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Exam Code: NYSTCE Practice test 2022 by Killexams.com team
NYSTCE New York State Teacher Certification

Registration for all exams is on a first come, first served basis, with test appointments scheduled for Mondays-Saturdays. Registering for exams as early as possible is recommended—plan accordingly to what best fits your schedule. Click here for information from the NYSCTE Program about registering for exams online.
What to expect. This tutorial from the NYSTCE Web site was created to allow you to become more comfortable with the layout and format of CBTs. It includes important information about navigating through the exams, flagging questions for review and ending your exam. This document (PDF) outlines features and general directions for CBTs.

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Please read this list of items that you may NOT bring with you into the exams at the test site. This information will help you understand procedures to follow during and after your test at the test site.

New York State Teacher Certification
Teacher-Certification Certification information hunger
Killexams : Teacher-Certification Certification information hunger - BingNews https://killexams.com/pass4sure/exam-detail/NYSTCE Search results Killexams : Teacher-Certification Certification information hunger - BingNews https://killexams.com/pass4sure/exam-detail/NYSTCE https://killexams.com/exam_list/Teacher-Certification Killexams : Up to 15 CF paras to be able to more easily land Bachelor's degree, teaching certification

CEDAR FALLS — Beginning this fall, a new program will allow Cedar Falls paraeducators to more easily earn a bachelor’s degree in elementary education and the certification needed to teach in elementary and special education classrooms.

In partnership with the University of Northern Iowa, Cedar Falls Community Schools was recently awarded $719,452 through the Iowa Teacher and Paraeducator Registered Apprenticeship Pilot Grant Program.

A total of 19 school districts were named benefactors of the $45.64 million made available through the federal American Rescue Plan Act.

“We were just told this week that we are the first registered apprenticeship program in the state, which is super exciting,” Tara Estep, executive director of enrichment and special programs, said Friday. “We are ready to roll.”

The new program is being launched with $4.166 million in assistance from the American Rescue Plan (ARP) federal funding.

Paraeducators can be paraprofessionals, educational aides, teaching assistants, educational associates, instructional aides and behavior interventionists. They assist teachers in the classroom, often working with students who have challenging educational and developmental needs.

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All grant recipients will be part of the two-year “innovative pilot program” that allows them to stay employed with the Cedar Falls school district and get paid, while gaining on-the-job training.

“If they want to be a teacher, this is a way for them to jump-start their career,” Estep said. “If they had wanted to do something like this in the past, they probably needed to quit their job and go back to school for two years. This a fast track opportunity and innovative plan that UNI and Cedar Falls have put together.”

In doing so, they’ll also be among the students taking advantage of UNI’s newly launched “Purple Pathway for Paraeducators” program, which offers online courses outside of the work day.

Additionally, the grant will cover up to $17,000 of a participant’s tuition and fees per year, according to Estep.

Once complete, she feels the pilot program will have helped Cedar Falls “grow their own,” because the participants can apply for a full-time teaching job in Cedar Falls or elsewhere in the Cedar Valley.

On Monday, the Board of Education voted in favor of the plans and specifications, which include the 'shell' of the building without the 'actual pools.' 

To be eligible, a person has to be a paraeducator in the Cedar Falls Schools and hold an associate of arts or science degree.

Purple Pathway

Some 40 students from across the state have applied for UNI’s Purple Pathway program.

“Anyone of those paras, as long as they have an AA or an AS, is eligible to be in this program,” said Benjamin Forsyth, UNI director of educator preparation. “And we have people who have applied from Storm Lake, Oskaloosa, Marion, Camanche, Cedar Falls, Cedar Rapids, Clear Lake, Iowa City, Des Moines, Mason City, Okoboji, I mean they’re applying from all over the place because this gives them access.”

As of a right now, an associate of applied science will not be acceptable, but Forsyth is optimistic those graduates will be accommodated in the future.

Previously, these applicants faced the barrier of not being able to obtain the Bachelor’s degree and teaching certification because they couldn’t leave their para job to attend day-time classes, which are “frequently” offered on campus.

“They literally have to leave the education profession in order to work in the education profession at the next level,” Forsyth said.

“In fact, when we presented (this program) to the State Board of Education, one of the comments was, ‘Why hadn’t this been around sooner?’ … Everyone has recognized that this is a need,” he added.

