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My name is Vigneshwar

I'm a data scientist by the day

I work a lot on machine learning algorithms

That's what I do for my living,

that's what my work is.

I got connected with Curiosity Machine and their team members

and they were like,

"Hey, you should teach AI to people."

And, AI is what I do!

And it sounded really cool for me,

and I do believe that

people are not well educated with what AI can do

They see it as a black box that they're not really familiar with.

This whole program for me

is like a way to go ahead and

teach those people that AI is a tool

that can make your life better.

We have children and families

from age between 8 and 15

and parents working in different fields

People who are not well versed with what AI can do.

One of the things that we're also trying

to teach and advocate is that

you need to learn continuously

There is nothing called knowledge and

you can just remain with it.

You need to continuously learn.

That is the most important thing

as a human that you need to do

So that's where programs like this really help.

When I'm part of these programs,

I get that kind of insight

Which is totally super-valuable to me

I would not get that sitting in my office

in front of my computer

So that's one great takeaway to me.

We're able to see the fruits right now

People do go back to their house

They're building new, new things.

Every day I get some kind of

new videos and new pictures about

the same challenge, done a different way.

There's this kid named Ashish

who is like this very silent chap

he sits in one corner of the room

but very productive

He listens to things in a very careful manner

He asks whatever his doubts are

They're very relevant

The entire family comes

So, there's this grandfather

and the father

they all come together.

The grandfather's always curious about

what the child does.

His father keeps helping him around.

Ashish first made a warrior's shield.

Then a cleaning vehicle to remove garbage

then a walking robot.

He made many things like this.

Without any reservations, when he is involved in this, I am happy.

I believe the family is giving him a space

back in his house to experiment on these things

and is motivating him.

His father put together a Youtube page

where he's sharing all his experiments and things

The education system is very expensive in India.

Nowadays, everything is very expensive.

Not all children have acces to

standardized education here.

Compared to what they teach me in school,

this is more useful to me.

The self-driving car project was difficult,

but it was also interesting.

At the start, we didn't know what AI is.

We thought it would be very tough.

But slowly, I got interested in it because

whatever we are studying theoretically, we are doing it practically.

Because of doing projects like this,

his mind is fully concentrated.

He is constantly thinking about the

modifications and advancements in it.

It is very useful for society.

After coming here, I want to invent more and more new things.

I want to invent new things that are helpful to society.

For more infomation >> 21st Century Education: AI Family Challenge in Coimbatore, India - Duration: 4:40.

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Education Matters - Duration: 4:11.

For more infomation >> Education Matters - Duration: 4:11.

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The Progressive History of Public Education - Duration: 10:05.

Hide your golden calfs because I'm coming after a sacred cow today.

We're looking at the progressive history of public education.

Let's do it.

Thanks for watching No King But Christ.

I'm Adam Graham.

I have to admit that, until recently, I had never looked in depth into the history of

public education in America.

As with so many other institutions that we are familiar with and that have existed as

long as we can remember, we often take them for granted as having always been the way

they are.

But that's almost never actually the case and public education is no exception.

The state of publicly funded and run education has a long progressive tradition that extends

right to the founding era so let's take a look at how it's changed since then.

English and Early Colonial Public Education

Throughout many of the American colonies, education was the duty of the parent, as was

the English tradition.

The only public schools that existed, where they existed, were for the benefit of the

poor.

The major exception, as in many cases in American political history, was in New England.

In 1642, the Massachusetts Bay colony enacted a compulsory literacy law, breaking with the

English tradition.

It soon followed in 1647 with legislation requiring larger settlements to ordain the

hiring of teachers or founding of grammar schools.

The rationale undergirding these laws seems to have been a Puritan/Calvinist emphasis

on literacy for the proper reading of scripture and while to many Christians their motives

will seem pure and well meaning the implication throughout is also one of ensuring a Calvinist

perspective over others.

This bears itself out in some of the prevailing conditions wherein it was passed.

For instance, the Plymouth colony, an older and more religiously tolerant colony, did

not pass similar compulsory education laws.

As well, the Massachusetts Bay colony required attendance to a Congregational church and

only church members, of which membership was heavily restricted and regulated, could vote

in state elections.

This spirit and legislative tradition began to spread to Connecticut and other New England

states.

As religious diversity grew in New England, groups like the Quakers were discriminated

against and even forbidden from establishing schools.

Compulsory Education: Modern Slavery

In true Puritan fashion, Massachusetts once again led the charge in the furthering of

force in education.

In 1780, it granted legislative authority to enforce compulsory school attendance and

in 1789 that compulsion was enacted into law.

Connecticut also enacted similar legislation in 1842.

And throughout the 19th century, Massachusetts continued to up the ante against truancy,

to the extent of mandatory jailing of habitually truant children, and steadily extended educational

age and school year terms.

But though the Puritan underpinnings of public education began in New England, by 1850, all

states in the Union had a network of public schools.

The continuation of compulsory education also tracked behind New England but by 1900, almost

every state had some form of compulsory attendance.

It is my particular focus in this video to review the history of American public education

and not to disect too deeply the philosophical issues that undergird it.

But I can imagine that many will find the notion of compulsory education laws largely

unoffensive.

Suffice it to say that the notion that a child can be forced, and their parents along with

them, to pursue education that they do not desire at the subjective decision of another

is certainly not a liberal idea and a rather un-American one that was resisted elsewhere

in the Union until the end of the 19th century.

