Auto news on Youtube Dec 3 2018

This week incoming Florida House Speaker Jose Oliva announced that Mount Dora Tea Party

darling Jennifer Sullivan will the new chair of the House Education Committee.

Sullivan, who was home-schooled, has zero experience as an educator, has never studied

or written about education policy.

And about those college credits she claimed to have earned when she was first elected

in 2014?

Not true, says the evangelical Christian college in question.

Oliva called Sullivan "a leader of the utmost integrity and fairness," who, of course,

continues lying about her own education, because she knows that's essential to being an education

leader.

Apparently, she apparently can't even answer questions from the press on her own.

The speaker's communications director claims Sullivan's "goals are to create a system

that is student centered by putting what's best for those same students first.

That starts by giving parents choice in the education of their children."

Translation: she plans on expanding the policy that hands over public assets to greedy corporations

with little to no accountability and — while they're at it — crushing the teachers

unions.

"Parents always have had the choice of homeschooling or enrolling their children in any private

school they desire — they still do.

No one is taking it away.

The issue is whether taxpayers should ante up for what usually is religious education."

Sullivan says "she hopes to expand funding for students who want to go to charter and

voucher schools," which means cutting even more funding to the schools the most vulnerable

children attend, "reward the best teachers with better pay," which means limiting teacher

pay to bonuses and other gimmicks that clearly are not working to recruit or retain the most

qualified teachers, "and look for ways to reduce administrative overhead in local districts."

Keep in mind, administrative costs in Florida school districts average around six percent.

None of these talking points is new.

This is exactly the same agenda that has left Florida 45th nationally in per pupil spending,

dead last in percentage of students funded at the state average, and put the state at

the epicenter of the movement dismantling public education, brick by brick.

And by the sound of it, they've only just begun.

For more infomation >> College dropout named next FL House education chair - Duration: 2:34.

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BPSTechnology Webinar - Episode 3: Computer Science Education Week - Duration: 12:04.

(upbeat music)

Hello, and welcome to BPSTechnology's

monthly webinars, episode three.

Computer Science Education Week.

November 28, 2018, 7:00 to 7:30.

My name is Nikolas Gonzales and I am accompanied

by Rhianon Gutierrez, Edward Considine, and Mark Pijanowski.

Thank you for attending.

Today's theme is "Hour of Code," yes, it's coming.

And, if you'd like to follow along

with this slide deck, we are at

bit.ly/bpscsed18webinar.

That's Boston Public Schools computer science education, 18 webinar.

And the link to our resource document,

because we're gonna be talking about some

computer science education resource documents

throughout the webinar tonight.

If you'd like to take a look at some of them,

or review them, or use them during your class during

Computer Science Education Week, which is Hour of Code week,

go to bit.ly/bpscsed18notes.

This webinar will address

five different frequently asked questions

about Computer Science Education Week and Hour of Code.

Just to not mix you up, Hour of Code and

Computer Science Education Week

are essentially the same thing.

So, don't mean to trip you up if I use two different terms.

We know it mostly as Hour of Code, but it's also called

Computer Science Education Week.

We're gonna be addressing five different questions

within this webinar that pertain to Hour of Code.

Five frequently asked questions.

And one of them is, "What is Hour of Code?"

What are we talking about here?

"And why should schools participate in it?"

Well, Hour of Code was started by Code.org in 2013.

And it's a one-hour introduction to computer science

that takes place during the

computer science-- Hour of Code.

Which is, this year is December 3rd through 9th.

During this week, we challenge our schools to provide

at least one hour of computer science.

Not just our schools, but every classroom.

One hour of computer science or coding,

lessons to all students to introduce them

to the field of computer science.

There's a lot of coding in schools now,

there's a lot of computer science in schools,

there are a lot of technology courses as well.

But this isn't limited to just them.

We want people from all backgrounds and content areas

to participate in this, because coding is essential.

And learning the language of computers,

coding or computer languages,

is really important for our students, because they are

entering a world that exists

that exists with computers everywhere.

