong
hospital nurse of the year last year.
I have spoken about Michelle before.
She would not be a nurse without enabling education.
She would not be serving our community at Wyong hospital without access to higher education.
I've also spoken about Sam, who is now a speech pathologist and whose sister is training to
be a teacher.
Sam said she really noticed the impact on her sons of seeing her study.
They could see their mother was studying at university, and they could see that they might
be able to study at university too.
Today I'd like to speak about my friend Renee, a graduate of the Central Coast campus Open
Foundation course, and now a neonatal intensive care nurse.
These are Renee's own words:
"The fact that there is an opportunity like Open Foundation has given me the confidence
to do something I never knew I could do.
I never thought I was smart enough when I was at school to commence university.
Never once did I ever think that I would complete a bachelor degree.
I ended up completing a bachelor of nursing with distinction.
Now I work within one of the elite hospitals and it's my privilege to work with vulnerable
families in the neonatal intensive care unit."
Labor understands the benefits of education to families.
We understand that it can transform lives.
Dr Joy Christensen, who I went to primary school with, is a program convener for enabling
education at the same campus.
Joy speaks about the impact of higher education on students who are the first ever in their
family to go to university.
She said:
"These students have so many obstacles already.
The reason many of them are involved is to improve the financial situation for them and
for their families.
They are taking time away from work.
They are taking time away from their families and money away from their families to find
out whether they can do this.
They have incredible potential.
This program is life changing for them, their families and our community.
It transforms lives."
It's transformed the lives of Michelle and Renee, and the contribution they make through
their nursing is invaluable to our community.
The Dean of the Central Coast campus, Dr Brok Glenn, told me earlier today that in 2018
more than half of commencing students, 55%, are the first in their family to go to university.
It is an outstanding achievement.
This, he said, is about enabling programs, working with high schools and actually getting
students and their parents onto the campus so they can see for themselves what is possible.
On the Central Coast, only half of students have the opportunity to finish high school,
and fewer than half of the working-age population, 45 per cent, have qualifications post-school.
Access to higher education is making a difference.
The effect on women of the changes to HELP repayment thresholds must also be considered,
as women will be disproportionately affected by these changes.
Sixty per cent of Australians with outstanding HELP debt are women, and two-thirds of the
Australians who will be dragged into the debt pool with the proposed new repayment threshold
will be women.
This bill should be rejected on that premise alone.
Labor believes that the time for an inquiry into Australia's post-secondary education
system has come.
We must have a scheme that is fit for purpose, that intersects with our tax and social security
systems and that treats all students equitably.
We must have a system that suits the needs of a changing post-secondary education system;
that suits the needs of lifetime learners.
While Labor is not opposed to sending a price signal through a loan cap, this bill would
have unintended consequences.
Under the current FEE-HELP scheme there are a range of courses which have fees in excess
of $100,000.
Labor fully supports a system that allows Australians to defer fees for postgraduate
and further study.
These days many students will choose both vocational and higher education qualifications.
The proposal for a one-off borrowing limit is clearly inadequate for lifelong learning
needs.
Labor is concerned about reckless fee setting, and a price signal needs to be accompanied
by further reforms.
We must not have a system that forces students to take out commercial loans to pay for the
gap between fees set by universities and the loan borrowing amount.
This bill does nothing to discourage reckless high-fee setting.
Student debt is a major concern for students, for their families and for all of Australia.
The contribution Australian students make to the cost of their university education
is already the sixth-highest in the OECD, and two-thirds of Australian students in 2012
were found to live below the Henderson poverty line, with one in five regularly skipping
meals.
This government often talks about choice, but choice is a privilege.
We need to make pathways to higher education easier, not harder.
Labor is determined to end the war on young people in this country that's being waged
by this Government.
We must not put barriers in their way, and the barriers to higher education are ones
we have started to break down.
This Government continues to cut services and to try to charge students more.
It is not the way to equity and it is not the way to excellence.
Students at the Ourimbah campus of the University of Newcastle cannot afford cuts to education.
They cannot afford to pay more.
As I said at the outset, I oppose this Bill as an attack on students and an attack on
the fairness of our world-class student loan system.
Labor will not support any legislation that puts education out of the reach of the most
vulnerable people in our community, people who are starting out in life, people who are
starting over in life and people who have never had a start in life.