It is here that we see the influence of what is referred to as the "Prussian model".

Those familiar with many of the programs that mar American history in the early 20th century

will be familiar with the great influence which Prussian society had on the early progressives.

The Prussian model for education included compulsory attendance, permitted private schooling

only in the case that government school committee requirements were met, and established truant

schools to which truant children would be sent and possibly committed to by the courts.

The Educationist Movement

It may be noted that some well revered founding fathers like Thomas Jefferson supported some

form of publically funded education, at the very least for the poor.

Their reasoning was often that a literate and educated public was more likely to function

well within a republican form of government.

But from the very beginning of the Union, one can trace a line of succession of influential

figures who wished to use education not only to create good citizens but to inculcate their

preferred perspective on religion, authority, and the state.

One early and prescient example is that of Archibald Murphey, regarded as the founding

father of the North Carolina school system.

As early as 1816, his system envisioned that:

"all children will be taught in them...in these schools the precepts of morality and

religion should be inculcated, and habits of subordination and obedience be formed....

The state, in the warmth of her solicitude for their welfare, must take charge of those

children, and place them in school where their minds can be enlightened and their hearts

can be trained to virtue."

This mentality, previously noted as being particularly strong in New England, is an

early example of the way that progressivism has migrated and continues to migrate from

power centers to the other states, with large migrations of New Englanders emigrating to

the south and west starting in the 1820's.

This influence quickly gave rise to a group of influential education advocates known as

the Educationists.

Among their ranks were such well known names as Horace Mann, Calvin Stowe, Caleb Mills,

Samuel Lewis, and Henry Barnard.

Throughout the 19th century, their goals were to establish journals and publications meant

to influence education policy and teacher's schools and many of them successfully gained

political positions as heads of the public school boards in their states.

Their vision of the future of public education was firmly rooted in Communist ideals of forced

egalitarianism and the Prussian ideals of uniformity of language, compulsory attendance,

and anti-truant regulation.

This is also the origination of eventual removal of neutrality within the classroom in regards

to controversial material.

We are often told that because of the nature of public funding for public schools, educators

must not favor one viewpoint over another.

And as long as education was not compulsory, this neutrality was highly influential in

gaining voluntary attendance by otherwise wary parents.

But with the late nineteenth century adoption of compulsory attendance, this neutrality

no longer served a market purpose and was steadily shed, as many critics of public education

today can attest to.

Education: The Conservative Blind Spot

Among the many institutions of American civic life that progressive politics has left a

lasting impression on, education ranks near the top.

Many landmark changes in the traditional practices found in schools can be found in common refrains

from many conservatives who remember a farer time.

From the prohibition of corporal punishment, the removal of prayer, the Scopes Trial and

other similar cases of conflict regarding evolution and creationism as part of public

school curriculum, to the more current disagreements regarding sex education, standardized testing

and Common Core, many conservatives will easily find something not to like about the state

of public education today.

And yet, despite these various objections and intrusions into the preferences of so

many parents and educators, the proposed solutions are rarely ever the obvious: the drastic transition

out of publicly funded education.

A thriving marketplace full of educational options that span the gamut of consumer and

parental preferences would completely eliminate the incessant nationalization, standardization,

and politicalization of education in America.

And the increased range of choices would introduce completely new and competitive forces into

the educational landscape that would change the face of the education industry for the

better.

But education remains America's civic religion and the conflicts around public education

reveal the progressive streak in both political parties.

As strong a sentiment as the progressive desire may be for the universal removal of the teaching

of creationism from the science classroom, so strong is the similar desire for the universal

inclusion of such curriculum.

Partisans from both sides believe so strongly that their approach is necessary for future

generations that they cannot allow dissent from their desired policy, with the effective

outcome being that neither can ever truly realize their preference!

The Bottom Line As long as the state retains control of such

a fundamental aspect of society as the education of its youth, and so long as the direction

of that education is democratized, education will remain a source of conflict between communities,

to the benefit of politicians everywhere and to the detriment of students.

Be sure to like and share this video and let us know in the comments below what your education

was like or how you've decided to educate your children.

And don't forget to subscribe and follow No King But Christ to make sure you never

miss a video.

Now, if you'll excuse me, I think it's about time for my daughter's homeschool

reading lesson.

Thanks for watching.

For more infomation >> The Progressive History of Public Education - Duration: 10:05.

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Introduction World Education - Duration: 1:42.

For more infomation >> Introduction World Education - Duration: 1:42.

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W.Va. Teachers Call For Statewide Strike Over Education Bill - Duration: 0:31.

For more infomation >> W.Va. Teachers Call For Statewide Strike Over Education Bill - Duration: 0:31.

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Interprofessional Education Disabilities Event 2019 (Final) - Duration: 16:08.

Howard Zlamal here.

I'm a part-time faculty for Arizona LEND.

LEND stands for Leadership and Education for Neuraldevelopmental Disabilities.

So I present on autism spectrum disorders.

That's one of my specialties.

I'll describe what I have more as a syndrome or

condition because I don't feel that it disables me

from too many things.

Maybe a bit of socializing but I feel like I'm...

that I'm able to close the deficits there.

At least quite a bit.

So I would say that it's a condition or a syndrome.