They are involved in jobs and

all throughout professions now.

Even if your students already learned

computer science though, Computer Science Education Week

is a good opportunity to do something special

to bring new awareness to fields,

to computer science fields, and careers that are popping up.

Code.org also sponsors raffles for schools

who are participating Hour of Code.

This year they are awarding over 100 classrooms

with physical computing and robotics kits.

You can sign up at hourofcode.com/us.

So question number two. "How is BPSTechnology

supporting Hour of Code and

Computer Science Education Week?"

Hour of Code is a great opportunity for us to

highlight great work that our students in schools

are doing around computer science.

For the last three to four years, we've jumped

in percentages of schools participating from 60%, I believe,

to our last Hour of Code, which was well over 80%.

So, almost all schools in BPS participate in Hour of Code.

Again, it's a great opportunity to highlight

work that our students in our schools are doing

around computer science,

the growing field of computer science.

We host student contests every year

to celebrate Hour of Code.

This year, we have five categories:

Scratch Animation, Scratch Interactive,

Scratch Games, Physical Computing,

and anything goes.

Physical computing and anything coding--

Physical computing and anything coding are video entries

and are designed to be very broad

to accept entries from anyone.

Pre-K all the way to high school.

So, if you have no background

in computer science or technology,

these are the contests for you.

Anyone can do them, and all they do

is involve video.

Again, they're broad, and they're designed for

the technology newbie and the

non-computer science background teacher.

We also hold raffles for participating schools and teachers.

And encourage all classrooms to participate.

More details and specific instructions are at bit.ly/bpscoders.

Again, that's bit.ly/bpscoders.

So, on to question number three.

"What are some things schools have done

for the Hour of Code?"

Some schools do school-wide events, or parent events,

some schools bring in professionals to help the class,

or to speak to students about careers in computer science.

If you are already teaching computer science,

this might be a good time to have students do presentations,

or showcase their work.

But don't feel like you have to do something major.

Don't feel like you have to do a heavy lift.

Most schools facilitate Hour of Code activities

during the regular school day.

So, it's not something you have to do after school

or before school.

If you can find a way to build it

into your standard day, that's great.

That's fine, you're participating in Hour of Code.

You should register at bit.ly/bpscoders.

Get your school on the map, it's great.

Again, over 80% of our schools participated last year,

and it would be great to have you involved as well.

"I'm not a computer teacher, so should I still participate?"

Yes, and yes. Absolutely.

Computer science is not just for

computer technology teachers.

Hour of Code, the website, hourofcode.com,

has a lot of pre-made tutorials

that can be easily implemented by all teachers.

Even with no coding experience

or technology experience with computers.

You can even filter them by subjects.

It is very important for every student

to get exposure, so if your school

does not have a computer teacher,

or if your students don't have regular

computer or technology courses,

feel free to circle back with some of the teachers

that have done unplugged activities

for Hour of Code, because there are a lot out there.

Because the most important thing for Hour of Code

in learning how to code and learn how to program,

is not necessarily utilizing your computer

to do all the work for you.

There's actually a lot of thought that goes into it,

and computational thinking is one of the things

that we really want to promote at BPSTechnology,

because computational thinking allows you

to use the languages that are associated with coding

or associated with computers.

You don't necessarily need a computer

to teach computer science, and again,

a lot of computer science courses at the high school level,

and even at the middle school level,

even at the college level do not start using a computer

until sometimes the 2nd or 3rd week.

So, again, you don't need a computer

to teach computer science, and we really suggest

that you go to "csunplugged"

to find some computer science activities that you can do

without actually needing a computer.

"How do I teach csunplugged?"

So if you can take a look at

some of the printables that are there.

There's some really good activities.

So, go ahead and click on

Sorting Networks.

So, again this is a really good way to--

how computer networks work, and it's a great way to

show how routing and how switching works,

and how it goes from one place to the other,

and again, it's a really great way

to teach the ideas of networking

without actually having a computer in front of you.

Go to Pixel Painter.

