Stephanie Brantz has been a sports and events presenter for the ABC since 2010, following stints at both SBS?TV and Channel 9. She presents ABC TV?s summer of sport?as well as network events including the Australian of the Year and the Gallipoli dawn service on Anzac Day.??Stephanie is mother to three children ? Patrick, 18, Lewis, 13; and daughter Lindsay, 11 ? and she spends a lot of time monitoring their interests and finding out safe ways for them to participate in the online world. Stephanie is an ambassador for the Interactive Games and Entertainment Association.
When talking about internet safety, specifically in the area of online games, I always come across different opinions from parents about how to tackle the issue with their kids. Keeping your kids away from harassment or harmful and explicit content that might occur during online video games is a difficult and necessary task for parents.? Some parents choose to sit back and ignore the matter, others stop their children from using the internet altogether ? can there be a happy medium between the two? I believe so.
We all want our kids to learn about their online rights and responsibilities. Like most parents, I am very busy and, as much as I am a multi-tasker, I cannot constantly be hovering over the computer screen 24/7 watching what my kids are up to. With Safer Internet Day? around the corner, it is a timely reminder for us parents to help our children find a balance between enjoying online video games while being safe. As a veteran in this space, I thought I?d share a few simple (yet hard-learnt) tips you can use to monitor your kids and help them navigate the online world safely.
Tips #1 ? KEEP THEM CLOSE
My eldest son often downloads games that are not appropriate for my younger son or daughter to play. I keep the computer and other devices in our lounge room which is close to the kitchen and the other common areas in our house. This allows my husband and I to be close to the devices and see what they are playing, as much as possible. You would be amazed at how much a bit of parental proximity can stop the kids from doing inappropriate stuff on the computer!? Having parental controls set appropriately acts as a second line of defence here.
Tip #2 ? LAY DOWN THE LAW
I?ve found it really helpful to draw up a set of rules to demonstrate what acceptable online behaviour is, and what is not. ?For example, if you wouldn?t say it to someone when you are face to face with them, don?t say it in an online environment.? If you wouldn?t reveal your private details to a stranger in person, don?t reveal them online.
I also like the ?Grandma Rule? ? if you wouldn?t like Grandma to read it, don?t write it! This rule also works wonders in other social media environments.
Tip #3? SUPPORT ROLE
Although it?s hard at times, we must learn to be a supportive and positive parent, one that listens and takes on board their children?s feelings about being online. Being a tyrant won?t get you anywhere ? as I?ve found out! Although you may not have all the answers, building trust around the issues they may encounter, such as cyberbullying, is your key to success. My kids know that if they do experience any kind of negative harassment in a gaming environment, they should let me know right away, and we can deal with it together. You would be surprised how many features exist to help users manage privacy and bullying ? from parental controls and privacy settings, to the ability to flag content as inappropriate or report individuals who are engaging in negative behavior. It is a good idea to familiarilise yourself with these settings where possible.
Tip #4 ? FANTASY NAMES
I?ve found that by ensuring your kids only use nicknames, usernames or gamer tags instead of their real names, this will help keep minimal personal information about them out on the World Wide Web.
Tip #5 ? KNOW THE TERRITORY
Finally, I make sure that I familiarise myself with the sites my kids visit and only allow them to play games from reputable sites. It only takes a bit of extra time but I conduct research, reading online reviews before consenting to my kids playing a certain game. Online video games can be highly educational and social for kids; you just need to make sure they are playing the most appropriate ones for their age and maturity level and that they are aware of both their rights and responsibilities when playing. The introduction of an R18+ classification this year is a suitable reminder that there are numerous online games that cater for young and old and it is important that your kids are playing the appropriately classified games.
You've got a big pot of oil on the stove, some chicken or fries to deep fry, but no clip-on thermometer to tell when the temperature is just right. No problem. Your wooden spoon can clue you in on when it's time to add your food.
In a great guide to fearless deep frying, Food 52 notes that if you insert a wooden spoon into the oil, the oil will bubble around the stick when it's ready for frying. (Alternatively, you can use a popcorn kernel, which will pop somewhere between 325 and 350 degrees Fahrenheit?a tip Lifehacker reader Faslane offered when we mentioned a similar trick with a grain of rice).
Check out the full article for lots more tips on frying?wisely and safely.
A Republican state senator in Missouri has proposed legislation that would make gun safety a mandatory part of the first-grade curriculum.
State Sen. Dan Brown (R-Rolla) told a Senate committee Tuesday that the course would teach first-graders what to do if they found a weapon, to prevent them from shooting themselves or someone else, the Associated Press reported. Brown's legislation specifies a curriculum -- which includes cartoons -- designed by the National Rifle Association. The legislation was filed a day before December's school shooting in Newtown, Conn., that left 20 children -- many of them first-graders -- dead.
"I hate mandates as much as anyone, but some concerns and conditions rise to the level of needing a mandate," the Associated Press reported Brown as saying.
Eli Yokley, the editor of PoliticMO.com, tweeted that Brown used a press conference on Wednesday to indicate that the legislation was not about a gun safety course, but rather "a gun safe course." PoliticMO.com noted that Brown said guns would not be brought into first-grade classrooms in order to demonstrate gun safety.
The legislation also includes training for teachers on handling a shooter who enters a school building.