Medically, I don't consider it that much of a difference,

medically, except maybe just a little

different wiring in my brain. Um, and, also

I don't feel, at least at this point,

that it really affects my health.

Asperger's Syndrome - I don't think... I don't think

that they use that term as as much anymore.

Because they just mention it like as a,

as a very mild case of autism.

Um, I think in some ways is handling large crowds

because I never know where I'm supposed

to go or not supposed to go.

I feel I have gotten better about that over the years

but it still can be kind of difficult.

Or, who to trust, who not to trust.

Or when to stand my ground,

when to actually trust the person.

It's a little tough and I mean very tough I would say.

Also, recognizing nonverbal cues.

I'm still, I'm still working on that quite a bit.

I remember having a car accident in 2014

and there were several things.

But the thing that stood out to me the most

was I was in the ambulance,

and it was after a head-on collision.

And the guy in the ambulance and the

paramedics said it was a veh...single vehicle crash,

and I was like looking at him

like, "it was two vehicles you idiot" .

He didn't like what I just said. He was like,

"I corrected myself over the radio, thank you."

I mean I was just so mad.

My hands were all tied down and everything and

and I didn't want to be arrogant.

I remember that day just being very angry

and I know the doctors and everybody were helping me.

I didn't like being in that hospital.

I just wanted to get out of there

as quickly as I darn well could.

But basically, if the doctors and the officers

were all to come together to talk about me,

they probably would have noticed me as angry

maybe even slightly arrogant.

And he (my doctor) watches every single thing

about me. "Howard, your cholesterol is a little too high;

lose some weight."

You know things like that. So I know he cares.

I thank my lucky stars that I've had

no significant hospital stays.

Because I know there are good nurses and

I know there are bad nurses.

So, luckily I haven't had any

significant set of issues with any nurses.

Thank you! Bye now.

My name is Curby Sickmon.

I am a special education teacher at

Accelerated Learning Laboratories.

I, uh, require...uh, sorry.

I acquired a brain injury November 16, 2006.

And, I was in a coma for like three and a half weeks.

And when I woke up I had to relearn

how to swallow water, swallow food,

wipe my butt, do my hair,

take care of myself.

I had to relearn all that.

And, so, I thought I would apply those

since like double kind of life skills,

I thought I would take my secondary knowledge

of these life skills and

apply them to special education.

So I was my class president.

So I was always real involved with

the special education world.

And then my coma happened

and then instantly I became

a member of special education.

But it's okay because, I mean,

in a matter of three months,

the Class President goes from being

the Class President to a guy being followed by

a para-professional,

listening to headphones, and "oh yeah!"

to a Traumatic Brain Injury case, so.

The relearning of the skills

and re-, retraining myself to find...

because my brain, I'm not...

I don't think I'm on the same path, and I...

And I got all my interests and everything

are totally different now

than they used to be.

Not bad, just difficult for me,

and out there there was

there's been a series of times I've had

to go to rehabilitation clinics and...

There was this one time, um...

this rehab center over in California that,

I mean, they did wonders for me.

I came so far from

having been at that place, but I, uh,

But they ... my insurance stopped paying

and I was making such good progress, and...

especially now I look back at like

my recovery and that's where

a big, uh, like a big catapult happening

as far as like getting where

I could take care of myself.

My, my doctor from day one

for my traumatic brain injury,

Dr. Sydney Rice that's been...

full-fledged, uh, like a,

I'm not religious, but

like a guardian angel.

She's looked after to make sure that

I've been taken care of throughout this whole process.

I'm not one of those people and

I'm not gonna say like, "No, it's ability," because

I know that my thinking is not the sa...

I'm not saying it's bad.

I'm saying it's right, good, wrong.

Disability is not disabled.

It's...it just means you just

got different means to get stuff done.

Thanks

Matt Randle. Uh, I'm an attorney

here in Tucson Arizona.

I own and run my own law firm,

primarily family law.

I served in the United States Army

for just under 5 years on a 4-year contract.

I fought in Iraq during the invasion in 2003.

I was actually a combat medic.

I got to do significantly more

under the license of the doctor I practiced under

than a paramedic might normally, etc.

As a result of my service and and some of the struggles,

I have been diagnosed by the VA

as Disabled 40%,

but primarily my diagnosis is post-traumatic stress disorder

with a sort of a comorbid or sub diagnoses of

depression and anxiety.

And there are now over 2 million individuals

that have deployed and fought in Iraq

and Afghanistan since 2001.

Folks are surviving things that

they would have never survived before.

You're gonna get this big diaspora,

a bubble pop,

because of our continued conflicts.

And so I think the students are going to

in their careers be dealing with

us and these things far more.

You wouldn't necessarily,

in the stereotypical observation,

presume that I am disabled in any manner.

Much of my, when you say challenges

in the medical system, on the front end,

are or have been accessing care timely .

I'm going to give you an example that

I went to a gastro appointment,

and the doctors' staff didn't let me know

that they were running over an hour behind.

Because my PTSD is related to

practicing medicine, my anxiety is exacerbated

when in a medical setting.

The longer I waited with no answer, the more that grew.

I know my body. I know my affects.

I know what's going on for me, good or bad,

better than anybody.

I have had treating physicians or psychiatric care folks

that want to tell me what's going on for me,

and that's incredibly frustrating

and the feeling of dismissiveness is... is not enjoyable.