So, for artists out there,

this is a great way to look at

the different ways pixels are used to make art,

and how they use images.

Don't necessarily need a computer for this, either.

You can create some, and you can show how

pixelation works with imagery,

and images for computers.

Question number five. "What can I do if I don't have access

to computers during my class?"

Yeah, we just through that right now.

Again, coding doesn't necessarily need computers.

There are many engaging unplugged activities.

We just went through a couple of them.

And again, you don't necessarily need to be

a computer teacher to teach computer science.

You can use these activities as well.

Now, let's take a look at some of our past projects

that we've done before.

Again, we've been doing this for about three years

here at BPSTechnology.

And we'll go back, I'll give them the bit.ly

to the website after, Rhianon, when we

show them some of our contests.

So here is our "Scratch Animate Your Name Challenge."

1st Place last year was Lucy Kimmel from Orchard Gardens.

It's loading the project. She made her name.

And Rhianon, if you can go to See Inside,

this is the Scratch coding that went into

making Lucy's project.

So again, Scratch is a very good way

to introduce coding and computer science to beginners.

Scratch works like Legos, and so you

plug blocks into each other, and you're able to

actually manipulate the graphical user interface on the left

using these coding blocks.

And, Rhianon, let's go to one more.

There we go.

This was Danny.

And, if you look inside, you can see

you can see some of the blocks that he used

to make his name, and you can see

Scratchy the cat in the middle.

So, these were the blocks that were used for--

that were used for his project.

And again, these all relate to real computer languages

such as Java and Python.

So, let's go ahead and go back to

the website for BPS coders for--

for Hour of Code this year.

Let's just scroll down and show them

some of the different challenges that we've had last year.

Again, these aren't the same challenges

that we're gonna have this year,

but these are some of the things

that we did in the past.

And again, Hour of Code is a very, very important event.

It's probably one of the largest

education events in the world,

because the entire world is doing it

during the same week.

And again, it's a pledge by all schools

throughout the world, internationally

to do at least one hour of code with their students.

If you're interested in Hour of Code

and finding out more about it,

please go to hourofcode.com to find out

some of the raffles that are being sponsored

by hourofcode.com.

And please, if you're interested in doing this,

don't forget to register at bit.ly/bpscoders.

There's a place to register your school,

and you'll show up on the map,

and you'll be recognized by BPS Computer Science,

here at BPS Tech.

If you have any questions whatsoever about this,

and you wanna get involved, please email us,

Nick Gonzales or Haruna Hosokawa

at bpscomputerscience@bostonpublicschools.org.

This is Nick Gonzales signing off.

Thank you so much for watching,

and have a good time coding.

And have a great time doing your

Hour of Code at your school.

Thank you so much, and again, if you have any questions,

please contact us at

bpscomputerscience@bostonpublicschools.org.

(upbeat music)

For more infomation >> BPSTechnology Webinar - Episode 3: Computer Science Education Week - Duration: 12:04.

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Children's Orchard - How can we cultivate a new education? - Duration: 11:28.

You always have to grow,

You have to learn constantly,

You have to always be on the search, on the run

Without ever listening at what is happening inside you.

This endless growth is breaking the fundamental law of nature:

The circles.

My father was traveling, to various places in Greece,

Searching for place to start his family.

They found a place they loved, here, among the mountains

It was empty, rocky field, entirely empty

It only had one tree and a house.

And there they started their life with us.

In the beginning, there was nothing outside

But one day my father threw a hose outside

and water started to run.

And we made rivers, changing its direction..

We built lakes and dams,

We played with "playmobiles" in these lakes,

We were finding endless games to play..

So that was our first inspiration, playing games in nature.

When we were 18, we started question with Samantha, what is this thing?

Imagine having a school..

similar to the way we grew up, before we went to school.

And that idea was a bit vague, beautiful to think about,

but I didn't know if it ever would become reality.

Then, at a point when we were all studying in different parts of the world.

Something happened to our family,

Our dad got sick.

We all came back the same day to help,

And all the family got back together through this really difficult event.