Brown's legislation comes as legislators around the country grapple with a similar legislation. In Oklahoma, state Rep. Mark McCullough (R-Sapulpa) proposed legislation that would crosstrain teachers as reserve police officers to provide school security and allow them to carry guns. McCullough has said that the bill will make it easier for teachers to respond to incidents of mass murders.
In Montana, state Rep. Jerry O'Neil (R-Columbia Falls) introduced legislation that would make it easier for students to carry a gun into a school. Under O'Neil's plan, students cannot be disciplined if they store the gun in a locker, a locked car or with school officials during the school day. The Montana bill would also allow for students to bring guns to school when the gun is needed as part of the curriculum.
Christopher Smidt, right, thanks 12-year-old Daniel Higgins Jr. at a ceremony on Tuesday, Jan. 29, 2013, at City Hall in Yonkers, N.Y. Higgins was among those who rescued Smidt and his flight instructor after they crash-landed in the icy Hudson River Sunday evening. At center is Yonkers Mayor Michael Spano. (AP Photo/Jim Fitzgerald)
Christopher Smidt, right, thanks 12-year-old Daniel Higgins Jr. at a ceremony on Tuesday, Jan. 29, 2013, at City Hall in Yonkers, N.Y. Higgins was among those who rescued Smidt and his flight instructor after they crash-landed in the icy Hudson River Sunday evening. At center is Yonkers Mayor Michael Spano. (AP Photo/Jim Fitzgerald)
YONKERS, N.Y. (AP) ? A man who was plucked from a plane crash in the icy Hudson River said Tuesday that he wasn't sure he'd survive, and he'd contacted 911 only after calling his wife and asking her to "tell the kids I love them."
But thanks to the pilot's skill, a fast-acting corps of policemen and one 12-year-old boy, he said, "the stars were aligned for us" and he and the pilot were rescued.
Christopher Smidt, a correctional sergeant from Colonia, N.J., spoke at a ceremony honoring his rescuers at City Hall in Yonkers. He and the pilot, Denise De Priester of East Windsor, N.J., were released Monday from a New York City hospital, where they were taken after spending 20 to 30 minutes in the frigid water after the Sunday evening crash.
Smidt said he is a student pilot and De Priester is his flight instructor, but on Sunday they were just out for a sightseeing flight in her newly purchased 1967 Piper Cherokee.
He said neither of them knew what went wrong, but at some point around 5:20 p.m., "We knew the plane was going to go down."
De Priester steered the plane over the river and set it down smoothly, he said, off Yonkers just north of New York City.
"Without her skills, this story would be going another way," Smidt said.
Once the plane was in the water, Smidt said, he called his wife, Karen.
"I was hoping we would make it, but I didn't know," he said. "I told her: 'We did crash in the Hudson. Tell the kids I love them.' It was probably not the phone call any wife wants to hear."
The Smidts have a 10-year-old son and a 12-year-old daughter.
Smidt then called 911, and a dispatcher told pilot and passenger to get out of the plane in life vests before it sank. Getting into the water, chunky with ice, is "nothing I wish on anybody," Smidt said.
After about 15 minutes, he said, "I knew my body was starting to shut down. ... I couldn't paddle."
But soon he heard the sound of a rescue boat and figured, "This is going to be a happy ending."
Several off-duty or retired Yonkers police officers had been at a boat club on shore, and they commandeered a boat and set out to look for the plane.
Officer Daniel Higgins said they figured the chances of finding passengers alive in the darkness were like finding a needle "in a haystack factory."
He took along his son, Daniel Jr., a seventh-grader who hopes to attend the U.S. Naval Academy.
When Smidt was pulled into the boat, young Higgins said, "His hands were shaking, so I took off my jacket and he wrapped it around his hands so he wouldn't freeze."
Smidt said he remembers thinking, "Wow, this guy looks pretty young to be a cop."
"It feels good that I helped these people and I'm just glad they're alive," the young rescuer said.
Smidt said he has "aches and pains and some numbness in the fingers, but no complaints."
Asked if he'd ever get in a plane again, he said, "Absolutely."
Belarusian Bank of Development presented in Minsk today. ? News | Economy ? Belteleradiocompany
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Belarusian Bank of Development presented in Minsk today.
It is created to improve the reliability of the financial credit system and economic development. According to PM Mikhail Myasnikovich, the new financial institution will furnish the economy with loans with an interest rate lower than the market rate. The bank financed 11 state programs within last year alone. The total loan portfolio of 2012 amounts to almost Br. 5 trillion. These are mostly projects on the modernization of the agroindustrial complex, equipment procurement and infrastructure development. (Mikhail Myasnikovich, Prime Minister of the Republic of Belarus) (Sergei Rumas, Chairman of the Board of the OJSC "Belarusian Bank of Development") According to the Chairman of the Board Sergei Rumas, each fourth ruble within the framework of state programs belongs to the Bank of Development. This year the loan portfolio should amount to over Br. 5,5 trillion. Projects on the construction of the Belarusian industrial park, new subway lines and international class roads are on expertise in the bank now. An individual task is the support of Belarusian exporters. For this purpose the Bank of Development will be closely cooperating with its partners in the Common Economic Space.
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Melissa McCarthy is a force of nature. Not only does she have an Emmy for her "Mike & Molly" work and an Oscar nomination for her "Bridesmaids" role, she's also got a new film out, "Identity Thief," in which she plays a role originally written for a man.
When TODAY's Savannah Guthrie pointed this out during McCarthy's visit on Tuesday, she grinned about that gender switch, guessing that "(producers) thought, 'She's mannish! We'll get that guy!'"