My wife is regularly with me at my appointments

because I don't often recognize

when I'm having challenges or my mood

and affect is starting to shift,

and she is able to provide insight

as to what her and the family are seeing, uh,

if I'm having trouble explaining or seeing it.

And, seeing her input as an equal and

acknowledging her presence, and, uh,

particularly in the veterans' world

her being treated as "just my spouse" --

boy, that makes things worse.

I identify with the word disabled

because the VA calls me

"Service-connected Disabled Veteran at 40%".

But on the back end I would say my

disability doesn't prevent me

from putting input in my care.

And so, there is a dichotomy in that,

but ultimately the short version is

the VA makes me call myself disabled.

I grew up on a farm in Iowa

and when I was 16 years old

I was unloading a trailer

with a bunch of plywood

and I unstrapped a bunch of plywood,

and it fell on top of me and

gave me a C3 spinal cord injury.

So I'm paralyzed from the shoulders down.

I have no feeling or movement below my shoulders.

You can't really see but shrugging my shoulders

is the lowest muscle that I can move.

After I was hurt I was in ICU for about 3 weeks.

And, then I went to Craig Hospital,

which is in Denver, Colorado,

for about four months to do rehab.

And while I was in rehab

I learned all the skills I needed

to learn to live life with a spinal cord injury.

From managing my tracheostomy and ventilator,

to managing my super pubic catheter

to dealing with wheelchair equipment

and other medical equipment.

And navigating the health insurance industrial complex,

and all the other parts of

dealing with, you know, with

the healthcare system and

living with a spinal cord injury.

They reimbursed about $3,000 out of $27,000.

But they basically said,

"we don't ... we're not gonna pay;

it's not a medical necessity;

we didn't have proof that it was...

your old chair was broken and,

you know, excuse after excuse.

So, that's one of the terrible stories

of the health care system.

I just tried to continue my life as planned,

as much as I could,

while living with a spinal cord injury.

So I went to Iowa State University

for about 2 years, and

studied computer engineering, and

finished law school in '08.

I practiced disability law in

Los Angeles for about 9 years.

We have...we opened a small meditation studio, and

my wife is also a mental health therapist.

So we're trying to start a little small business,

and just see what else we can do in the world.

We have a 2-1/2 year old daughter

and so that was another reason

to move was to have an easier,

simpler life in Arizona.

I do identify as person with a disability, and

I am proud of it and own it. I, uh...

It's kind of like, uh,

other people and other discriminated groups

that have decided to, you know,

reclaim the power of their identity

and reclaim their group.

Hello, I'm Delynn. I'm deaf from a deaf family,

which means that my parents are deaf, and

I'm actually the fifth generation

of coming from a deaf family.

I have three daughters one is deaf and two are hearing.

I was actually quite surprised when

my daughter was born hearing.

At first I didn't really know how to handle it.

But we were great and I am now actually

the grandmother of two deaf grandchildren.

Currently I work as a certified deaf interpreter,

here in the Tucson area.

And I will travel throughout the state to do my work,

depending on needs.

I work in various settings.

Sometimes in the health care settings.

Also mental health. Legal courthouse settings.

I also work in jails and prisons.

Part of my work takes me to ASDB, the deaf school here in town.

And I also work with the University of Arizona.

I interpret for different classes depending on the semester.

I absolutely love my work and I love seeing

communication access happen for both the

Deaf and hearing communities in the state.

It's s a two-way street.

The challenges that I have faced so far

working with the healthcare system are varied.

Sometimes when I call the doctor's office to make

an appointment for myself, they will tell me that I need

to bring my own interpreter with me.

And then it takes a moment of education that

they are actually responsible for providing that

interpreter, and that is a protection under the

American with Disabilities Act.

So I take the time to explain that it's actually

their responsibility. And quite often they just don't know.

Another problem that I run into [is that] doctor offices

actually will not provide interpreters for me.

They tell me that I must find a doctor who will.

Again this is a violation of the ADA [Americans with Disabilities Act]

And having your patients, then, look around town for...

office...for doctors' offices who will provide

the interpreter, provide an interpreters, is discrimination.

Often I will call ahead of time to confirm that

my appointment has an interpreter, and

they will confirm it.

But once I arrive to the appointment,

they're actually not there. And so, then,

that means I am in the position of having to reschedule.

I don't see myself as disabled.

I am able to do whatever I please.

I can drive. I can marry, have children.

Go to school, attend university. Really anything.

The disability really comes into play

when hearing people who don't know how to sign

can't communicate with me.

They're the ones that need the interpreters.

thank you very much.

For more infomation >> Interprofessional Education Disabilities Event 2019 (Final) - Duration: 16:08.

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Education - Duration: 0:54.

For more infomation >> Education - Duration: 0:54.

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Centre Co. Middle School may see innovative changes in education programs - Duration: 2:05.

For more infomation >> Centre Co. Middle School may see innovative changes in education programs - Duration: 2:05.

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Marion County educators react to postponement of vote on Senate Education Bill - Duration: 0:42.

For more infomation >> Marion County educators react to postponement of vote on Senate Education Bill - Duration: 0:42.

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West Virginia Teachers Strike; Defeat Education Reform Bill - Duration: 2:23.

For more infomation >> West Virginia Teachers Strike; Defeat Education Reform Bill - Duration: 2:23.

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Iowa education bill brings $3.3 billion in state funding - Duration: 0:19.

