Auto news on Youtube Aug 31 2018

I had no Chinese language experience prior, so

I was going in there as blind as you could.

I would be able to be the first student to go to Senegal from Gettysburg.

I'm from California, I used to kind of go camping like not really

and camping started like as soon as we got there.

I spent my fall in Shanghai.

I studied abroad in Dakar, Senegal.

and I studied abroad in Tanzania, Africa.

I did get to go up to see the Great Wall of China.

So I got to sit down on a woman's club evening

for the village that I was in, Gingenao.

I slept outside on a cowhide just there in the wilderness.

I was appreciating some of the subtle nuances and small advantages of an

alternative economic system, political system.

Talking to these real people

who have these issues and also like still want so much for other people and

the kindness and the welcoming that I was given while I was there

are definitely one of the things that I'll always remember.

There's a tendency to view Africa it's like a very homogenous place but it's massive and so

many different cultures and diasporas, you know I never really thought about that before I went.

For more infomation >> Unleash your curiosity with the Center for Global Education at Gettysburg College - Duration: 1:50.

-------------------------------------------

Partners in Education Appreciation Breakfast - Duration: 2:44.

This morning was the Partners in Education Breakfast this is an annual event where we

bring all of our partners in education the school representatives, principals and other

community leaders together to really celebrate what partners in education is about which

is inviting the community into our schools so that together we can make a bigger impact

in students' lives.

Just as our community continues to grow our student population continues to grow our partners

in education program continues to grow this year we have 214 partners in education and

that grows weekly as we have more folks come on board with us whether it's financial or

if it's in-kind or it's volunteer hours all of that supports and enhances what our teachers

are already doing in the classroom.

I think it's so important to partner with the schools and I mean it's not just the financial

side of it it's also giving back to those students in general and how can we help to

improve their futures and we've gone in and kind of talked about how they're going to

use math in the real world and some of the different things they're doing how that applies.

I'm am so honored to have won this award this is one that I wanted for a long time I've

been a PIE Rep for over 10 years and my goal has been to win this award.

Sarah Ditmore Cooper was one of my teachers in high school as well as Kay Martin so it's

really exciting to win an award named after her from one teacher that was also influential

in my life.

There's not a one size fits all approach for our partners in education some of our partners

may not be able to financially offer a lot and some of our partners may not have a lot

of time but they have financial resources so all of our partnerships look different

but at the end of the day it's about meeting goals so the goal of the school what they

can do to enhance public education and also the goal of the partner whether that is to

promote something a cause that they're very passionate about like financial literacy or

environmental stewardship so together they're meeting the goals that are important to them.

F&M Bank is great about being a community partner in any way we can help our community

we're giving back we're not just about taking care of people within the bank we're about

getting back out into the community and the bank encourages us to do that.

The process of becoming a partner in education is very simple the partner can reach out to

us at the district level you can reach out to us in the Communications Department or

you can reach out to a school or schools that you specifically want to partner with and

a PIE Representative will speak with you more about what opportunities there are to partner.

For more infomation >> Partners in Education Appreciation Breakfast - Duration: 2:44.

-------------------------------------------

Adolescent Education in 60 Seconds - Duration: 1:08.

When you think about those teachers you've had who really identified something special

in you or were patient with you or were strict, right, and really held you to high expectations

Those people worked really hard for you

And when we try to think about students, they live incredibly complex lives, as you know,

because you're living them

Families are complicated in the best of circumstances

Friends are complicated

Social media is complicated

The world we live in is complicated and sometimes scary

Teachers really have the power to help kids navigate that and think through that and not

just, kind of throw up our hands and say, "Well, there's nothing I can do."

If we think about teaching as making decisions and harnessing power and directing students'

interests and energy into really positive avenues

If you're thinking about, "What am I gonna do with the rest of my life?"

as you may be.

Thinking about, "How do I help other people live their best lives and make positive change

in areas that they've identified as important?" I think that's really cool

It's a lot of work and there's a lot of bureaucracy and I don't know anybody in

any field who doesn't deal with that.

But at the end of the day, I can't think of anything else I'd rather do

For more infomation >> Adolescent Education in 60 Seconds - Duration: 1:08.

-------------------------------------------

Dept. Of Education Proposes Dramatic Changes To Handling Of Campus Sexual Assault | NBC Nightly News - Duration: 1:54.

For more infomation >> Dept. Of Education Proposes Dramatic Changes To Handling Of Campus Sexual Assault | NBC Nightly News - Duration: 1:54.