In the film, she plays a woman who steals Jason Bateman's character's identity and runs up bills on his dime, but when Bateman decides to hunt her down, she's not easily cowed. "I beat the bejeepers out of him," said McCarthy, explaining how she had to "punch him in the throat, you know, 15 times."
The last few years have been good to McCarthy, who is pleased she's getting such great work after trying for 20 years. "I just have to keep pinching myself," she said.
And there was one more high point for the actress, who had expressed off-camera a desire to meet former Vice President Al Gore -- a guest on TODAY. Guthrie walked McCarthy over, and the two shook hands.
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LONDON (Reuters) - The Bank of England does not need to give more guidance on the direction of monetary policy, and suspending its inflation target could be justified only "in exceptional circumstances", a senior policymaker said on Monday.
David Miles, an external member of the Monetary Policy Committee, played down the need for the Bank to adopt the kind of longer-term guidance favoured by the Bank of Canada, whose governor, Mark Carney, will take the top job at the Bank in July.
"I think we are able in the current framework to give plenty of guidance about our thinking and how we see the economy evolving," he told the Evening Standard newspaper.
"I don't think it would be helpful for the MPC to say here is where policy is going to be for the next several months. If we did that there wouldn't be any point in having monthly meetings," he added.
Miles said that a growth target for the Bank - another idea that has been associated with Carney in the past - could only ever be an emergency measure.
"As a temporary measure in exceptional circumstances there may be things to be said for it. I think I would need to be convinced that there were obvious advantages it gave you that you couldn't have with what I would describe as our current regime of flexible inflation targeting," he said.
(Reporting by David Milliken and Olesya Dmitracova)
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It was great while it lasted, but the days of users legally unlocking their own phones is over.Back in October of last year, the Library of Congress added an exemption to the DMCA to allow folks to free their new phones for 90 days. That three month window has now closed. Of course, carriers are still free to offer unlocked handsets themselves, and some will also unlock them for you as long as certain conditions are met. "Legacy" or used handsets purchased before today can still be unlocked without any finger-wagging from federal courts.
So, what does this mean exactly? Well, Electronic Frontier Foundation attorney Mitch Stoltz told us, "What's happening is not that the Copyright Office is declaring unlocking to be illegal, but rather that they're taking away a shield that unlockers could use in court if they get sued." This does make lawsuits much more likely according to him, but it's still up to the courts to decide the actual legality of phone unlocking. Indeed, it's a grim day for those who want true freedom over their own devices. Stoltz said to us, "This shows just how absurd the Digital Millennium Copyright Act is: a law that was supposed to stop the breaking of digital locks on copyrighted materials has led to the Librarian of Congress trying to regulate the used cellphone market."
Bayly Peterson, owner of AB Crepes, folds up a freshly made crepe during the end of lunch hour Wednesday afternoon, Jan. 23, 2013 in downtown Bellingham. AB Crepes reopened Jan. 5 after a fire shut the restaurant down in December. "The first day after the fire I was calm, but then I was really freaking out," said Peterson.
COLIN DILTZ ? THE BELLINGHAM HERALDBuy Photo
An electrical fire is bad news for any business, but Bellingham's AB Crepes appears to have bounced back.
The Railroad Avenue restaurant had to shut down for about a month when an electrical box in a back storage area exploded in the early morning hours of Dec. 6. After some repair work, the restaurant was able to reopen Jan. 5.
The explosion happened around 3:30 a.m., which was a strange time, said Bayly Peterson, who owns the restaurant with Adalberto Avelar. Peterson said the restaurant was closed at the time and not using much electricity; he would have expected this to happen during business hours, when more electricity is being used.
Now that they've been open a few weeks, Peterson said business is returning, particularly with Western Washington University back in session. College students represent a big part of the customer base.
Peterson and Avelar also attend Western full time. While it was a challenge balancing school and running a business when they first opened the restaurant back in April, Peterson said it's becoming more manageable as the owners and employees become more familiar with how AB Crepes best operates.
One aspect that's caught the attention of many customers is the Alphabet Challenge: Two people must eat 26 crepes (one for each letter of the alphabet) within an hour. As of last week 43 teams had accepted the challenge; all of them failed. Several have come close to winning the challenge - one team finished 24.5 crepes - so Peterson believes it's just a matter of time before a team polishes off the 26 by the deadline. Winners get the meal for free, a T-shirt and a photo on the wall of fame. The first team to accomplish the challenge gets their picture on the T-shirt and 50 percent off crepes for life.
Peterson offers this bit of advice for those who try the challenge: The crepes are hot, so spreading them around on the plate to cool them off helps.
"At around 20 minutes (into the challenge) people hit a wall," Peterson said. "It's a matter of being able to turn off your brain and just eating."
With AB Crepes back up and running, Peterson said they can now focus on ways to continue improving the restaurant experience. Currently the restaurant does its best business during the late-night hours and is slower during the day.
"We are growing (with customers outside of the student population) as we get more established," said Peterson.
The restaurant is open every day except Monday. For details, visit its Facebook page.
OTHER TIDBITS
? Dashi Noodle Bar opened last week at 1311 N. State St.
? The Love Zone at 4227 Meridian St. closed earlier this month. The company has stores in Seattle, Everett and Marysville.