Cedar Falls Public Library patrons found the doors shut Saturday after the slaying of employee Sarah Schmidt, along with her husband, Tyler, and their 6-year-old daughter, Lula.

Not only will they be able to keep their jobs, but Forsyth said they “literally” will be able to try out things in the classroom that they learned through the Purple Pathway lectures.

As for other program benefits, Forsyth said, “It has the potential to affect generational poverty.”

“Let’s say you are making $12 to $15 per hour,” Forsyth said. “That is such a low wage, but you’ll have the ability to stay in that profession, and become a licensed teacher, with an average starting salary in Iowa for a teacher, which last year was $41,000.”

Additionally, he feels it will help bring about a more diverse group of teachers into the workforce.

If not coming from a pilot apprenticeship district like Cedar Falls, Forsyth said those interested in the program can seek financial assistance by applying for university aid and other scholarships.

Unlike the teaching apprenticeship, which for now is a two-year pilot program, Forsyth expects Purple Pathway to last in “perpetuity.”

And he emphasized that it grew from the success of the Teach Waterloo Program, which according to its website, is a partnership providing “financial resources and resilience support for Waterloo staff of color seeking a teaching certification.”

Sun, 31 Jul 2022 01:00:00 -0500 en text/html https://wcfcourier.com/news/local/education/up-to-15-cf-paras-to-be-able-to-more-easily-land-bachelors-degree-teaching/article_9dbfa11f-6034-5277-b525-ad66822ec431.html
Killexams : Teachers critical to detecting and reporting child maltreatment

ITHACA, N.Y. -- School closures during the height of the COVID-19 pandemic may have resulted in at least 5,500 fewer reports of endangered children, according to a new study showing teachers’ essential role in the early detection and reporting of child maltreatment.

Time spent in school and the resulting contact with teachers and other school staff leads to increases in reports of child maltreatment – cases that would not have been discovered otherwise, the study found.

“Child maltreatment is a vexing problem in the U.S.,” said Maria Fitzpatrick, professor of economics and public policy in the Cornell Jeb E. Brooks School of Public Policy. “To protect children, we need to better understand why so many are maltreated – 13% according to one study and 4 in 10 according to another. Maltreatment has significant costs for society. Early detection is crucial because it leads to quicker intervention and that can result in providing a child with a safe, permanent home.”

The study, “Beyond Reading, Writing and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment,” was published July 11 in the Journal of Human Resources.

Maltreatment is not limited to child abuse. According to the New York State Office of Children and Family Services, maltreatment refers to “the quality of care a child is receiving from those responsible for the child. Maltreatment occurs when a parent or other person legally responsible for the care of a child harms a child or places a child in imminent danger of harm by failing to exercise the minimum degree of care in providing the child with any of the following: food, clothing, shelter, education or medical care when financially able to do so.”

Prior to the pandemic, the researchers sought to define educators’ contribution to identifying maltreated children. That long-term project took on new urgency when schools started to close in the spring of 2020. The number of maltreatment reports dropped, despite concerns that children were more at risk because of rising financial stress on families and more time at home, and even as injuries to children were becoming more frequent and more severe.

In the first two years of the pandemic, kindergarten enrollment plummeted, and older children missed three months of schooling during the spring of 2020 and many more days the following school year. Children were cut off from educators, who are often required by state law to report evidence of maltreatment.

“Our conservative calculations based on our results indicate that approximately 5,500 to 8,000 reports were missed during the pandemic because schools were closed or because children were not enrolled,” the researchers concluded.

Additional time in school leads to substantially more maltreatment investigations, they found.

For example, the number of investigated reports for 5-year-old children is 5% to 10% higher for those who are eligible to enroll in kindergarten at age 5 than for those who are not, the researchers said.

“Moreover,” they wrote, “the number of investigated child maltreatment reports is 30% to 65% higher at the beginning and end of the school year compared to the beginning and end of summer when children are not regularly interacting with teachers.”

The researchers said their findings have three major policy implications:

  • Discussions about the amount of time students spend in school, including the length of the school day and public preschool, should include estimates of the improvement of child well-being that would result.
  • The ramifications of the accurate increase in homeschooling must be better understood. The surge in homeschooling may be resulting in fewer child maltreatment reports because children are not interacting with the mandated reporters in school systems.
  • Training of education professionals in identifying and reporting maltreatment is uneven. More consistent, higher-quality training will help teachers detect more endangered children.