-------------------------------------------
Education (Tertiary Education and Other Matters) Amendment Bill - Third Reading - Video 15 - Duration: 10:07.
For more infomation >> Education (Tertiary Education and Other Matters) Amendment Bill - Third Reading - Video 15 - Duration: 10:07. -------------------------------------------
Supporting students at JCU Indigenous Education and Research Centre - Duration: 1:00.
We built a community
where it's like your home away from home.
And students come in all shy at first
and they walk out the door confident.
If they came by themselves, everything is very — not intimidating —
but very overwhelming.
Oh, this is the lifestyle.
This is city life.
You have to catch the bus.
This is this, this is that.
And it's all unnecessary.
So if we can alleviate the issues that are making them overwhelmed
that's when they can just focus on their work.
Students that come here, most of them would be the first in their family
to come through.
And the mentoring program is there to help them get through
and help them become independent learners.
It's about hard work and learning and reaping the benefits of hard work and
learning along the way.
-------------------------------------------
Voices From the March: No Gun for Me, Says Florida Teacher - Duration: 0:18.
-Now in Florida, teachers can be armed if they want to. What do you think about that?
-That will be the day I'm done. I've been teaching for 16 years and that
will be the day I walk out of the classroom.
-------------------------------------------
Education (Tertiary Education and Other Matters) Amendment Bill - Third Reading - Video 13 - Duration: 1:49.
For more infomation >> Education (Tertiary Education and Other Matters) Amendment Bill - Third Reading - Video 13 - Duration: 1:49. -------------------------------------------
Inside California Education: The Great Debate - Duration: 7:29.
♪♪
Student: More people than ever are discovering public land as a
place as a place to be connected with nature and each other.
Student: Yes, I'd say that's something
you could really try to do.
Michael: Debating is listening to how the other team
is casing it and you can always respond in that kind of...
Tim: It might seem the teacher in this class
has lost control, with middle schoolers making
this much noise, creating what seems like chaos.
But Michael Baradat wouldn't have
it any other way.
Michael: I love my job, it's the greatest.
It really is, sorry.
Um, it's working with people that you know are
going to do something amazing later on.
Tim: Mr. Baradat gets emotional because the
people he works with are just 12 and 13 years old,
and they're just as passionate about speech
and debate as he is.
Solomae: I like the attention.
I think it's really fun to like take control of the
room and have everybody hear your
opinion on everything.
Holden: The fact that I get to use my voice and
I get to talk to people and share my opinions,
and it's just a great thing and
it makes me feel good.
Tim: This is Sacramento's Sutter Middle School.
These boys and girls are on the Sutter Speech and
Debate team, and the energy in the room is
especially high because in just 3 days, the team will
compete against the other 8 schools that make up the
Capitol Region Debate League.
Maddox: The things we're going to talk about on
Saturday are, driverless cars will
do more harm than good.
Uh, electronic ballots should
replace traditional ballots.
Middle schools and high schools should abolish the
dress code and public lands should not be used
for private interest.
Tim: The enthusiasm of the kids as they prepare for
the upcoming tournament, the news clippings on the
wall, and the dozens of trophies on top of a
bookshelf are pretty solid evidence that speech
and debate is a big deal at Sutter Middle School.
One of those trophies, is for the
2009 National Championship.
The Sutter team was co-national champs in 2016.
Michael: I've had a number of kids, they'll come and
visit the school in December.
They'll visit the debate class, and say that's the
class I want to be in.
Tim: Their principal played college basketball
- she sees the same competitive drive among
12 and 13 year olds when it comes to
speech and debate.
Cristin: Those kids are amazing.
The way they can articulate all their
thoughts and arguments and how passionately they
argue them, I was floored when I first saw it.
Michael: They love the competitions.
They're required to compete in one tournament
per quarter.
Most of the kids compete in every competition that
they possibly can.
Holden: The competition part is one of my favorites.
I love competition, especially when I win.
When I win, I'm super happy,
when I lose, not so much.
Zahra: You have to think of different ways to
persuade a judge about the topics.
So you're definitely going to have to appeal to the
judge, at the same time destroying
your opponents' points.
Tim: But it's not just for the competition
on Saturdays or the trophies that result.
These kids recognize the value of forming an
argument, and then having the courage
to speak in public.