When this ended, we realized that nothing is forever...

That life doesn't last forever...

And all these vague ideas are nice

but at some point they have to be put in practice

This difficult year gave us a tremendous boost,

And we said: "we are coming back and we were doing it now."

"We" refers to Samantha and I, the oldest siblings

The youngest one, Angeliki, was still studying back then,

So we came back with the aim of putting this idea into practice.

We are at the "Children's Orchard",

a practical workshop in Panagitsa,

located at the base of Mountain Vorra,

a bit north of Edessa.

This is a trail of about 800m on mountain Vorra.

I study bears..

So I come here almost everyday..

and I search for animal tracks

and animal feces!

When I first came,

I doubt that young kids knew that these animals exist here,

That it was possible to see them even!

At the beginning, children didn't know what to do,

it was very strange to them.

Strange that these animals exist in the mountains,

that they feed here, regularly roaming through the fields..

I really like this idea of making workshops,

That every person can teach something

to a child or a young person,

Teach something that he or she likes personally..

That's more generally our educational method

To do what we like to do

And for the children to get involved if they like it.

And practically the least that children earn from that,

is to learn <i>how to learn</i>, how to look at nature..

"Hey Children, wait!"

The Children's Orchard is not a (regular) school.

At first we were calling it school,

because we didn't know how else to call it

But if you ask children about school,

their response is that it is boring

That's what they express,

when we ask them their opinion about what they do there

That they don't know what to say, indicates

that they might not understand why all this is happening

They are shocked by all the knowledge directed to them.

For me it's 50/50.

Meaning that children should learn things

that they can apply using their brain

But also apply them using their hands.

So that children connect life with school.

This is for me what is missing from school

It's like its outside of real life.

With the guys here we have an excellent cooperation

because many of their activities are able to support our programs

Children's Orchard operates also as a social infrastructure for this place.

it's not just for keeping kids busy,

or a place for creative occupation, as the ones we are used to.

It offers a lot at the local community.

The truth is that the work that is being done here is amazing!

Really advanced in educational standards

regarding Greece's standards, not just local ones

and the kids of Panagitsa are very lucky

living within this environment.

I understand that for the kids, this is a bit strange..

And they often ask

"why did you left Athens and came here?"

They are trying to understand what is going on with me!

I always reply that some people like to live in the city,

Others like to live in a village,

but that it is always good to experience both

and the opposite of what you're used to live

to be able to choose.

There are a lot of initiatives now,

in regions outside of Athens but also in Athens

with parents and teachers trying something different.

They see that education, as it is now, has nothing to offer..

and that it simply stresses children too much,

without them being happy nor learning something.

What we are trying to do at the Children's Orchard

is to become an example

that will inspire others to start something similar.

There is not a single answer,

because each classroom, each place has different needs

and the teacher needs to be alert and present,

so (s)he can respond accordingly

The way we began was very simple,

Two people, a lot of work

and an empty space.

We took the risk,

because we had already difficult personal experiences

so not having money, was never an issue that brought us fear.

We don't ask for tuition fees from the children,

Every week they bring some pocket money,

they go to the grocery store and buy the ingredients,

For each week's cooking lessons.

Our orchard..

is actually an example for the kids on how this model operates,

Its a building that has a plant nursery around

It gives birth to new plants, for the bigger circle

a big field where we put plants from the nursery.

There is also the processing which will take place there.

And all this comes back here at the "school"

whatever surplus is left we trade it.

but also the children are learning crafts

relative with the local area they live.

I believe that in due time each of us is going to have a minimum wage.

What we really want to do,

is to be able to work with our passion

And to build each of our workshops as nice as we can,

so the kids can visit them.

Through all the things we do, I think we are helping them to see

the different choices that they have

In relation to what they can learn

but also regarding how they want to live

Seen from the outside, it's not always obvious

what children get here

because they won't leave holding a "Disney" toy or other things

But they will leave with joy.

When I see that in children, I understand what we are doing.

We did what made sense.

What happened to us was entirely natural

We grew up in a way that was very free

in relation to nature and the village

And we simply repeat this with the children here.