“We ask so much of our teachers and so many of them have performed with great courage and perseverance during the pandemic,” said Fitzpatrick, who is also senior associate dean of academic affairs for the Cornell Brooks School and associate vice provost for social sciences in the Office of the Vice President for Research and Innovation. “As a society, we owe more to them so that they can do a difficult part of their job with skill and take the steps necessary to protect the children they see every day.”

The research team also includes Cassandra Benson of the U.S. Air Force Academy and Samuel Bondurant of the U.S. Census Bureau.

The researchers based their findings on several data sources, including the National Child Abuse and Neglect Data System’s Child File and public school calendar start and end dates to examine how the number of investigated reports differs between the academic year and summer break.

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Mon, 08 Aug 2022 06:21:00 -0500 en text/html https://www.eurekalert.org/news-releases/961237 Killexams : Osceola County school district using international program to hire teachers

OSCEOLA COUNTY, Fla. – With the start of the new school year, Osceola County’s public school district superintendent sat down with News 6 to talk about some of the new faces students can expect to see thanks to an international program that’s getting results for them and bringing diversity into the classroom.

“We want all of our students to feel safe and welcomed in our classrooms, and when they see role models that reflect their own background, their own culture and experience, it can really make a difference,” Superintendent Dr. Debra Pace said.

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That difference comes in the form of a special program for the almost 70,000 students who are Studying for their first day back to school.

“We’ve been using a contract out of Asia with a firm called EPI, and we’re up to over 30 teachers. There’re about 18 new ones this year,” Pace said.

Now, the school district is eyeing South America.

“Well, our South American contract, we’ve been able to hire about 30 teachers who are fully certified like our teachers. They need the same type of requirements, but they get to come here for a few years on a transfer program or exchange program,” the superintendent said.

The program was developed through an agency called Educational Partners International, an exchange visitor program that sponsors teachers for K-12 placements in North Carolina, South Carolina, Virginia and Florida.

Dr. Pace, a native of Osceola County, said it’s about addressing the need for more teachers and better representation in the classrooms.

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“We’re really just trying to be creative because there is still such a need for teachers to fill our classrooms, and with the growth that we have here in our school district, we really see the need so strong,” she said.

As of the 2020 census, Osceola County’s population was more than 388,000. 56% are Hispanic or Latino — making it the county with the largest population of that minority group in Central Florida.

Dr. Pace told News 6 the exchange program is just one way to address the teacher shortage.

“Our exchange program for teachers not only brings in certified teachers when they’re sometimes hard to find because we’re competing with everybody else in Central Florida for a very small number coming out of our education programs or desiring to go into the field of education, but it does help us diversify our staff and better represent the population that we serve,” she said. “We’re strengthening our alternative certification programs, but certainly, doing the international program allows us to accomplish several objectives.”

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Mon, 08 Aug 2022 08:08:00 -0500 en text/html https://www.clickorlando.com/news/local/2022/08/08/osceola-county-school-district-using-international-program-to-hire-teachers/
Killexams : When is “Meet the Teacher” for SAISD schools No result found, try new keyword!Meet the Teacher” events prior to the first day of school allow students and parents to get class assignments, meet their teachers for the upcoming school year, ... Mon, 08 Aug 2022 09:00:06 -0500 en-us text/html https://www.msn.com/en-us/news/us/when-is-meet-the-teacher-for-saisd-schools/ar-AA10s7nk Killexams : FAO Holds World Food Day Poster Contest

TEHRAN (Tasnim) - The Food and Agriculture Organization of the United Nations (FAO) has held a contest for the children and teenagers between 5 and 19, asking them to create a poster showing a world where no one is left behind and everyone has access to healthy and affordable food.

- Society/Culture news -

"Everything in our world is connected - from our food to our cultures, environment and economies. Today, many people continue to face global challenges like poverty and hunger, climate change, conflict and inequality. Global challenges need global solutions! We can all learn how to be part of these global solutions, for a sustainable future where every person counts. Take a photo or scan your poster and submit your entry by filling out the form on our website. The deadline is 4 November 2022," the FAO office said in a statement.

