Posts Tagged ‘EDUCATION…’

Highly respected and capable teachers, virtually no standardized tests and a strong social safety next help explain why Finland consistently rates among the best public education systems in the world. Hasan Piker of Pop Crunch breaks it down.



How do YOU think we can create a better future of learning. Go here and share your thoughts on the topic!

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BOOK REFERENCES. If you are interested in learning more on the subject I would suggest a few books to get started

1) Weapons of Mass Instruction by John Taylor Gatto
2) Creative Schools by Ken Robinson
3) I Love Learning; I Hate School by Susan D Blum
4) The One World SchoolHouse by Salman Khan

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First, it is important to understand that Special Education services are meant to help your child succeed as a student and as an individual. Hopefully it is no surprise when your child is referred for Special Education Services. This referral can come from you, the teacher or anyone else who works with your child. Once your child is suspected of having a disability or believed to require extra services, a referral is placed.

What is a referral? Paperwork is submitted to a team called the CSE or Committee on Special Education. Generally the team consists of teachers, the school psychologist and other people who work with your child. What you may or may not know, the most valuable member of the CSE is the parent. After all, you know your child best!

Once the referral is received, the student is evaluated. Different members of the CSE meet with your child and evaluate through observations, and various assessments. It is important to note, that this can NOT happen without your consent. Usually, the initial evaluation includes: a physical examination, psychological assessments, social/emotional history, observation of your child in their classroom and any other appropriate assessment. This could also include speech and/or language, behavior evaluation etc.

Once the evaluation has been completed, a CSE meeting will be scheduled. It is important that the parent be present and is aware of their rights. At the CSE meeting, the results of the evaluation will be discussed and recommendations will be made. If you disagree with the results, you have the right to request that an outside agency evaluate your child, at the expense of the school district.

If your child is eligible to receive special education services, the Committee must select a disability category that is most appropriate for your child. Again, if you disagree with the committee, you have the right to seek mediation.

Once your child is deemed eligible to receive services, the committee will be responsible for developing an IEP or Individual Education Plan for your child. When creating your child’s plan, their strengths and needs will be taken into consideration. The IEP will document goals that your child will attempt to meet with the support of special education services. The IEP will also indicate where the services will take place. It is important to note that Special Education services are based on a spectrum that ranges from the least restrictive environment or LRE to the most restrictive environment.

Once the IEP has been implemented, you should receive written progress reports documenting how your child is progressing with their goals. Once a year, the CSE will meet to review the IEP. Every three years, a reevaluation will take place, similar to the initial referral to CSE to determine if your child still requires the support of Special Education services.

Hopefully this has “unpacked” the special education process for you.

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Article 26: The Right to Education

You need to put your health first yet so many of us will leave our health at the bottom of the priority list, leaving it unattended until it gets to late and we fall into ill health.

We seem to take health for granted and that makes us feel invincible up to the point that our health fails and then we look at our health. This attitude is clearly wrong and it is up to you to take preventative action with your health and this will not only make you feel better and more energetic, you will also have your body literally thanking you and add years to your life.

The western culture, in particular the US and the UK are getting fatter and becoming overweight and obese. As a result of this more people are trying to slim down and lose some weight but the problem here is a lot of people are not trying to lose weight for the right reasons. Losing weight should be because you want to do it for yourself and not for any other reason such as your boyfriend / husband wants you to lose weight. The motivation needs to come from within for you to successfully lose and keep off the weight. How many times do people lose several pounds in weight only to put it back on within a few months.

It really is important that you “love yourself” before you decide to embark on losing the weight. Irrespective of your size now you must have the self belief and confidence in yourself that you not only look and feel good now but you are going to look and feel great after you start your new lifestyle choice, yes lifestyle choice and not a diet. It is so important that you incorporate your healthy living lifestyle into a way of life rather then having the mentality of doing a diet otherwise you are unfortunately more likely to fail. 

Good luck in your lifestyle change and well done to making the decision to change.

Richard has been writing health related articles now for 4 years.  He not only specialises in health but he also has a website on skin fungus that looks into athletes foot cures to help people remove these horrible infections.

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(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.

Hasan A. Yahya , a writer from Palestine

In this article we describe the situation in research, science  and technology. Arab countries have some of the lowest levels of research funding in the world. R&D [research and development] expenditure as a percentage of GDP was a mere 0.4 for the Arab world in 1996, compared to 1.26 in 1995 for Cuba, 2.35 in 1994 for Israel, and 2.9 for Japan.

Science and technology output is quantifiable and measurable in terms of the number of scientific papers per unit of population. The average output of the Arab world per million inhabitants is roughly 2 per cent of that of an industrialized country. While Arab scientific output more than doubled from 11 papers per million in 1985 to 26 papers per million in 1995, China’s output increased eleven-fold from one paper per million inhabitants in 1981 to 11 papers per million in 1995. The Republic of Korea increased its output from 6 to 144 papers per million inhabitants over the same period. India’s output, by contrast, barely changed over the period 1981-1995: its output increased from 17 publications per million inhabitants in 1981 to 19 per million in 1995.