For more infomation >> Iowa education bill brings $3.3 billion in state funding - Duration: 0:19.

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Jill Terrien elevates nursing education and practice - Duration: 2:33.

[MUSIC PLAYING]

I'm Jill Terrien.

And I'm an associate professor here

at University of Massachusetts Medical School Graduate

School of Nursing, and I'm the director of the nurse

practitioner programs.

I worked as a bedside nurse most of my career

and then became a nurse practitioner

in adult primary care.

Absolutely loved it.

And then, I started doing some teaching very part-time,

contract work here at the Graduate School of Nursing.

I then began to pursue my PhD in nursing.

And I went to a collaborative program, which

was UMass Worcester and UMass Amherst

and had a really great experience.

Then, I was really very much in love

with education and actually being

the person that could teach my students to become

nurse practitioners.

So I went very quickly from a clinical instructor

to actually the director of the program

and working with students and then getting really involved

in the interprofessional mission that we have here

at the campus.

Work with many medical school faculty,

most recently, Melissa Fischer on our opioid conscious curriculum

work over the last couple of years

to help fight the opioid crisis and starting with our students

as prescribers of opioids.

Our students in our graduate student nursing organization

and our Graduate Entry Pathway have really

put their placeholder with the medical students

and the biomedical science students here.

The other thing is, to circle back to some of the work

that our students do

in the Doctor of Nursing Practice program,

they work on scholarly projects.

And they do that over a year towards the end

of their program.

So they've been exposed to different clinical areas, work

on quality improvement projects.

It's also a give back to our community partners that

worked with our students in their clinical practicum year.

So that has been great.

Everybody can identify with a nurse.

Everybody knows what a nurse is.

A nurse is somebody that cares for them and helps them.

So I would say to those that maybe are in a profession

and feel stuck but think that they want to help people,

it's never too late to be a nurse.

We have a program for you.

[MUSIC PLAYING]

For more infomation >> Jill Terrien elevates nursing education and practice - Duration: 2:33.

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Education Learning For Kids Helps Young People Enjoy The Great Outdoors - Duration: 2:17.

For more infomation >> Education Learning For Kids Helps Young People Enjoy The Great Outdoors - Duration: 2:17.

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Democrats want answers from DeVos over handling of Education inspector general Politics - Duration: 2:17.

Democrats want answers from DeVos over handling of Education inspector general Politics

At issue is a January 3 letter the departments deputy secretary, Mitchell Zais, wrote to the Education Departments watchdog, which was cited by the Democrats and then released by the department.

Zais wrote that it was "disturbing" that the inspector general "appears to be responding to a Congressional request that is really a disagreement over policy and the merits of the Departments decision." Zais then asked acting inspector general Sandra Bruce to "reconsider any plan that it might have to review the Departments 2018 Decision and 2018 Recommendation," adding that if the office believes a review is "warranted" it should also examine the Obama administrations failure to consider significant evidence in its decision.

Liz Hill, an Education Department spokeswoman, called the claim "simply untrue."

"The Department of Education, under Secretary DeVoss leadership, would never seek to undermine the independence of the Inspector General," Hill said. "For anyone to insinuate otherwise is doing so with no basis in fact and purely for political gain."

Hill added that the discussions to appoint a new inspector general started when the previous one, Kathleen Tighe, announced her retirement in October 2018. She said that the departments choice, which has been reversed, was "made on the merits and intended to provide stable leadership."

In December, the Education Departments inspector general office said it would look into the matter regarding reinstating accrediting agency following a request from Democratic members of Congress. On January 30, the Trump administration moved to replace Bruce with Education Deputy General Counsel Philip Rosenfelt, who Hill called "a highly respected 48 year career civil servant." On February 1, the White House and the Education Department reversed their decision.

"As we learn more about this inappropriate appointment and surrounding events, we have become increasingly concerned by the Departments efforts to influence the independence of the OIG and that Offices critical work," wrote the Democratic members of Congress. "In particular, we are disturbed to learn that the decision to remove Acting Inspector General Bruce was preceded by demands from the Department that the OIG drop an investigation into Secretary DeVos reinstatement of the Accrediting Council for Independent Colleges and Schools ACICS or alternatively to focus the investigation on Department decisions during the Obama Administration."

Last year, the Trump administration reinstated the Accrediting Council for Independent Colleges and Schools, which reportedly approved around 240 colleges and dollar 4.7 billion in federal aid before the Obama administration moved to derecognize the national accreditor amid the collapse of major for profit colleges like Corinthian Colleges and ITT Technical Institute.

The letter to DeVos was sent by House Education and Labor Committee chairman Bobby Scott, Sen. Patty Murray, the top Democrat on the Senate Health, Education, Labor and Pensions committee, House Oversight Committee Chairman Elijah Cummings, Sen. Gary Peters of Michigan and Rep. Rosa DeLauro of Connecticut.

Appointing one of the departments top lawyers to be the person in charge of investigating the department for potential wrongdoing had raised concerns within the watchdogs office and on Capitol Hill.

A couple of weeks ago, Scott, DeLauro and Murray sent a letter requesting more information from the department about how the decision was made, which the Democrats reiterated on Tuesday.

For more infomation >> Democrats want answers from DeVos over handling of Education inspector general Politics - Duration: 2:17.

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Using the WWC: How One School District Uses Education Research for Improvement - Duration: 5:47.