Three winners in each age category will be selected by FAO's jury and announced in December. Winners will be promoted by FAO offices around the world and receive a surprise gift bag and Certificate of Recognition.

The participants must be aged 5-19. The deadline for entries is November 4, 2022.

The contest is open to children and youth living anywhere in the world. The age to declare in the entry form is the one at the time of entering the contest. Minors must have the permission of their parents or legal guardians to participate in the contest.

Participation is free of charge. The entry period will begin at 12:00 (CEST) on Friday, May 27, 2022, and will close at 12:00 (CEST) on Friday, November 4, 2022. The competition is divided into four categories: 5 to 8, 9 to 12, 13 to 15, and 16 to 19.

Only one entry should be submitted per person. Multiple entries from one person will result in disqualification. Poster entries may be drawn, painted or sketched using pens, pencils, crayons or charcoal, or using oil, acrylic or watercolor paint, as well as mixed media. Digitally created artwork is also permitted. No photographs are allowed.

Poster entries may or may not include text. If text is used, no more than 25 words or 100 characters can be accepted. Participants should not include personal information, such as names, school names or age, etc.

All artwork must be original and should not include logos or photographic images of the contestant or other personal information. All participants are encouraged to read about the World Food Day theme in the World Food Day Activity Book. Younger children may want to learn together with a parent or teacher.

Posters can only be submitted using the entry form provided. All fields in the contest entry form must be completed and after uploading the poster design, the ENTER button must be clicked. Younger children may need help from an adult in making their online submission. Only digital files saved as a JPEG will be accepted and submissions must be made through the online form provided. The contestants are asked not to send in physical posters.

Fri, 29 Jul 2022 01:39:00 -0500 en text/html https://www.bignewsnetwork.com/news/272636720/fao-holds-world-food-day-poster-contest
Killexams : CMCC includes welding in free training program

Aug. 8—AUBURN — Central Maine Community College has added a welding academy to the growing list of skills and training offered through the Center for Workforce and Professional Development.

The course consists of three consecutive weeks, 40 hours of hands-on training each week by an industry expert. After satisfactory completion of the course, students will have basic welding certification that will make them eligible for an entry-level position where they can expect to earn $40,000 per year or more to start.

Funding for the program comes from the federal American Rescue Plan Act. The course is open to those who are dislocated, unemployed or underemployed or whose job was adversely affected by COVID-19. Students must be at least 18 years old, Maine residents by completion of the program, have a high school diploma or equivalent, and be a U.S. citizen or have authorization to work here.

Forrest Stone is the new welding coordinator at the college. The Maine artist and metal fabricator who has also done stainless steel component fabrication for the Blue Origin space rocket, sanitary stainless steel welding for New England breweries, Bissell Brothers brewers, fabrication of 3D metal printing chambers for Desktop Metals out of Massachusetts, used in the production of the electric Ford F-150.

The welding classroom is an addition to the precision machine shop being put together. Class instruction includes safety training, tool and equipment use, how to make different welds, and how to test the strength of those welds.

Dwayne Conway is the dean of workforce development at CMCC.

"As you know, there's an abundance of work out there, so employers are certainly recruiting, so the graduates will have lots of options," he said.

The National Association of Manufacturers reports that the number of open jobs in the manufacturing sector has more than doubled since before the pandemic and that employers everywhere are struggling to find qualified candidates.

Conway said he's hopeful the school will be able to offer more advanced welding classes in the future. Funding is there for the next 18 months or so, he said.

There are 24 free training classes offered, from trade skills, to health care, to information technology and land surveying at CMCC's Center for Workforce and Professional Development.

Welding classes are tentatively set for Aug. 15, with a limit of 20 students per class. A new group will be formed every three weeks.

Register online at https://tinyurl.com/ms6zcnmb, or contact the Center for Workforce and Professional Development if you need more information at 207-755-5280.