In 1981, China was producing half the output of the Arab world; by 1987, its output had equaled that of Arab countries; it now produces double their output. In 1981, the Republic of Korea was producing 10 percent of the output of the Arab world; in 1995, it almost equaled its output. On a per capita basis, the output of the Arab world is within the range of the top R&D-producing group in the developing world: Brazil, China, and India.

Technological development is rather weak in the Arab countries. This is evidenced by the relative position of Arab countries on the UNDP technology achievement index (TAI), which referred to the late 1990s. The TAI could be calculated for only five Arab countries: Algeria, Egypt, Sudan, Syria, and Tunisia—another indication of the poverty of data on knowledge acquisition in Arab countries.

None of these were classified as “leaders,” a category that included countries such as Israel and the Republic of Korea. Sudan was classified as “marginalized,” while the other four Arab countries were classified as “dynamic adopters,” in the same category as Brazil.

In spite of significant internal variability and compared to leaders in the world, Arab countries in general clearly lag behind in technology creation (measured by patents granted to residents) and diffusion of recent innovations (measured by the share of high- and medium-technology exports in total goods exports). On the other hand, Arab countries fared relatively better on diffusion of old innovations (measured by telephone lines relative to population).

Benefiting from research and technological output depends critically on a robust system of national and international linkages among practitioners. Brazil, China, and the Republic of Korea have established system linkages and policies in order to benefit from their national knowledge base. They have adopted technology policies that have enabled them to sustain a high rate of growth combined with a high rate of technology acquisition.

By contrast, the connectivity of Arab scientists within the Arab world is poor at the national and regional levels. The connectivity of individual Arab scientists with international science is better simply because international relations in science provide the means for cooperation. Many of the significant technology-rich industries in the Arab world have been parachuted in as “black boxes” via international consulting and engineering development organizations (CEDOs). However, these installations are not linked to local or regional CEDOs and R&D organizations. Until such connectivity is established, such installations cannot contribute to the scientific and technological development of the Arab world.

During the past 30 years, there has been a massive transformation of industrial firms in OECD countries; outsourcing and subcontracting have contributed to breaking down the vertically integrated firm. Integration has instead taken the form of joining a global web of technological expertise; meanwhile, out-sourcing has promoted the transfer of technology to Asian and Latin American subcontractors along with the transfer of employment from high-cost to low-cost countries. A number of Asian countries in particular have successfully secured a considerable share of subcontracting from major transnational corporations. This contributed to the formation of the celebrated Asian Tigers and others, such as Indonesia, Malaysia, and Thailand. Few Arab countries have benefited from the globalization of outsourcing. (736 words)


– Khaled al-Maeena, “A Report which Should Open Arab Eyes,” Arab News, July 5, 2002.

– Rima Khalaf Hunaidi, quoted in a U.N. press release, “U.N. Human Development Report Finds Arab Countries Lagging Behind,” July 3, 2002.


– Sal-ama A. Salama, “Facing Up to Unpleasant Facts,” Al-Ahram Weekly, July 11-17, 2002.

– Thomas L. Friedman, “Arabs at the Crossroads,” The New York Times, July 3, 2002.

– Robert Fisk, “UN Highlights Uncomfortable Truths for Arab World,” The Independent, July 3, 2002.

– Victor Davis Hanson, “A Ray of Arab Candor,” City Journal (Online), July 3, 2002, at

– Al-Jazeerah English

– BBC Arabic Reports

Professor, Dr. Hasan A. Yahya is an Arab American writer, scholar, and professor of Sociology lives in the United States of America,  originally from Palestine. He graduated from Michigan State University with  2 Ph.d degrees. He published 55 books plus (40 Arabic and 15 English), and 250 plus articles on sociology, religion, psychology, politics, poetry, and short stories. Philosophically, his writings concern logic, justice and human rights worldwide. Dr. Yahya is the author of Crescentologism: The Moon Theory,  and  Islam Finds its Way, on Amazon. He’s an expert on Race Relations, Arab and Islamic cultures, he is also, interested in religion, world affairs and  global strategic planning for justice and human rights.

Character education is a term which is often heard and everyone claims to know what this term means. But in actual terms there are not so many people who have a clear understanding of this very important phrase. To comprehend this term, let’s begin with the term character. What is character? A character is the reflection of ones personality. Your traits, your habits, what you do, what you say, the way you walk, talk, eat, deal with people all comprises your character and personality.

Character education is, as defined by Lickona, “the deliberate, proactive effort to develop good character in kids—or, more simply, to teach children right from wrong. It assumes that right and wrong do exist, that there are objective moral standards that transcend individual choice—standards like respect, responsibility, honesty, and fairness—and that we should teach these directly to young people.”

In simpler words, character education means teaching good moral values, giving a concept of right and wrong, good and evil. Providing character education to kids includes all kind of your interaction with them, it’s in the way you talk to them, the behaviors you exhibit, the actions you encourage etc. In your every kind of dealing with the kids, no matter who you are, you are always contributing towards building their characters.