Superintendents, district leaders, and other academic administrators need to know what

works in education.

And they need to know it quickly.

An investment of the Institute of Education Sciences at the U.S. Department of Education,

the What Works Clearinghouse, or WWC, is a resource that helps educators, administrators,

parents, and policymakers make evidence-based decisions.

For over a decade, the WWC has been a trusted source of evidence on education programs,

products, practices, and policies.

The WWC provides several resources to assist district leadership in making informed decisions.

At the Cleveland Metropolitan School District, the staff leverages WWC resources to create

reports that grade evidence-based programming used in schools within the district.

These reports help principals, district leaders, and other staff make informed decisions about

programming available in Cleveland.

So our report cards were developed in order to provide our principals with sort of an

easy-to-read and concise and yet thorough snapshot of information on the programs that

are available for purchase through their schools.

You can break the report card down into three sections.

The first section provides information on the program itself: who's the target audience,

what skills it teaches, various information along those lines.

The middle section, which is where the grades exist, consists of five subgrades averaging

up into one overall grade.

The first subgrade is an internal evaluation that we do at the district using rigorous

methods, much like the What Works Clearinghouse.

We do an analysis to determine whether or not the program made an impact for anyone

that used it.

The second grade is whether or not the program made an impact for those who use the program

a lot.

The third grade looks at external evidence from sources like the What Works Clearinghouse

and other rigorous studies online.

We look at the existing evidence and synthesize that.

And then the last two grades are based off feedback from principals on the ease of implementation

of the program and the impact of the program itself.

The final section consists of a comment section like "Yelp" reviews or Hotels.com was the

original inspiration of saying, "How do people feel about this program?"

And we take that feedback so principals can hear from each other in principals' words

what they think of the program itself.

We'll reference the report cards internally in central office if we're trying to learn

a little bit more about a program.

And the school staff will use the report cards during their design cycle, and if they are

looking to pick a new program, or if they want to allocate resources differently, or

decide whether or not to continue to allocate resources in a certain way, they will look

to the report cards for evidence about whether or not that is a good decision.

In addition to the report cards, academic superintendents at the Cleveland Metropolitan

School District use the WWC to provide resources to school principals they work with in the

field.

The most recent example of using the What Works Clearinghouse is using the most recently

released mathematics practice guide for grades 4 through 8.

I used it to guide a discussion with three of my principals around how we could support

mathematics instruction, specifically in the middle grades, where we're having some really

large difficulties.

So we really talked about how we could support teachers in planning, so that they were really

intentional about how they modeled for their students the specific standards that we wanted

them to achieve.

And then talked to them about how they can plan the practice that the students need to

do so that they can become masterful in that particular content area.

And then how we design assessments that align with our state test as well as providing space

for students to show what they know in a more extended fashion.

So that particular practice guide was really helpful as we were talking about how we can

support our teachers.

My colleagues and I often discuss What Works Clearinghouse in terms of the resources that

support our students.

It's a good way for us to use data and to use research-based practices.

We really want to focus on what works for our particular students.

One of the things that I like about it, and I think my colleagues like about it, is the

fact that it does differentiate as to whether or not a resource is suitable for students

with special needs, if it's suitable for diverse populations, if it's suitable for students

with low SES in some cases.

And it really provides us that support so that we don't have to go hunting to find the

research to show whether or not a particular program or a particular strategy would work

for our students.

We hope these examples are helpful for districts as they think about how they can use the WWC.

Our goal is to provide educators, administrators, parents, and policymakers the information

they need to answer the question, "What works in education?"

For more information, please visit us at whatworks.ed.gov.

For more infomation >> Using the WWC: How One School District Uses Education Research for Improvement - Duration: 5:47.

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Biography of Thabo Mbeki,Origin,Education,Achievements,Net Worth,Family,Wive - Duration: 5:00.

Hello, welcome to Biogreat Tv, if you're new here please subscribe and turn on the notification

so you don't miss our next video.

Biography of Thabo Mbeki

Thabo Mbeki is the second South African president in the Post- Apartheid regime.

His tenure in office was known for achieving economic growth of 4.5% per year and creating

employment in the middle class of the economy.

Thabo Mbeki was born on 18th of June, 1942 to the family of Epainette and Govan Mbeki.

Thabo Mbeki was born in to activism and politics as his father was a strong member of the A.N.C

Together with his other siblings, four of them, were raised in Mbewuleni, Cape Province,

Union of South Africa.

Thabo Mbeki started his primary school in Idutywa but finished at Butterworth and his

secondary education was at Lovedale, Alice.

Being an activist and a political loyalist at such a tender age didn't come without

a price.

He was expelled in 1959 because he joined the students strikes and was forced to go

continue schooling at home.

So at home, he took matriculation at St. John's High School, Umtata.

The following year, he completed an A- level examinations at Johannesburg, became an external

student with the University of London and graduated with a degree in Economics.

During the time of his schooling, African National Congress {A.N.C} party was banned

but Mbeki and others were involved in its underground activities.

In 1961, Mbeki's leadership qualities were already in shape as he was elected secretary

of the African Student's Association.

It was that same year he met Nelson Mandela who advised him to leave the country to study

because his life was in danger, for his political affiliation, he took to the advice and went

to London.

In London he worked for the Communist Party Leader Yusuf Dadoo at the ANC office in London

taking part in many protests and lost one of his teeth during one of the protests when

a policeman attacked him.