Mon, 08 Aug 2022 10:34:00 -0500 en-US text/html https://news.yahoo.com/cmcc-includes-welding-free-training-223400447.html
Killexams : Looking to volunteer in the Coachella Valley? No result found, try new keyword!These local nonprofits could use your help. Is your nonprofit looking for volunteers? Email giving@desertsun.com. Entries may be edited for space. The print version of this ... Fri, 05 Aug 2022 03:38:43 -0500 en-us text/html https://www.msn.com/en-us/news/us/looking-to-volunteer-in-the-coachella-valley/ar-AA10lHWU Killexams : Local High School Students Explore Public Health at 2022 Dornsife Summer Institute

August 2, 2022

The second annual Public Health Summer Institute for ambitious junior and senior high school students at the Dornsife School of Public Health (DSPH) took place from Monday, July 25 through Friday, July 29, 2022. This year’s week-long event on Drexel University's campus attracted 19 students from the city and surrounding counties.

Participants came with a range of interests—medicine, global health, environmental sciences, policy, sociology, psychology, and more—making the summer institute a fitting opportunity for the students to delve into potential career paths in the wide-ranging field of public health.

Tariem Burroughs, MSEd, MSODL, MA, Director of Experiential Learning and Career Services at DSPH, organized and led the summer institute.

The goal for participants was to explore various aspects of public health, learn how to promote health for all, and understand the work of creating healthier populations through field experiences and presentations from DSPH faculty and community leaders.

On Monday, participants heard from Jennifer Kolker, MPH, Clinical Professor of Health Management and Policy, Associate Dean for Public Health Practice and External Relations, and Director of the Center for Public Health Practice at DSPH, who introduced health management and policy facets of public health.

Next they heard from Casper Voyles, MPH, PhD, Global Alliance for Training in Health Equity Research (GATHER) Trainee and Post-Doctoral Trainee at DSPH, who shared his experiences in the field of community health and prevention (CHP) and the role of public health practitioners in improving health among LGBTQ populations.

Day two included a Drexel University campus tour led by Katie Kantor, MA, Associate Director of Admissions. Participants then heard from Val Sowell, Staff Training and Enrichment Manager at Philadelphia FIGHT, a comprehensive health services organization providing primary care, consumer education, research, and advocacy for people living with HIV/AIDS and those at high risk.

In the afternoon, they utilized the city’s trolley system to go to the Southeastern Pennsylvania Transportation Authority (SEPTA) headquarters where staff discussed how public transportation plays a role in residences' health and wellbeing. Speakers from SEPTA included: Will Herzog, MS, Strategic Planner; Kenneth Divers, Assistant Director of Transportation; Allison Long, Drexel Student and Public Health Intern; Cynthia Hayes, Acting Director Customer Experience & Advocacy; and Jeff Erinhoff, Medical Director.

Midway through the program, participants discovered environmental and occupational health syllabus from affordable housing to injury prevention in the workplace. They heard from Jerry Fagliano, MPH, PhD, Associate Clinical Professor and Chair at DSPH, and Lizbeth Gomez, MPH, PhD Candidate and GATHER Trainee.

In the afternoon, the Health Commissioner for the City of Philadelphia, Cheryl Bettigole, MD, MPH, addressed participants and shared the unique challenges of the city’s Department of Public Health and opportunities to Excellerate health in urban settings.

On Thursday, participants explored mental health and public health, epidemiology and biostatistics, additional disciplines within CHP, and anti-oppression. Speakers included: Michael Long, PsyD, Supervising Psychologist and Team Leader at AIDS Care Group; Scarlett Bellamy, ScD, Professor and Associate Dean for Diversity and Inclusion at DSPH; Jen Breaux, DrPH, MPH, CHES, Associate Teaching Professor, Director of Undergraduate Education at DSPH; Anushka Aqil, MPH, PhD, GATHER Trainee and Post-Doctoral Trainee at the John Hopkins School of Public Health; and Ana Diez Roux, MD, PhD, the Dana and David Dornsife Dean of DSPH.

On the final day, Fatuma Doka, CRNP, Founder of Tender Grassroots, a nonprofit organization dedicated to providing the Ugandan community with resources, knowledge and skills that will empower the community to end the cycle of poverty, discussed global health opportunities. And lastly, Ellie Crowell, Delaware County Program Director at SHARE Food Program, discussed food insecurity that impacts the region and how they could get involved in addressing hunger.

Over the course of the week, students also engaged in a public health case competition to come up with real-world solutions to a public health problem. In small teams they created cooling strategies for vulnerable populations impacted by extreme heat then presented proposed solutions to their peers.