-------------------------------------------

Arizona Supreme Court boots educational funding proposal off November ballot - Duration: 3:09.

 The Arizona Supreme Court ruled on Wednesday to remove a proposal from the November ballot that, if passed, would have pumped $690 million into Arizona's public education system by raising taxes on the state's highest earners

 The court found the proposition's description of the change in tax rate along with a lack of any discussion of changes in indexing for inflation collectively "creates a significant danger of confusion or unfairness," justices wrote in the decision

 The development is the latest in the fallout from teacher protests and walkouts in several U

S. states earlier this year that attempted to bring awareness to what they say is the need to spend more money on education

 "Our highest court has joined the entrenched politicians at the capitol in blatantly protecting the elite and the wealthy over the rights of voters and the needs of Arizona's children," said Joshua Buckley, Co-Chair of the "Invest in Education" proposal

 Supporter of the measure said new money was desperately needed to reverse years of cutbacks to public schools by Arizona elected officials

 Under the ballot measure, which is supported by the Arizona Education Association, voters would have been asked to approve a tax increase on high-wage earners to provide a dedicated revenue stream for education

 The measure proposed a 3.46 percent tax increase on income of individuals above $250,000 and households above $500,000

A 4.46 percent hike would be imposed on income of individuals over $500,000 and households over than $1 million, if voters approved the measure

 Sixty percent of the new dollars would have gone to teacher salaries and the remainder to be allocated for operations, according to the proposal

Full-day kindergarten and pay raises for support staff also would be funded.  "Not only was the initiative poorly crafted, it was the wrong plan

It would have harmed all taxpayers, small businesses, and would not have delivered on its promises for teachers, while weakening education reforms," said Jaime Molera, chairman of Arizonans for Great Schools and a Strong Economy, a group opposed to the measure

 Additional reporting by Brendan O'Brien in Milwaukee; Editing by Michael Perry

For more infomation >> Arizona Supreme Court boots educational funding proposal off November ballot - Duration: 3:09.

-------------------------------------------

Scientix | Future of STEM | #20 Evarist Bartolo, Minister of Education and Employment, Malta - Duration: 4:23.

For more infomation >> Scientix | Future of STEM | #20 Evarist Bartolo, Minister of Education and Employment, Malta - Duration: 4:23.

-------------------------------------------

Author Rights: Copyright in Open Education #2 - Duration: 3:38.

Hello, everyone!

As I mentioned in my first video on this topic, copyright is an incredibly important issue

in Open Education.

So in this video, we're going to take a look at Author Rights.

But first, a disclaimer: I am not a lawyer and this is not legal advice.

If you do need official legal advice, talk to a lawyer or your copyright office on campus.

Copyright law is meant to protect an author's intellectual property rights:

their rights over how their creations are used.

Specifically, copyright law gives you control over how your work is

displayed, reproduced, distributed, adapted, or performed.

However, for many authors of educational content, especially those who have previously

published content, getting these rights for their users is not easy.

This is because, under most traditional publication contracts, all of an author's copyright

control is transferred to their publisher.

So, what can you do about that?

We'll start with what you can do before you publish.

Your first option for keeping copyright control over your work is to publish your work openly

from the beginning.

Whether you publish with a large-scale Open Access publisher like Open Book Publishers,

your university press, or independently through a tool like OER Commons' Open Author,

making your work open from the start is the easiest way to make sure that

you keep the rights and that your work is as open as you want it to be.

But be sure to read your contract carefully, no matter who you're publishing with!

Some Open Access publishers require you to assign a specific license to your work which

may be more or less restrictive that you want it to be.

Look into their policies before choosing the first open publisher you see, and check out

a video on open licensing for some more information.

Your second option for keeping your copyright is to negotiate with your publisher

for the rights you want to keep, often through the use of

an addendum to your contract before you sign.

Adding an addendum can be scary at first, but you don't have to do it all yourself.

SPARC and other groups have created excellent stock addenda you can use

in your publishing contracts to outline the rights you'd like to keep.

Look at your options and customize the text to fit your needs,

but be sure to run the text by a copyright official to be sure that

any alterations you made to the addendum fit in.

And keep a copy of your contract on file!

Publishers sometimes update their policies

and then attempt to make authors abide by their new terms.

If you've altered your contract in any way, having a copy available will make conversations

with your publisher easier in the future.

Speaking of which…

After you've published your work, you do still have some options for getting your copyright back.