Maddox: So I was really bad at going up on a
stage, speaking to people and presenting stuff.
So, I always felt doing speech and debate would
improve my skills in going up on a stage
and talking.
Solomae: I had like really low self confidence, like
I just didn't have the confidence to go up and
present in front of class, but now that I've done
debate, I have so much confidence, and I'm not
really afraid to do class presentations anymore.
Tim: It's no surprise parents are on board.
National studies have shown debate participants
with higher reading scores, higher test
scores, and higher graduation rates.
The Chicago Debate League learned over a 10 year
period, among high risk students - 72 percent of
debaters graduated from high school, compared to
43 percent of non-debaters.
And the same study showed debaters increased their
GPA by nearly half a grade point.
Non debaters stayed roughly the same.
Anitha: This is like a lifetime skill I feel.
You know, any job you work, or anywhere you go,
if you know to speak well, and present yourself,
people will listen to you.
Tad: I think it's such a great way to get them in
front of the classroom, to stand in front of their
peers, and actually debate.
It's so exhausting, yet so rewarding,
it's a wonderful thing.
Tim: So how could speech and debate ever be
considered exhausting?
Michael: Shake their hand, introduce yourselves,
and wish them good luck.
All right, have a good day.
Tim: It's 8 o'clock on the day of the tournament.
144 kids from 9 schools are drilling each other,
or themselves, on the arguments they'll have to
present or dispute.
Solomae is in her own
little world getting ready.
It seems she'll walk a half mile in the cafeteria
before the debates even begin.
Now here's why there's so much nervousness.
Though the kids know the 4 topics they'll speak on,
they don't know if they'll be for or against -
or in debate terms, the proposition or opposition.
That's why there's such a rush to see the topics
and team assignments, when they're posted.
Then the room turns quiet - because now they have
20 minutes to prepare for the 1st debate -
they'll debate all 4 topics before the day is over.
Student: Judge 1.2 million people are killed
every year on roads, worldwide.
Tim: For Solomae, Renee and Gallena -
They're pro driverless cars.
Student: Humans are no good at driving.
The 1.2 million people killed every year
are proof of that
Solomae: If about 90 percent of American
roads were driverless, 1.3 million to 6 million lives
would be saved, and that's just in America.
Tim: The girls frantically take notes when the other
team speaks, because they're preparing their
responses - and because they're allowed to
interrupt, either with a heckle, which involves
just a few words.
(interrupts )
Tim: Or they stand to offer a
point of information...
Salomae: Losing jobs does not outweigh the
amount of lives...
Tim: Now the speaker decides to allow the point
of information or deny.
It's whatever might score more points
with the judge.
Michael: It's about listening, and then taking
what the other person said, and turning it in
your favor.
So that's the brains part of it, that's the
chess match part of it.
But then it's saying it with confidence and
conviction, to look directly at the judge and
tell the judge why your point of view matters more
than your opponent's point of view.
Student: Electronic voting should replace
traditional ballots.
Student: They have provided no evidence whatsoever.
Tim: It's 4:30, the debates are finished -
the judges have turned in the scores.
(announcement, applause)
Tim: The kids get recognized
for their individual skills,
teams are honored for the most wins.
(more applause)
Tim: Just a couple days after this tournament,
the students were given the next 4 topics to
study up on - with another tournament, and another
batch of trophies, just 8 weeks away.
Narr: One of the oldest student debating societies
was established in 1769 by President James Madison
while he was a student at Princeton University.
It's a tradition that still going strong at
Princeton and at schools across the country.
It's considered a way for students to sharpen their
critical thinking and academic skills.
-------------------------------------------
Inside California Education: Restorative Justice - Duration: 7:14.
(children singing)
"With my mind I greet you,
ashay ashay.
With my voice I greet you, ashay asahy."
Nimat: What chanting does, it helps
to build community.
It helps to build unity.
It helps to build one voice.
And you also notice one single voice may rise
out of the group as a call and then a response.
Student: I am!
(together) Somebody!
And I won't be something for nobody.
I got my fist in the air, I'm moving my feet, I got
love for my people and it starts with me!
Christina: Reach Academy is a public school in
Oakland in an area that's seen
its share of violence.
Nimat: Because of the trauma and the history
just in Oakland itself and particularly in this area,
there's a lot of trauma.