? Gown & Glove Bridal Consignment at 1211 Cornwall Ave. is having a moving sale. Owner Stephanie Murillo said she's finalizing a lease for a new space but isn't quite ready to announce a new location. Customers can get updates on the store's Facebook page.
? Dolan Dynamic Landscape Maintenance recently opened for business. Devin and Rachel Dolan operate the company and both received the Horticulture and Lawn Care Technician national designation by the Professional Landcare Network. The company serves all of Whatcom County, offering a variety of landscape services. For details, visit dolandynamic.com.
? Lisa Press, owner of Wanna Get Fit, recently opened a new studio at 1201 Cornwall St., Suite 107, located near the intersection of Cornwall Avenue and East Chestnut Street. The studio, a space for only women, is open from 8 a.m. to 1 p.m. and 4 to 7 p.m. Monday through Friday, with personalized classes throughout the week. An open house is planned for noon to 7 p.m. Friday, Feb. 8. Classes are capped at six people, so everyone receives individualized attention, according to a company news release. For details, visit wannagetfit.net or call 360-920-2048.
Retail Tip Sheet runs each Sunday.
Reach Business Editor Dave Gallagher at 360-715-2269 or dave.gallagher@bellinghamherald.com. Read his business blog at blogs.bellinghamherald.com/business or follow him on Twitter at @bhamheraldbiz.
Meryl Davis, right, and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis, right, and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White smile after winning the senior pairs short dance program at the U.S. Figure Skating Championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
Meryl Davis and Charlie White compete in the senior pairs short dance program at the U.S. figure skating championships in Omaha, Neb., Friday, Jan. 25, 2013. (AP Photo/Nati Harnik)
OMAHA, Neb. (AP) ? Meryl Davis and Charlie White topped the only competition they have in the United States.
Themselves.
The Olympic silver medalists and 2011 world champions scored a career-high 79.02 points in the short dance Friday in the U.S. Figure Skating Championships, topping the 76.17 they scored at the 2011 Grand Prix final as well as their 76.89 from last year's U.S. meet. The International Skating Union only recognizes scores from its events as official records.
With more than an eight-point lead over Madison Chock and Evan Bates (70.8), Davis and White are all but assured of winning a record-tying fifth U.S. dance title Saturday as long as they show up. Four other couples also have won five titles, most recently Tanith Belbin and Ben Agosto.
"There are a lot of reasons to stay motivated," Davis said. "We feel we're making huge strides in what we're putting out on the ice. What better place than your national championships to show that?"
The only couple close to Davis and White is Canada's Tessa Virtue and Scott Moir, and their rivalry is the best thing going in dance these days. Virtue and Moir won the Olympic title as well as the world crowns in 2010 and 2012 while the Americans won worlds in 2011 and beat the Canadians last month in the Grand Prix final.
Oh, they train together in suburban Detroit, too.
Here in the States, though, no one comes close to Davis and White's exquisite performances. The short dance can be a mind-numbing event, with all of the skaters required to perform the same dances ? this year it's the Yankee polka and the waltz ? during their 2:50 routine. Watch one or two teams, and it all becomes a blur.
But Davis and White not only make it fresh, they make it entertaining.
The speed and ease with which they skated was breathtaking, as if their blades were talking to the ice. Their twizzles ? traveling spins ? were done in perfect unison. Doing one would be impressive enough ? think rubbing your stomach while patting your head, and you get the idea ? but they did five and then another four, never losing their stride, connection to the music or their connection to each other. And when they began their polka with a series of hops, you half-expected an oompah band to stroll out of the Zamboni garage.
They were so good, the audience was on its feet, the first standing ovation of the competition.
"We were really pleased," Davis said. "We've really been evolving our overall comfort on the ice, our speed and energy, and it really paid off in our performance today."
People walk from the U.S. Capitol to the Washington Monument in Washington, Saturday, Jan. 26, 2013, during a march on Washington for gun control.
By Becky Bratu, NBC News
Residents of Newtown, Conn., the scene of a school massacre in which 20 children and six adults were killed last month, joined thousands of people gathered on the National Mall in Washington on Saturday for a march supporting gun control.
Similar organized demonstrations were planned in support of gun control in about a dozen other places across the United States, according to organizers.
In addition to the 100 people who traveled together from Newtown, organizers told The Associated Press participants from New Jersey, New York and Philadelphia would join the demonstration.
Alongside Mayor Vincent Gray, a crowd that stretched for about two blocks marched down Constitution Avenue toward the Washington Monument, where speakers called for a ban on assault weapons and high-capacity ammunition. Some of the demonstrators held signs that read "We Are Sandy Hook."
Education Secretary Arne Duncan addressed the crowd, saying he and President Barack Obama would work to enact gun control policies, the AP reported.
"This is about trying to create a climate in which our children can grow up free of fear," he said, according to the AP.
"We must act, we must act, we must act," Duncan said.
According to the AP, demonstrators held signs that read "Ban Assault Weapons Now," "Stop NRA" and "Gun Control Now." Other signs carried the names of victims of gun violence.
The silent march is organized by Molly Smith, artistic director of Washington's Arena Stage, and her partner.
"With the drum roll, the consistency of the mass murders and the shock of it, it is always something that is moving and devastating to me. And then, it's as if I move on," Smith told the AP. "And in this moment, I can't move on. I can't move on.
"I think it's because it was children, babies," she told the AP. "I was horrified by it."
The event is co-sponsored by One Million Moms for Gun Control, an independent organization that is also responsible for similar demonstrations in cities such as San Francisco, Chicago and Austin, Texas.