One way is through the use of a rights reversion clause or termination clause in your contract.

Rights reversion clauses allow authors to get their copyright returned after a certain number of years,

if their book goes out of print, or if their publisher never actually publishes their work (it happens!).

An example of a rights reversion clause is shown on this page.

If you don't see any clauses like this one in your contract (and remember, the wording

may not be exactly the same), you may still be able to terminate your contract and retrieve your copyright.

If you can't find anything explicit in your publishing contract, you do have one final

option: talk to your publisher.

Publishers have a vested interest in keeping authors happy,

so depending on who you're working with, they may be willing to negotiate with you.

If your textbook or other published resource is now out of print, you will have better

leverage for getting your rights back.

Some publishers might require you to change the name of the open version of your work

to avoid any confusion between the two, but it can work out.

Talk to your publisher before you give up completely, and remember,

there's always an option out there for you to consider.

Thanks for watching!

Remember, I'm a librarian, not a lawyer.

If there's something I missed, please feel free to comment and let me know, and join

in the conversation if you'd like to see more content like this in the future!

For more infomation >> Author Rights: Copyright in Open Education #2 - Duration: 3:38.

-------------------------------------------

Teacher unions file lawsuit against Texas Education Agency - Duration: 1:49.

For more infomation >> Teacher unions file lawsuit against Texas Education Agency - Duration: 1:49.

-------------------------------------------

Inclusive Childhood Education in 60 Seconds - Duration: 1:07.

We are a project-based program and what that

means is we don't give tests, we give projects

We want to see if you can apply what you're learning

So it's not about knowing this or that vocab word

It's about how can you,

if you have real students in front of you

how do you apply what you're learning

You have two student teaching placements

One in an urban area and one in a suburban or rural area

We try to put you in those two placements

one so that you are in a diverse population

one so that you can understand the

different needs of different students

There is 100 hours of field work that students do

prior to student teaching, prior to graduating

They also do an internship which is worth 80 to 120 hours

So that's 220 hours, plus a

whole semester of student teaching

prior to going out and getting a job

So they have a lot of experience with lots

of different things: Teaching, management,

all of those things in the education field,

that really sets them up for success

For more infomation >> Inclusive Childhood Education in 60 Seconds - Duration: 1:07.

-------------------------------------------

Local group rallies support for Holocaust education bill - Duration: 1:32.

For more infomation >> Local group rallies support for Holocaust education bill - Duration: 1:32.

-------------------------------------------

Scientix | Future of STEM | #18 Svein Sjøberg, Professor in Science Education, Norway - Duration: 4:12.

For more infomation >> Scientix | Future of STEM | #18 Svein Sjøberg, Professor in Science Education, Norway - Duration: 4:12.

-------------------------------------------

Education Insights for India - Power BI Data Story - Duration: 4:54.

Education Insights report provides a high level view of the education quality in India

This report uses interactive Power BI visualizations to represent data effectively

This report uses survey data published by NAS and U-DISE

The table on the right shows the literacy rate of states

Overall literacy rate of India is 73.9% with population of 1.11 billion

Kerala has the highest literacy rate

Bihar and Rajasthan have lowest literacy rates

Let's sort the table by population

States with higher population have either average or low literacy rate

Let's check the Performance report

The Performance report shows the average scores (NAS) across states and districts

On hovering on a district, we can view additional data points such as total students, total teachers and average score.

Average score of students from Rajasthan is better than that of students from other states

This table provides a comparative analysis between average score and total students

Let's check the student score for the state of Bihar which has the lowest literacy rate

We can see the district that has low student score and high pupil-teacher ratio

This page shows consolidated data for a state collected from NAS and DISE survey

NAS performance is calculated by using the performance score of a subset of students

We can see the ratio of participants in the NAS survey across different classes

The visual shows the average score (in %) obtained by the students across classes and subjects

On hovering over the visual, we can see the detailed distribution of the scores obtained by the students for that class and subject

We can observe that the average score decreases as the class increases

We can see the distribution of average score by different classes and categories

We can see the distribution of NAS participants by category in the chart to the right

Now, let's evaluate why Darbhanga district has poor average performance

We can see the sample size used by NAS survey from the district

We can see that most of the students score below 75% in the district

We can evaluate the performance of students across different classes and subjects which led to poor performance  

We can check the performance of the students for a class across different categories We can infer that in case of class 3 students, students from rural areas and students from government schools need additional attention.

We can check areas in which students are performing well and where do they need additional attention to improve their overall scores