There's a lot that needs to be restored.
Christina: Nimat Shaheed is what's known as a
Restorative Justice Practitioner.
She's one of about 30 employed by the
Oakland Unified School District.
Restorative Justice is a set of practices that
varies in schools across the country.
In Oakland, it's used to build community as well
as to resolve conflicts and provide individual
support to students who need it most.
David: The school board passed a resolution in early
2010 saying this we should use this to
intentionally move away from our
racial disproportionate discipline, specifically
of African American students.
In Oakland, there's Restorative Justice
happening all over.
It's not just in the schools.
The seeds were planted long ago,
the Black Panther party, this is a
legacy of that movement,
the social justice movement in Oakland.
And so we decided to take this, really, a holistic
philosophy and break it into the three tiers.
Tier 1, Tier 2, and Tier 3.
Student: And helping others
when they need it.
Natasha: Restorative Justice is a practice that
really supports every child in terms
of being successful.
Student: And our second question is on a mood scale from
one to ten, how do you feel right now?
Natasha: It starts off with our morning circles
and our closing circles.
And it's a way to sort of, you know,
set the tone for the day.
Christina: 90 percent of the Restorative Justice in
Oakland schools is happening in these types of
classroom circles.
That's Tier 1.
The topics change day to day, but one rule is firm
- only the person with the talking piece
has the floor.
Student: And I'm similar to Rejan because
we both play football.
And I'm similar to Nimaya because we both
do crazy things.
Doneishyah: It means getting along with my
classmates, sharing our feelings, getting to know
each other.
It makes me more comfortable.
To know that there's people that have stuff in
common with me and that some of them are nice and
they wanna be your friend.
Ytsel: I was scared at the beginning, but school got
better to me and I like school.
It means a lot to me cause I get to learn about my
whole community, my peers, and everybody in my class.
It helps me know about them.
Jessica: When students are able to relate to each
other and find those common grounds, then it
helps to eliminate any issues that might arise
with that many personalities.
We also use the circles for conflict resolution.
And finding ways to keep what's happening at home
and what's happening on the yard and what happened
in the cafeteria, keeping it out of the classroom.
Student: Cause we both eat a lot.
David: It's a way to practice
and learn social and emotional skills,
like self-awareness and social awareness.
Simply sitting there in a circle waiting for your
turn to talk, you're exhibiting so much
social-emotional learning.
Student: Breathe in, breathe out.
Natasha: You should go into classrooms and you
should see students leading the mindfulness.
And so you'll see the students up front.
You'll see the students leading the affirmations.
Student: When you can no longer hear the bell,
please open your eyes.
(bell)
Natasha: Those affirmations,
"I have the power to make wise choices.
I have the power to make wise choices,"
is a way of reaffirming that
our students do have ownership
over their learning.
Christina: While classroom circles are powerful,
sometimes more direct intervention is needed.
Restorative Justice is a tool to start the process
of healing between a victim and offender.
Natasha: So when you think now about how they felt...
David: Tier 2 are when students have been in a conflict,
or there's been a harm.
It's a way to to have dialogue with all the
impacted parties around what happened.
Ultimately what can be done to make it right.
Natasha: When put your hands on their bodies and
invaded their personal space?
How do you think they felt now?
What do you think about now?
Student: Mad.
Natasha: You think they felt mad, right?
Do you feel like that was a wise choice?
Student: No.
Natasha: Okay, so what would you say to them,
you would tell them what?
Natasha: A school that had over 20% percent chronic
absence rate, a school that had a soaring
suspension rate, a school that had
over 500 universal office referrals,
we've seen that cut in half.
And so it's made a huge difference.
It's really important that we all have a safe...
Christina: The final tier - Tier 3 -
is individualized support for a student.
This circle of adults are all here for Cedric,
a high schooler who is coming back to the school
after being incarcerated.
-I need you to believe, when everyone in this room
say they are here for you.
Cedric: My mom and my dad was there.
I feel like just cancelling this and being
like, nah, I'm good.
It was too much attention.
David: It's really as a way, just a way to
welcome them to school.
Umm and support them in ways that they need
to be successful.
-Let some of us worry about that load,
but you got to tell us.
Cedric: I started noticing that y'all was
here to help me.
And see what was going on in my head.
That touched me.
That touched me, and made me feel like I can do it.