The Newtown massacre has reignited the debate over firearms in the United States, and last week Obama laid out a series of measures intended to curb gun violence, most significantly proposals to limit the size of ammunition magazines, ban assault weapons and require universal background checks on firearm purchases. That plan won little praise from Republicans.
Earlier this month, New York lawmakers approved the toughest gun control law in the nation, expanding the state's existing assault weapons ban and addressing gun ownership by those with mental illnesses.
Supporters of gun control held a rally in Washington D.C. calling for action following the school shooting tragedy in Newtown, Connecticut. NBC's Kristen Welker reports.
Related content:
Ambitious agenda: Debt fight, gun control and immigration top president's to-do list
New York passes major gun control law -- first since Newtown massacre
PSME Supplemental Learning Instructor and LRC Director
Instructions for applying:
APPLICATION PACKET: 1. A District application to be completed at http://www.fhdajobs.net *In the application, you will provide information, which
demonstrates your understanding of, sensitivity to, and respect for the diverse academic, socio-economic, ethnic, religious, and cultural
backgrounds, disability, and sexual orientation of community college students, faculty and staff. 2. A cover letter addressing the
preferred qualifications for the position of PSME Supplemental Learning Instructor and LRC Director, Physical Science, Mathematics, and
Engineering Center. 3. A current resume of all work experience, formal education and training. 4. All college transcripts scanned in
Word or PDF version.
We do not accept JPEG or other file formats for transcripts. Both Foothill De Anza CCD employees and external
candidates must submit transcripts.
Applicants who have international transcripts must obtain and submit transcripts that are
evaluated by an independent educational-equivalency evaluation company, and obtain an English translation (if necessary). These services are
to be done at the applicant's expense.
If any required application materials are omitted, the committee will not review your
application materials.
Application materials not required for this position (including reference letters) will not be accepted.
If you wish to request equivalency for this position (if you believe you do not meet minimum qualifications), you may submit the
Request for Equivalency form. This form will need to be submitted with your application packet. You may either scan a hard copy of this form
with your application packet or submit it as a Word document with your application packet.
Documents which can be associated with
this posting Resume Cover Letter Transcript Other Transcript (2) Transcript (3) Request for Equivalency Form
Job # 13-043
Duties and Responsibilities The Foothill-De Anza Community College District is currently accepting
applications for the full-time tenure-track faculty position of PSME Supplemental Learning Instructor and LRC Director, Foothill College.
DESCRIPTION: Physical Science, Mathematics and Engineering (PSME) Center programs include weekly, drop-in, group and online
tutoring; course-specific supplemental instruction; mentoring; workshops/training for students, staff and faculty; and instructional
computing labs and assessment.
DUTIES AND RESPONSIBILITIES OF THE POSITION INCLUDE: Under the direction of the PSME Dean,
provide leadership and guidance in the coordination, decision-making, development and expansion of academic support programs to improve
student access, retention and success in science, technology, engineering, and mathematics (STEM) with special attention to at-risk
students, students in developmental level courses and those from underrepresented groups. Serve as the instructor of record for supplemental
instruction in the PSME Center, and oversee/revise the supplemental instruction curriculum as needed. Be willing and capable to be a
classroom teacher. Oversee and schedule faculty, instructional associates, tutors, supplemental instructors, and volunteers at the PSME
Center. Assist the PSME Dean in evaluating the performance of assigned staff according to established policies and procedures. Plan,
develop, implement, and integrate STEM academic support programs, faculty development, instructional technology training, supplemental
learning approaches, and student learning outcomes assessments. Participate in committees and the Program Review and Student Learning
Outcome (SLO) processes. Work closely with other college programs to integrate math and science support efforts into a campus-wide approach
to student support services, with focus on the basic skills program/project/committee. Provide oversight in the selection, hiring, and
training of STEM supplemental instructors and tutors. Conduct regular meetings to communicate, review and revise program guidelines, tutor
training and direction. Work closely with faculty to develop and deliver effective instructional support. Advise faculty in effective
pedagogy for basic skills, and coordinate faculty mentoring for students and tutors. Research issues, trends, theories and methodologies
related to developmental education, student learning, and retention in STEM courses. Implement program policies and directives according to
District, state, and federal guidelines. Prepare proposals, reports, presentations and informational materials for management and
state/federal agencies. Participate in grant reporting and grant writing requirements. Ensure program expenses do not exceed allocation,
propose budget changes, and participate in funding requests. Anticipate future funding needs and identify new funding sources. Work with
institutional research to collect and analyze program data; provide suggestions based on final analysis.
Standard duties expected of
all faculty include development and evaluation of curricula, maintaining scheduled office hours, attendance at department and division
meetings, pursuing professional growth activities, and performing other duties consistent with the role of an instructor. Instructors also
have the opportunity to serve on District and college committees and participate in campus extra-curricular activities.
Conditions
HIRING RANGE: $57,904-$95,099 (FT rate-this position works 35 hours per week)- annually plus benefits; actual placement is based on
applicant's verified education and experience.
Excellent benefits package which includes medical coverage for employee and eligible
dependents, dental, vision care, employee assistance program, long-term disability, retirement benefits and basic life insurance. Faculty
are also eligible for paid sabbatical leaves and stipends for educational and professional development.