The child is already a teacher and knows about many things

And you just have to catch their rhythm,

A circle and not a straight line.

For more infomation >> Children's Orchard - How can we cultivate a new education? - Duration: 11:28.

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NCF 2005 & education policies FULL Detail part 2 - Duration: 37:31.

For more infomation >> NCF 2005 & education policies FULL Detail part 2 - Duration: 37:31.

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Escuela Ceiba - Alternative education in León, Nicaragua - Duration: 1:04.

Every child has an incredible mind,

full of endless imagination

and wild creativity.

At Escuela Ceiba, we believe in a child's natural capacity for learning,

Through play and laughter,

movement and stillness.

Through building a loving community

and celebrating diversity.

Through getting closer to nature,

and seeing with our own eyes.

Through exploring the world around us,

with curiosity and questions.

Our teachers use methods such as Montessori,

which respect each child's rhythm of learning,

encourage creativity

and engage critical thinking.

At Escuela Ceiba, education is about walking alongside children

on their path to discovery

and helping them fulfill their potential,

and of course, having fun!

For more infomation >> Escuela Ceiba - Alternative education in León, Nicaragua - Duration: 1:04.

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Lindsey L'Ecuyer acceptance speech - MassBioEd Champions of BioTech Education - Duration: 8:35.

Good evening and thank you so much for your warm welcome.

My name is Lindsey L'Ecuyer

and I'm an 11 year veteran of teaching from Andover High School.

First let me say what a privilege it is to be here today

along with Takeda and Udit from Millipore Sigma

to celebrate MassBioEd's advocacy for,

and support of, biotechnology education.

Your contributions are a testament

to what can be accomplished

when a group of people are motivated by a common goal.

Thank you so much for inviting me to be a part of it.

All right. So it's 6:00 a.m. on a Sunday morning...

Sun's just come up...

... gotten up early to have some time to myself

(I have a five-year-old )

so this means catching up on work

answering some emails ...

I'm at the kitchen table with my coffee and my fuzzy slippers,

and I open my laptop and begin researching

an upcoming MassBioEd professional development workshop.

I sip my coffee, skim the teacher instructions ...

"Purchase salmon sperm DNA from Fisher Scientific," says the PDF!

"It comes freeze-dried and looks like a wad of cotton"

I've been teaching with MassBioEd for 10 years and this was a new one!

"This is an easy, substitution," they insisted,

"and in the freezer will have an indefinite shelf life."

I'm sure you're dying to know -

this was part of a lab for biology students to test the different kinds of compounds

found in living things.

And like so much curriculum that MassBio Ed develops,

it had been carefully crafted to allow for student designs within the investigation.

This opportunity for choice is exactly what helps to inspire students in our

science classes and offering student ownership of labs is equally exciting

for teachers. I mean really - our biology department had a great time attending

the workshop at the end of September so that we could learn fully about the

usefulness of salmon sperm DNA in the classroom.

(And it was free!!)

So I'd like you to think back:

do you remember a time that propelled you from the classroom to

an interest and even a career in science?

Take a moment to think of your favorite class -

maybe a science class, maybe a different subject,

and think about what happened in that class

I'm willing to bet there was no salmon sperm DNA.

But: there's probably a certain project that stands out or some other

opportunity that you had to take ownership of your learning.

[ I didn't know they were going to do this but....] This is what inspired me to become a science teacher.

So I'd like to recognize someone in the room 22 years ago

who helped to introduce me and how this feels as a student.

So Rino Beninati has been teaching for - 38 years, I think you said today?

and I continue to return to his classroom each year

and find myself inspired by the energy he creates in his classes.

He's seen into differentiating as a way of engaging students like he

did at the science fair project that I had to do for him

which is one of those projects I will always remember

One way Rino does this is by individually encouraging students

to investigate something that *they're* interested in,

and that supports scaffolding of these student-led projects

in which each becomes appropriately challenging in their own way.

You have to think about middle school.