A common perception is that a child starts the education when he/she goes to school. But it is not correct. In fact the education begins from home. They are the parents and the family that contribute the most towards building up the child’s character. All parents want their children to posses an excellent character, with all positive traits in them. This is not an easy task. It imposes a lot of responsibility on the part of the parents. It’s their duty to filter their child’s activities so that it leads to his positive character building. Here comes a conflict of opinion. Some parents tend to adopt the system of rewards and penalties to bring their children to the correct path. But this act is not so effective because the kids should themselves be able to discriminate between right and wrong so that in the long run, even under pressurized circumstances, they should be able to take fair decisions on their own.

After the parents and family, next two most influential factors are teachers and school environment. The school authorities are responsible to include direct teaching of character education under school curriculum. Students visualize their teachers as role models. Therefore the teachers can play a very significant role in the character building of their students. Teaching emerges from one’s inwardness, for better or worse like any truly human activity. Being a good teacher does not only mean to have a complete grasp over your subject but it also demands be morally fair too in your dealings and talks. In a more formal way, one can say that good teaching comes from good people. Education does not only include teaching the curriculum and the technical stuff. But it also means to deliver good moral values to their students and if delivered in a correct way, this leads to the positive character building of the student. There should be regular seminars, conferences and character education programs conducted for the teachers by the school authorities, telling them how to indulge into positive character education of the students and also enlightening them with the fact that they hold very imperative position in the character building of their students. This will develop a sense of responsibility in teachers and they will feel themselves liable for the character building of their students. Effective character education is not which is only practiced by teachers but also it must be modeled by all other adults in the school with whom the student interacts like faculty, bus drivers, cafeteria workers, maintenance staff etc.

For providing proper character education it is very important to know the basic building blocks of a good character. Some of the attributes which are of foremost importance in building a good character are justice, self discipline and control, gratitude, wisdom, integrity, humanity, fortitude, hard work, love and positive attitude.

Media and books are also very important means of character education. Reading stories with a good moral generally inspires children, young boys and girls. Watching TV programs that deliver a lesson can also be very helpful in this regard.

Character educating no doubt holds the same importance in life as the normal technical education. Therefore this part should not be ignored and one should contribute to the maximum in positive character building of the people for whom he/she is liable for.

Author is very keen to write on educational issues. In his view character education holds a significant position along with the academic education. He writes articles related to all issues related to educational sector including character education resources and programs.

Before we take a look into the different methods that can be implemented to prevent teenage pregnancy let’s see what facts does a recent study reveals. The particular research looks into certain facts that teacher, counselors, parents and even the school administrators should be aware of:

* Even though the teen pregnancy rate has shown a decline in the United States over the past decade, the rate is still significantly higher than that of other industrialized countries.
* Each year, between the ages of 15 to 19 years, over half a million teenagers gives birth in the United States.
* The incidence of teenage pregnancy is seen more among poor young women of color in the United States.
* Children who are born to such teen mothers are more likely to have been abused.
* During their pregnancy period they are more likely to be physically abused than adult women.
* The United States Government spends over $ 7 billion each year towards expenses related to teenage pregnancy.
* Only 30 – 35% of teen mothers continue to complete their High School education.

Now, let’s take a look at how Public schools can adopt the four methodologies outlined in the Character Education curriculum to prevent teenage pregnancies. Public schools do play a crucial role in implementing Character Education as they serve more than 60 million children in this country.

1. All schools should uphold the value of self-esteem and academic success which in turn will help in reducing the possibility of immoral behavior among teenagers.

2. By applying Character Education programs that include support, recreation, counseling and tutoring, high-risk behaviors before teen pregnancy can be substantially brought down.

3. Character education should also include programs and activities aimed at positive youth development. Youth development activities and programs should be built around these three important topics – Connectedness, Self assurance and Character.

* Through Connectedness Character education instills a state of security, close association with others and a sense that they belong to a specific group.
* Topics on Self assurance help teenagers to have high self-worth, and feeling of control on their life.
* Through teaching the value of Character a teenager feels competent enough to attain their career of choice and a satisfying relationship with their family, peers and others.

Character education not only should the incidence of teenage pregnancy but also should promote student achievement. All schools need to set high principles and values for all their students and should embrace proper evaluation and testing strategies to implement effective character education curriculum.

4. Teachers, counselors, school administrators and parents need to work mutually to share a common vision about character education curriculum that is more effective in order to impart in all students.

Academic instruction isn’t the only responsibility teachers have in today’s classrooms. More and more, teachers are being called on to teach students about values … things like making good decisions, the showing of respect, taking responsibility, choosing friends, and having a positive attitude.  It’s a responsibility that could be overwhelming, considering the limited hours available in a school day, the number of kids in the classroom, and the diversity of backgrounds and personalities each child represents.

Character Education by Just Do The Right Thing” is a practical and powerful tool that equips educators to tackle values training with confidence.

By: Francis David

Francis helps parents, administrators and teachers learn about Character Education and how the Just Do The Right Thing Program can help kids of all levels find success both in and outside the Classroom.