For information on our
benefits package that includes medical for employees and dependents, visit our web site: http://hr.fhda.edu/benefits
WORKING CONDITIONS
Hearing and speaking to exchange information in person and
on the telephone as well as making presentations.
Dexterity of hands and fingers to operate a computer keyboard and standard office
equipment.
Seeing to read various materials.
Ability to sit, review, and/or edit information on a computer for long
periods of time.
Manual dexterity for use of office machines and equipment and occasional light lifting.
Endurance within
a classroom setting, teaching students while standing, sitting, or walking throughout the classroom.
Use of aids such as
chalkboards, posters, bulletin boards, overhead projector, television, recorder, computer, and technological equipment.
Retrieval,
use, storage, and light lifting of teaching material, including books, equipment, assignments, etc.
Personally model subject-matter
knowledge in written and oral language.
Accurately asses students' learning abilities, needs, and styles.
Develop and
implement a behavioral management process for monitoring, evaluating, and managing both appropriate and inappropriate student behaviors.
Address stressful events, created by hostile students by (a) maintaining emotional control, (b) listening without judgment or
retaliation (c) reasoning objectively and consistently, (d) keeping at the forefront the best interests of the student, and (e) maintaining
professionalism and due process.
TERMS OF EMPLOYMENT: 35 hours per week, 11 months. May require weekend or evening
hours providing general oversight.
STARTING DATE: Fall 2013
Persons with disabilities who require reasonable accommodation
to complete the employment process must notify Employment Services no later than the closing date of the announcement.
The
successful applicant will be required to provide proof of authorization to work in the U.S.
The Foothill-De Anza Community College
District does not reimburse applicants for travel, lodging or any other costs incurred by applicant to attend interviews. All interviewing
costs incurred will be the responsibility of the applicant.
For more information about our application process contact:
Employment Services Foothill-De Anza Community College District 12345 El Monte Road Los Altos Hills, California 94022
(650) 949-6217 Email: employment@fhda.edu http://www.fhda.edu
This position will become Open Until Filled after the initial Closing Date. Any complete
applications received while the position is Open Until Filled will be reviewed by the hiring committee only upon committee request.
1. Understanding of, sensitivity to, and respect for the diverse academic, socio-economic, ethnic, religious, and cultural backgrounds, disability, and sexual orientation of community college students, faculty and staff.
2. Bachelor's degree in mathematics, physics, chemistry, computer science, engineering, or science education, OR the equivalent.
Put me in, coach! How trained literacy coaches can improve student reading comprehensionPublic release date: 25-Jan-2013 [ | E-mail | Share ]
Contact: B. Rose Huber rhuber@pitt.edu 412-624-4356 University of Pittsburgh
Pitt study demonstrates that content-focused literacy coaching is markedly more effective, especially for low-income English language learners
PITTSBURGHThe language and reading comprehension skills of low-income upper elementary-school studentsespecially English-language learnerscan improve markedly if trained literacy coaches engage teachers in conducting interactive text discussions with students, according to a three-year University of Pittsburgh study.
The Pitt researchers report in the journal Learning and Instruction that language and reading comprehension showed measurable improvement for young students when their teachers had worked "at-elbow" with content-specific literacy coaches to foster a more interactive learning environment during class reading assignments.
In the studyone of the first of its kindthe coaches were trained using a professional development system designed at Pitt's Institute for Learning called the Content-Focused Coaching Model that has coaches provide teachers with the tools they need to implement rigorous, standards-based lessons. Teachers can then use the knowledge they've gained to train other teachers in their schools.
"Our goal was to create a method for closing the literacy gap between more privileged and low-income students," said study principal investigator Lindsay Clare Matsumura, a research scientists in Pitt's Learning Research and Development Center and an associate professor in Pitt's School of Education. "We found that a well-structured and content-specific approach to literacy coaching shows strong evidence of being able to really make an impact on classroom text discussion and reading achievement in these upper elementary gradesa critical time for students to develop their higher-level reading skills."
This content-specific method, developed at Pitt's Institute for Learning within the University's Learning Research and Development Center, also lends itself to adherence of the Common Core State Standards, a national campaign aiming to increase the quality of the country's education system.
"Changing discussion patterns in classrooms is a big undertaking," said Donna DiPrima Bickel, a fellow in Pitt's Institute for Learning and codeveloper and leader of the Content-Focused Coaching Model. "The Common Core State Standards require a broader and deeper level of comprehension from students at all grade levels beyond first grade. It's imperative that teachers learn ways of supporting students to interact effectively with a range of different types of texts. Teachers engaged with coaches trained in the Content-Focused Coaching Model valued the support they received in helping them learn to facilitate text discussion on rigorous texts."
In a group-randomized trial, Matsumuraalong with Helen Garnier, a consultant with Pitt's Learning Research and Development Center, and Jessaca Spybrook of Western Michigan Universityinvestigated the effects of the Content-Focused Coaching Model, zeroing in on the quality of text discussions in the classroom.
The researchers worked with 29 schools in a Texas school district that serves a high percentage of low-income and English-language-learning students. Half of the schools adopted the Content-Focused Coaching Model, which entailed highly trained coaches entering schools and providing professional development training to upper elementary school teachers. The other half continued in their previously assigned literacy plan, which included the involvement of literacy coaches untrained in the coaching model.
"Many literacy coaches don't receive a lot of training on how to work effectively with teachers," said Matsumura. "So our goal was to work intensively with these coaches by teaching them how to model instructional strategies and work with teachers to better plan reading lessons. We provided them with effective strategies to share with teachers so they could boost their engagement with students."