Mbeki later went for one year military training in the Lenin International school in Moscow

in 1969.

In the early 70's he became a force to be reckoned in ANC because of his great contributions

to the party's activities.

In 1990, Mbeki being a man of logic and a great negotiator advised instead of using

weapons to fight Apartheid, a method which had never worked, that the party look into

the ideology of negotiations rather than violence.

He believed that it was the only way to freedom.

It was that year that he returned from exile officially.

In 1993, Mbeki became more prominent in ANC and was elected as its chairman.

That same year, he spoke about the need to abolish, Apartheid, in the United States.

Nelson Mandela having worked with him and knowing his qualities made him his deputy,

when he became president in 1994.

After Nelson Mandela's retirement from office, there seemed to be no other person to fit

those shoes but Mbeki.

He was elected into office as South African's President in 1999 and won a second term in

2002.

One of his greatest attributes is being blunt.

He isn't one that will shy away from making his opinion known not minding the controversy

it might cause.

One of his views that caused controversy all over the world was the one on AIDS.

He played down scientific facts about AIDS, refusing to agree that AIDS was caused by

HIV but poverty, malnutrition and general illness.

He said that the expensive retroviral medicines being sold by the western world was not the

solution.

Mbeki's stance on AIDS caused about 3000 deaths as many people bought into that and

refused medicine.

Mbeki was the one who made it possible for South Africa to host the 2010 world cup.

He sought the help of other football nations of the world like Brazil and others to support

him, telling them that Africa is more than able to host the biggest event in the world.

He played a major part in resolving crisis in African countries like Rwanda, Burundi,

Ivory Coast and others and headed African Union at some point.

He resigned on the 21st of September, 2008 after a misunderstanding with the A.N.C leadership.

At the age of 16, in 1958, he had a son, Monwabise Kwanda, out of wedlock.

On November 23rd, 1974, , he married his sweet heart in London, Zanele Dlamini.

In 1981, his son Kwanda and his youngest brother mysteriously disappeared, although they were

said to have been killed by Apartheid agents.

Thabo Mbeki loves Jazz and Classical music.

If he wasn't a politician he probably might have been a good musician

His net worth is about 10 million US dollars making him one of the richest South Africans

politicians.

What's your take on Mbeki's's contribution to South African politics?

Let's know in the comment section.

Will it be ridiculous to subscribe to our channel?

If no,

please like this video, share and subscribe to our channel.

For more infomation >> Biography of Thabo Mbeki,Origin,Education,Achievements,Net Worth,Family,Wive - Duration: 5:00.

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Education Matters - Duration: 1:35.

For more infomation >> Education Matters - Duration: 1:35.

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Fair Go Friday - Amanda Rishworth, Early Childhood Education - Duration: 1:38.

it's fair go Friday and this fair go Friday I'm joined by Amanda Rishworth

Labor's Shadow Minister for early childhood education and Amanda's going

to talk to us how 3191 three and four year olds in the electorate of Perth are going

to benefit from Labor's groundbreaking investment in early childhood education

well thank you Patrick look labor has a excellent plan to

deliver preschool in the two years before school to children this is about

giving our youngest citizens the best start to life ensuring that they're able

to be prepared for school ready for school and importantly get the

psychological and social and cognitive benefits that comes with early education

of course what our plan will do will extend at preschool and Kindies and lock

that funding in permanently so that children for years to come will benefit

of course also we're going to extend the subsidy for children for three-year-olds

this is a really important policy it's been backed in by the experts it's been

backed in by centres has been backed in by families this was about giving children

the best start to life getting them prepared for school and giving them

every chance to succeed thanks Amanda early childhood education is one of the

best investments our government can make it's great for our economy it's great

for the development of young people that's great to build a fairer Australia

that's a really important part of Bill Shorten and Labor's plan to deliver a

fair go for all Australians

For more infomation >> Fair Go Friday - Amanda Rishworth, Early Childhood Education - Duration: 1:38.

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Chaotic education funding - Duration: 5:05.

and I call the member for Perth Thank You Deputy Speaker any parent shouldn't

be able to expect stable predictable funding for their school sadly there is

complete chaos when it comes to the coalition's approach to funding chaos

the complex field of mathematical study now known as chaos theory was founded on

the work of Edward Lorenz at MIT he wrote some 55 years ago

a passionate educator passionate sharer of knowledge a paper called

deterministic non periodic flow many in this house would know that better today

as the butterfly effect I raised this because chaos theory is the only way

that you can properly describe the coalition's approach to school funding

the fluttering wings in the Liberal Party have led to chaos when it comes to

school funding chaos that has caused Co AG cancellation the Prime Minister

promised on the 26th of August that he would he said we've got work to do but

we're restoring stability tell that to a state premier or a territory Chief

Minister yeah no stability in their program no stability of when they're

going to meet for COAG no stability at all deputy speaker this debate is

important to my community it's important to me as the son of two West Australian

teachers my father was a principal for many years he proudly led lanced halt

school which is now led by another Great West Australian educator one of my

former teachers Catherine Netherwood leading a school is a tough but

rewarding job you'd think at least that the government wouldn't make it any

harder that give you a little bit of certainty a little bit of stability to

let educators do what they do best I know that my father stressed about his

school budget the need to ensure the stability of the school's finances

because also schools aren't just providers of Education particularly

those in the independent and Catholic sector are direct employers when a

school doesn't have secured funding the teachers do not have secured work it's

just another way that when you don't provide that stability of funding when

you leave when you have a chaotic schools policy you are disrespecting

teachers you're disrespecting people like my mum and my dad teachers work in

chaotic environments but the chaos they're used to is handling a classroom

of 30 children or teenagers it requires strength of character but they shouldn't

have to also worry about whether their schools don't have enough money to

resource their school the following year I also want to acknowledge that it's not