Middle school classrooms are unleveled and this is no easy task.

And yet he always finds a way to give the kids at the top something to chew on

without leaving the strugglers behind.

So Rino, thank you so much for being here, and for teaching me the value

teaching me the value of being engaged in science.

[Applause]

Similarly, this is where MassBioEd shines:

developing opportunities for teachers

to facilitate student choice and innovation in the sciences.

MassBioEd does a tremendous job

of providing the professional development curriculum

and materials that are FREE for schools and are needed to help engage students in thinking creatively.

More often than not we're preparing them for jobs that don't even exist yet.

And it wouldn't be possible without your creative and financial support.

So I'd like to walk you through an example of what this looks like in my classroom.

One of my students' favorite investigations supported by MassBioEd

involves kids testing their own DNA for a gene that affects their taste

of a bitter compound called PTC.

The lab starts with students using toothpicks

to scrape off their own cheek cells - this is awkward, they're not making eye contact -

so that they can extract their own DNA,

continues with several days of skilled lab work,

hopefully leading to clear analysis of which versions of the gene students have

and whether that matches their actual perceptions of bitterness.

Kids love it - even in situations where they don't really know what happened -

because each individual student has

developed the skills to process their own DNA!

and the influence of MassBioEd here is complex but sustainable,

starting with basic training for lab equipment

and extending beyond the classroom

to career exploration and internships.

MassBioEd's impact starts at the ground level with professional development

for how to teach students how to use the equipment,

how to teach students to use a PCR machine,

to make copies of the gene - without contaminating it! -

how to teach students to correctly measure one microliter, or 1/1000 of a milliliter,

of a restriction enzyme from New England Biolabs into their test tube

because otherwise the experiment won't work,

and MassBioEd has funded equipment for this and so many other labs

including a shiny high-speed centrifuge as well as reagents for mini PCR

when we were having trouble obtaining results.

Students' persistent effort and engagement throughout this lengthy process

analyzing their own genes, despite some inconclusive results along the way,,

demonstrates the resiliency they develop through the MassBioEd curriculum.

It was clear that they had gained an appreciation for slow scientific processes,

without always needing that Eureka moment.

Several students even came back months later who were interested in optimizing the experiment

as part of a senior independent research project.

To be sure, this is one of my favorite impacts of the organization -

to be able to illuminate the pathway from the classroom to careers.

MassBioEd, as you know, funds career exploration days at local sites

such as Millipore Sigma and Takeda, which you've heard from tonight,

among so many others of you.

By paying for buses, substitute teachers and meals for students for the day,

students have the opportunity to see the life sciences in action, developing a better appreciation

for the hands-on processes inherent in biological engineering.

Perhaps they start to visualize themselves in these future goals.

Students frequently return to teachers to ask us for recommendations for summer internships

in the life sciences at UNH, BU, Tufts among so many others

(of course which we are thrilled to write).

There's someone else here with us tonight who plays an integral role in this:

Dr. Steve Sanborn is our K through 12 science program coordinator in Andover public schools.

I just mentioned student enthusiasm for

internships and career exploration days and their interest here is because of an

important cycle that MassBioEd promotes, again because of your creative and financial support:

It's easier for wonderful administrative leaders like Steve to support teachers' participation

in MassBioEd professional development.

One of my favorite things about working with Steve

is that he is especially skilled in his ability to nudge teachers

to take risks and explore new innovative curriculum

by successfully supporting participation in meaningful professional development like BioTeach

he is able to increase the confidence, morale and energy of our department,

which simultaneously increases the engagement of our students.

Steve's encouragement to be innovative is contagious

and that increasing engagement means I want to sign up for more workshops

and when teachers take Steve's advice, he's eager to encourage attendance at more workshops

and the cycle continues.

So thank you, Steve, for your endless nurturing of our science program in Andover schools;

for being a leader who says yes as much as possible,

promoting our participation in the MassBioEd programs,

and of course for joining us here tonight.

[Applause]

Over the last generation estimates show that the average per pupil expenditure

has decreased by almost 20%.