During the study's first year, Pitt researchers collected baseline data on the quality of classroom discussions, teachers' participation in professional development, and students' reading achievement. Soon after, the coaches were placed in schools and began working with teachers on "Questioning the Author," one approach to the Content-Focused Coaching Model in which students answer critical questions about the author and text. "Questioning the Author" was developed at Pitt's Learning Research and Development Center by Emeritus Professor Isabel Beck and Research Scientist Margaret McKeown.
Under this literacy approach, students are asked to stop throughout the reading of a book and answer thought-provoking questions. If a text is written unclearly, said Matsumura, the teacher will pause to make sure students understand what is happening and also review any unknown vocabulary. The approach is meant to result in more interactive discussions leading to better comprehension and retention, and it entails "quite a bit of planning" on the part of teachers for it to be effective, Matsumura said.
In the Pitt study, the coaches began by leading a classroom discussion while teachers observed. After several months of observation, the teachers adopted the technique into their classroom for the rest of the study. Students' reading scores were evaluated through a series of tests throughout the three years.
The team found that schools participating in the coaching intervention had a positive effect on students' reading achievementspecifically for English-language learners, who made up 40 percent of the study's sample. English-language learners with trained teachers scored .48 of a standard deviation higher on the state reading rest than those in the comparison schools. A standard deviation is the average distance between any score in a distribution and the mean of the distribution.
"One of our suppositions is that in having these kinds of interactive discussions, you're really getting kids to talk and learn to use new vocabulary actively," said Matsumura. "Nevertheless, our study highlights the need for usage of literacy-coaching programslike the Content-Focused Coaching Modelto promote student reading achievement."
In addition to improving students' literacy at an individual level, the study had a larger, across-the-board success.
"Anyone can provide you with an anecdote about how one coach has helped one teacher but the real story here is in the systematic results," said Bickel. "Lindsay and her team retrieved data that clearly show that schools with coaches trained in the Content-Focused Coaching Model improved literacy skills far beyond those where teachers worked with coaches who were not trained in this method. And, as a result of this study, we are able to better describe the components of an effective coaching program."
As is the case with most large-scale projects, widespread implementation of these interventions may prove to be a challenge. Therefore, Matsumura and her colleagues are now working towards delivering this coaching online.
###
The paper, "Literacy coaching to improve student reading achievement: A multi-level meditation model," appeared online Dec. 13, 2012, in Learning and Instruction and will appear in print June 2013. This work was supported by a research grant from the Institute for Educational Sciences.
[ | E-mail | Share ]
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AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Put me in, coach! How trained literacy coaches can improve student reading comprehensionPublic release date: 25-Jan-2013 [ | E-mail | Share ]
Contact: B. Rose Huber rhuber@pitt.edu 412-624-4356 University of Pittsburgh
Pitt study demonstrates that content-focused literacy coaching is markedly more effective, especially for low-income English language learners
PITTSBURGHThe language and reading comprehension skills of low-income upper elementary-school studentsespecially English-language learnerscan improve markedly if trained literacy coaches engage teachers in conducting interactive text discussions with students, according to a three-year University of Pittsburgh study.
The Pitt researchers report in the journal Learning and Instruction that language and reading comprehension showed measurable improvement for young students when their teachers had worked "at-elbow" with content-specific literacy coaches to foster a more interactive learning environment during class reading assignments.
In the studyone of the first of its kindthe coaches were trained using a professional development system designed at Pitt's Institute for Learning called the Content-Focused Coaching Model that has coaches provide teachers with the tools they need to implement rigorous, standards-based lessons. Teachers can then use the knowledge they've gained to train other teachers in their schools.
"Our goal was to create a method for closing the literacy gap between more privileged and low-income students," said study principal investigator Lindsay Clare Matsumura, a research scientists in Pitt's Learning Research and Development Center and an associate professor in Pitt's School of Education. "We found that a well-structured and content-specific approach to literacy coaching shows strong evidence of being able to really make an impact on classroom text discussion and reading achievement in these upper elementary gradesa critical time for students to develop their higher-level reading skills."
This content-specific method, developed at Pitt's Institute for Learning within the University's Learning Research and Development Center, also lends itself to adherence of the Common Core State Standards, a national campaign aiming to increase the quality of the country's education system.
"Changing discussion patterns in classrooms is a big undertaking," said Donna DiPrima Bickel, a fellow in Pitt's Institute for Learning and codeveloper and leader of the Content-Focused Coaching Model. "The Common Core State Standards require a broader and deeper level of comprehension from students at all grade levels beyond first grade. It's imperative that teachers learn ways of supporting students to interact effectively with a range of different types of texts. Teachers engaged with coaches trained in the Content-Focused Coaching Model valued the support they received in helping them learn to facilitate text discussion on rigorous texts."
In a group-randomized trial, Matsumuraalong with Helen Garnier, a consultant with Pitt's Learning Research and Development Center, and Jessaca Spybrook of Western Michigan Universityinvestigated the effects of the Content-Focused Coaching Model, zeroing in on the quality of text discussions in the classroom.
The researchers worked with 29 schools in a Texas school district that serves a high percentage of low-income and English-language-learning students. Half of the schools adopted the Content-Focused Coaching Model, which entailed highly trained coaches entering schools and providing professional development training to upper elementary school teachers. The other half continued in their previously assigned literacy plan, which included the involvement of literacy coaches untrained in the coaching model.