just government's that fund schools parents citizens and parents and Friends

organizations do amazing work finding that extra thousand dollars here and

there to grow schools capacity to deliver for the students so for many of

those schools it might be the canteen is the financial powerhouse of that parents

and citizens or parents and Friends so I take the opportunity to give a shout out

today in this place to the staff and volunteers of school canteens across the

country providing stability more stability than we see in this place for

the funding of their schools and we talk about stability it's odd that we'd see

the king of chaos after known as the member for Warringah appointed a special

envoy for Indigenous Affairs one of the things that the special envoy has said

is that he wants to increase indigenous attendance at remote schools

he correctly advised that he did also say that he was gonna do that as Prime

Minister although to use that former Prime Minister's own words he was are

rudely interrupted the concern I have is that this is the same gentleman who said

that living in Aboriginal communities was a quote lifestyle choice not worthy

of taxpayer funding this is deeply concerning and has been point out in this

place already we've had three education ministers three prime ministers all sort

of contributing to this general sense of complete chaos but when it comes to

indigenous education there are some bright spots I'm pleased that labour has

taken the lead it's worth remembering as people have reminded that it was labour

that set the principle of a student resource standard an initiative

researched by David Gonski implemented by Prime Minister Julia Gillard to fund

schools and students according to need one of those was to place indigenous

students as a key funding driver because this is how we deliver on

our aspiration for indigenous Australians today I attended the launch

of a report of Labor's the report of Labor's First Nations women's Policy

Forum helping amplify the voice of First Nations women to the Labor Party into

the Parliament of Australia I want to commend the work that Senator sue Lyons

the deputy president of the Senate has done in this space and we're not

surprised anyone there one of the most important things that those women raised

was the need for certainty of funding for their schools to help kids achieve

all that they can and that's what I'm gonna I'm gonna support them 100% of the

way thank you

For more infomation >> Chaotic education funding - Duration: 5:05.

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Democrats want answers from DeVos over handling of Education inspector general Politics - Duration: 2:12.

Democrats want answers from DeVos over handling of Education inspector general Politics

At issue is a January 3 letter the departments deputy secretary, Mitchell Zais, wrote to the Education Departments watchdog, which was cited by the Democrats and then released by the department.

Zais wrote that it was "disturbing" that the inspector general "appears to be responding to a Congressional request that is really a disagreement over policy and the merits of the Departments decision." Zais then asked acting inspector general Sandra Bruce to "reconsider any plan that it might have to review the Departments 2018 Decision and 2018 Recommendation," adding that if the office believes a review is "warranted" it should also examine the Obama administrations failure to consider significant evidence in its decision.

Liz Hill, an Education Department spokeswoman, called the claim "simply untrue."

"The Department of Education, under Secretary DeVoss leadership, would never seek to undermine the independence of the Inspector General," Hill said. "For anyone to insinuate otherwise is doing so with no basis in fact and purely for political gain."

Hill added that the discussions to appoint a new inspector general started when the previous one, Kathleen Tighe, announced her retirement in October 2018. She said that the departments choice, which has been reversed, was "made on the merits and intended to provide stable leadership."

In December, the Education Departments inspector general office said it would look into the matter regarding reinstating accrediting agency following a request from Democratic members of Congress. On January 30, the Trump administration moved to replace Bruce with Education Deputy General Counsel Philip Rosenfelt, who Hill called "a highly respected 48 year career civil servant." On February 1, the White House and the Education Department reversed their decision.

"As we learn more about this inappropriate appointment and surrounding events, we have become increasingly concerned by the Departments efforts to influence the independence of the OIG and that Offices critical work," wrote the Democratic members of Congress. "In particular, we are disturbed to learn that the decision to remove Acting Inspector General Bruce was preceded by demands from the Department that the OIG drop an investigation into Secretary DeVos reinstatement of the Accrediting Council for Independent Colleges and Schools ACICS or alternatively to focus the investigation on Department decisions during the Obama Administration."

Last year, the Trump administration reinstated the Accrediting Council for Independent Colleges and Schools, which reportedly approved around 240 colleges and dollar 4.7 billion in federal aid before the Obama administration moved to derecognize the national accreditor amid the collapse of major for profit colleges like Corinthian Colleges and ITT Technical Institute.

The letter to DeVos was sent by House Education and Labor Committee chairman Bobby Scott, Sen. Patty Murray, the top Democrat on the Senate Health, Education, Labor and Pensions committee, House Oversight Committee Chairman Elijah Cummings, Sen. Gary Peters of Michigan and Rep. Rosa DeLauro of Connecticut.

Appointing one of the departments top lawyers to be the person in charge of investigating the department for potential wrongdoing had raised concerns within the watchdogs office and on Capitol Hill.

A couple of weeks ago, Scott, DeLauro and Murray sent a letter requesting more information from the department about how the decision was made, which the Democrats reiterated on Tuesday.