And what that difference often looks like in the classroom

is more of the so-called "cost-effective" labs that are teacher-directed, cookbook-style,

and generally leave students wanting for ownership.

Your support of MassBioEd helps make up for this in a very real way

in our classrooms, in an after school science club I run and through new workshops

that always offer something unexpected.

And you'll have to trust me that this that goes beyond the salmon sperm DNA

But the workshops are always very impactful.

So in short, genetics is advancing at such an accelerated rate

that we have to teach kids to be innovative

even before all the necessary knowledge or capabilities exist to implement their ideas.

MassBioEd helps us provide them with opportunities to fail and be innovative as part of the science process

and to help them be momentarily okay with not knowing where this is going.

Imagine if we could all think this way a little more - what possibilities may exist.

So thank you for your support of MassBioEd and allowing teachers like me

the opportunity to provide these valuable opportunities for our students.

Your contributions today are strengthening the innovative adults of tomorrow.

Thank you.

[Applause]

These are very hard acts to follow, right?

You know, we talked a lot about the BioTeach....

For more infomation >> Lindsey L'Ecuyer acceptance speech - MassBioEd Champions of BioTech Education - Duration: 8:35.

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One problem with our educational system: GRADES - Duration: 2:42.

Dear Society, I'm just a normal 18 year old college freshman but here's the

thing.The one thing that I've struggled with this semester was getting good

grades. And my standards for good grades was chasing after that 4.0 GPA. For so

long I struggled to understand why I wasn't getting the grades that I wanted

even though I put in hours to study for three quizzes and tests. And I'd still I get

B's. yeah I never got higher than a B on most assignments and tests.

And it took me while to realize this: grades aren't everything! They're not!

They're not everything! And the thing about it, you know, society, you

perpetuate this idea that you know grades are the single most determining

factor when it comes to good education. and you know this is seen when you know you're

striving to get the good say SAT scores or a ACT scores or getting the highest

possible GPA. You know I feel like this is a...I feel like this is a flaw in our educational system.

While there are many flaws in our educational system, I feel like this is one of the biggest flaws. You know, and

in it's been my struggle for sure. You know, where I am coming from, I graduated high school as valedictorian. That's not me bragging, that's just me saying that I know how it feels to strive for perfection. it took me four and a half years,

all of high school first semester of college to realize that

learning the material is the single most important thing. More than anything. And if you

enjoy what you learn, eventually the grade will work itself in

college, in high school, or whatever. If you just care more about learning work itself out so yeah it took me a while to realize that.

yeah that's just my biggest message.You know always open your mind be

focused on learning and yeah that's all I wanted to say thank you so much for

listening and have a nice day

For more infomation >> One problem with our educational system: GRADES - Duration: 2:42.

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Diabetes Management and Education III - Duration: 1:59.

Meet Eva

a 35 year old housewife

who has diabetes.

Her HbA1c results have not improved even after taking her medication as prescribed

Here is how the healthcare provider encourages Eva

to use self-monitoring of blood glucose or SMBG to identify the reasons of her out-of-target HbA1c level.

The first step to interpreting SMBG results is to have sufficient and timely readings

After instructing Eva to self-monitor her blood glucose

A follow-up was arranged to assess Eva's SMBG information after two weeks

The second step is to identify worrisome hypoglycaemic events

At the follow-up meeting, Eva's logbook showed that she had a hypoglycaemic event on Monday, after lunch

This was discussed with Eva who revealed that this happened after cleaning the house

The third step is to assess the SMBG average and variability

Eva's average blood glucose reading is not worrisome

However, her blood glucose readings after lunch meals, and specifically during weekends are high

This is when Eva eats bigger portions of food when eating out with friends and family

After interpreting Eva's SMBG data

the healthcare provider focused on glucose management to prevent hypoglycaemia after physical activity

And hyperglycaemia after social dining

Good diabetes management can improve outcomes in people with diabetes

Diabetes educators play an important role in helping patients improve their lives

To find out how you can become a diabetes educator, click on the link provided