"Many literacy coaches don't receive a lot of training on how to work effectively with teachers," said Matsumura. "So our goal was to work intensively with these coaches by teaching them how to model instructional strategies and work with teachers to better plan reading lessons. We provided them with effective strategies to share with teachers so they could boost their engagement with students."
During the study's first year, Pitt researchers collected baseline data on the quality of classroom discussions, teachers' participation in professional development, and students' reading achievement. Soon after, the coaches were placed in schools and began working with teachers on "Questioning the Author," one approach to the Content-Focused Coaching Model in which students answer critical questions about the author and text. "Questioning the Author" was developed at Pitt's Learning Research and Development Center by Emeritus Professor Isabel Beck and Research Scientist Margaret McKeown.
Under this literacy approach, students are asked to stop throughout the reading of a book and answer thought-provoking questions. If a text is written unclearly, said Matsumura, the teacher will pause to make sure students understand what is happening and also review any unknown vocabulary. The approach is meant to result in more interactive discussions leading to better comprehension and retention, and it entails "quite a bit of planning" on the part of teachers for it to be effective, Matsumura said.
In the Pitt study, the coaches began by leading a classroom discussion while teachers observed. After several months of observation, the teachers adopted the technique into their classroom for the rest of the study. Students' reading scores were evaluated through a series of tests throughout the three years.
The team found that schools participating in the coaching intervention had a positive effect on students' reading achievementspecifically for English-language learners, who made up 40 percent of the study's sample. English-language learners with trained teachers scored .48 of a standard deviation higher on the state reading rest than those in the comparison schools. A standard deviation is the average distance between any score in a distribution and the mean of the distribution.
"One of our suppositions is that in having these kinds of interactive discussions, you're really getting kids to talk and learn to use new vocabulary actively," said Matsumura. "Nevertheless, our study highlights the need for usage of literacy-coaching programslike the Content-Focused Coaching Modelto promote student reading achievement."
In addition to improving students' literacy at an individual level, the study had a larger, across-the-board success.
"Anyone can provide you with an anecdote about how one coach has helped one teacher but the real story here is in the systematic results," said Bickel. "Lindsay and her team retrieved data that clearly show that schools with coaches trained in the Content-Focused Coaching Model improved literacy skills far beyond those where teachers worked with coaches who were not trained in this method. And, as a result of this study, we are able to better describe the components of an effective coaching program."
As is the case with most large-scale projects, widespread implementation of these interventions may prove to be a challenge. Therefore, Matsumura and her colleagues are now working towards delivering this coaching online.
###
The paper, "Literacy coaching to improve student reading achievement: A multi-level meditation model," appeared online Dec. 13, 2012, in Learning and Instruction and will appear in print June 2013. This work was supported by a research grant from the Institute for Educational Sciences.
[ | E-mail | Share ]
?
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Buy on the merchant's online shopping and scan reviews. If you are making an attempt to seek out Arts & Crafts Busy Book : 365 Activities with special deals. This is the simplest price for you. Where you may notice these item is by on-line searching stores? Read the review on Arts & Crafts Busy Book : 365 Activities Now, it's discount value. So don't lose it.
Arts & Crafts Busy Book : 365 Activities by Trish Kuffner, Bruce Lansky (17)
New!: $9.95 (as of 01/24/2013 06:37 PST) 74 Used! | New! from $5.11 (as of 01/24/2013 06:37 PST)
Family Activities
365 FUN, CREATIVE ACTIVITIES TO STIMULATE YOUR CHILD EVERY DAY OF THE YEAR This book contains 365 creative and educational arts and crafts projects for children ages two to six that provide a great alternative to using TV as a babysitter. It shows parents and daycare providers how to: --Stimulate creativity and self-expression with activities that encourage a child to explore his or her place in the world. --Create experiments with paint, glue, playdough, paper, and markers that focus a child's energy constructively. --Encourage the development of a child's concentration and coordination, as well as organizational and manipulative skills, with well-chosen arts and crafts projects. --Save money by making arts and crafts supplies such as paints, playdough, and craft clay with ingredients that can be found around the home. Celebrate the holidays and other occasions with special projects and activities. The Arts and Crafts Busy Book is written with warmth and sprinkled with humor and insight. It should be required reading for anyone raising or teaching young children. iParenting Media Awards 2003?Greatest Holiday Winner: BookAn iParenting Media Award Winner!
Rank: #34457 in Books
Brand: Meadowbrook Press
Published on: 2003-06-01
Released on: 2003-06-01
Original language: English
Number of items: 1
Dimensions: 1.00" h x 5.40" w x 6.90" l, .80 pounds
Stephanie Brantz has been a sports and events presenter for the ABC since 2010, following stints at both SBS?TV and Channel 9. She presents ABC TV?s summer of sport?as well as network events including the Australian of the Year and the Gallipoli dawn service on Anzac Day.??Stephanie is mother to three children ? Patrick, 18, Lewis, 13; and daughter Lindsay, 11 ? and she spends a lot of time monitoring their interests and finding out safe ways for them to participate in the online world. Stephanie is an ambassador for the Interactive Games and Entertainment Association.
You've got a big pot of oil on the stove, some chicken or fries to deep fry, but no clip-on thermometer to tell when the temperature is just right. No problem. Your wooden spoon can clue you in on when it's time to add your food. 
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Public release date: 25-Jan-2013
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