♪♪
Natasha: Our goal is to prepare our students with
the 21st century you know competencies, skills, and
dispositions that they're going to need to not only
survive in this world but to thrive.
And what does that mean to be college
and career ready?
So for us, Restorative Justice and Restorative
practices is a way to ensure that we level the
playing field, especially as it relates to equity,
access and accountability so that all of our
children have a pathway uh to ensure that they're
being successful.
(children singing) Goodbye, goodbye!
G-o-o-d-b-y-e!
Goodbye, goodbye!
Narr: Restorative Justice appears to be making a
difference in Oakland schools.
Suspensions have dropped by 50 percent across the
district since 2011.
Meanwhile, graduation rates are up at schools
with Restorative Justice when compared to schools
without the program.
-------------------------------------------
Voices From the March: 'I Don't Want My Students to Go to School in Fear' - Duration: 0:21.
I don't want to go to work everyday in fear. I don't want my students to go to
school in fear. I'm there to teach. I'm there to do my job and I feel that gun
control - it has to happen. It's long overdue.
-------------------------------------------
Interview with Inclusive Education Advocate, Brian Herndon - Duration: 52:25.
For more infomation >> Interview with Inclusive Education Advocate, Brian Herndon - Duration: 52:25. -------------------------------------------
Jack Millman '16 on how his military experience influenced his legal education - Duration: 0:37.
I believe my military service helped me sort of on two levels with law school.
The first is a very practical level.
It helped me with attention to detail, balancing my schedule,
planning in reverse so I would be able to accomplish things like getting an outline done on time.
The second thing was kind of bigger picture, which I think the military helped me realize
times can be very hard or you can have this sort of goal that seems overwhelming but you
just break it down piece by piece to get to the end, making sure you don't lose sight
of what that main goal is but you don't also get overwhelmed and not take care of all the
things along the way that need to get done.
-------------------------------------------
Rice Business Executive Education - Rethinking Workplace Diversity - Duration: 0:56.
My course is called Rethinking Workplace Diversity. A lot of times there's sort of
a one-size-fits-all approach. And I think the things that they learn in this class
will allow them to do a more custom approach and to think about the needs
analysis of their organization. And then to learn some of the best tools from
empirical research on how you can make a difference; how you can get people aboard;
what are the best ways to promote, to nurture, to watch diversity grow.
I've been doing work on diversity for twenty years. And I like to explore the issues
with people out in the field and come up with new ways. It's so near and
dear to me, I really believe in diversity.
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MakerBot Education Solutions - Duration: 2:01.
It's very important for students to realize that the career they pick and
the field they pick should be something they want to enjoy for the rest of their lives.
There are a lot of opportunities for students to utilize 3D printers in the workplace.
So when we talk about 21st careers — if we just gave kids the ability to print
they're actually walking away with ideas as to how I could use this moving forward.
I know what I'm gonna get with a MakerBot. I know that it's going to work, I know how it's going to work
The reliability was obviously a big factor because we didn't want to bring something in that would fail.
The reason why we continue to do what we do successfully is because the customer service
for MakerBot is outstanding. We get the parts we need. We get things fixed.
We get replacements whatever it might be as soon as possible
There was no guide when I started — and now there's this opportunity to see how to
use a 3d printer, how to unload it, how to clear it, frees you to then focus on
teaching children how to design.
We also have the Thingiverse for education piece
where you have these things that have been developed by educators
so instead having to search through the whole volume of Things you just *boop*
go to that one spot and there they are. Some if not all include lesson plans
that go along with it. You know that's a great resource.
I love the training. I love the fact that there's this curriculum now, that there's community.
After talking to teachers, we made the MakerBot Educators Guidebook
so they would have tangible lessons that they could use in their classrooms.
I'm really excited about it because I think that the design industry has been
talking about manufacturing and prototyping — having the technology in school
that prepares them to fabricate and build and test gives them an edge
that none of us had few generations ago
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Apple To Unveil New Education Product At Lane Tech Event - Duration: 1:45.
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ABRACADABRA! CONTINUING EDUCATION OFFERING MAGICIAN SCHOOL FOR ADULTS - Duration: 0:37.
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Alphonse Areola Lifestyle , Net Worth, Salary, House, Cars , Awards, Education, Biography And Family - Duration: 3:38.
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