The summer institute culminated with the participants receiving a Certificate of Public Health Summer Institute completion.

Before parting ways, participants also exchanged contact information with one another to remain in touch. Over the course of the week, they made lasting connections, broadened their knowledge of public health professions, and resolved to be agents of change.

Learn more about the Summer Institute

Students at the 2022 Public Health Leadership Institute for High School Students receive their certificates at the end of the week.
Students at the 2022 Public Health Leadership Institute for High School Students hold up their certificates at the end of a full week.
Wed, 03 Aug 2022 06:14:00 -0500 en text/html https://drexel.edu/dornsife/news/latest-news/2022/August/local-hs-students-explore-ph-at-2022-summer-institute/
Killexams : Ethiopia: News - Bonga University Expels 54 Students for "Unclear Reasons"; OLF Condemned Decision, Requests Reinstatement of Students

Addis Abeba — Bonga University, located in Bonga city, the capital of Keffa Zone of the Southern Nations Nationalities and People's (SNNP) regional state, has reportedly expelled 54 Oromo students for unspecified reasons. Some of the expelled students who spoke with Addis Standard said that they have left the campus and returned to their families, after being expelled for "unknown reasons." They also claimed that they suffered serious injuries in a scuffle last week inside the university campus and demanded clarification about the death of Dereje Mamo, a first year student at the University.

The opposition party Oromo Liberation Front (OLF) issued a statement on 02 August saying that "reliable sources confirm that Dereje Mamo, a Bonga University Natural Science faculty student born in Ilu Abba Bora Zone, Bacho District, was hung and found dead in the university campus. Students at the university requested a clear and transparent investigation into the student's killing. Before the tragic death of Mamo, there was constant intimidation and harassment of Oromo students by the campus security officers and some individuals around the university."

A student of Bonga University who left the campus after being expelled and did not want to be named told Addis Standard that "the current incident has been going on for [the past] two weeks. Students who are natives of the area where the university is located were organized and have beaten up Afaan Oromo speaking students. Then the discovery of the death of student Dereje on campus exacerbated the matter," he said. Scuffles ensued "when we started asking for clarification about the death of the student; the local students and the local community who entered the campus and the university guards who identified the Oromo speaking students started beating us," he added.

Kelele Adisu (PhD), University Administration and Student Service Vice President, declined to comment when approached by Addis Standard. "I cannot provide information by phone" Dr. Kelele said.

The student said during the scuffles the attackers came armed with sticks, iron bars and sharp tools. He added that it took members of the federal police to protect them form the attackers. "If it wasn't for the Federal police, our injuries would have been even worse," he said. The 54 students were rounded up and taken to jail for two days, he said, "After two days of detention, we went on hunger strike and then the university guards took us back to campus. Later they made us gather all our belongings and take us all the way to Jimma. But then they separated a student called Lemmi from us and took him back. We still don't know where he is. Many students, including me, have returned to our homes," he said.

"We have nothing in Bonga anymore. We got out of it with the help of God. We have nothing to believe in going back. Many Oromo students have left the campus. There is nothing left but some students who have not left the campus yet, waiting in fear to take the upcoming exam. They [the administration] told us to ask openly about the problem but they beat us and chased us away," he added.

Sisay [name changed due to security concerns], is another student who spoke to Addis Standard. Sisay said he was unaware of the reason for his expulsion and returned to his family after being expelled. "I had information that there was a problem, but there was nothing I was clearly aware of. When I went out for lunch, I was arrested by the university guards, put on a car and taken to jail along with other students. They kept us in jail for two days without telling us anything and sent us back to campus. Then they told us to pack our belongings and took us out of the campus. We left campus and went back to our families without being officially told we were being expelled," he said.

Attempts by these students to contact the Bonga University administration by writing a letter were unsuccessful, Sisay said, adding that he finds it difficult to predict his future. "Now, I'm going to my village. I don't know what will happen next. But I just know we got out alive, that's all I know."

In the statement, the OLF said that the Oromo students of Bonga university were demanding that the case of the deceased student be clarified, and stated that even before the tragic death of the student, intimidation and security problems were being experienced by the Oromo students. OLF strongly condemned "the failure to respond to the rights demands of the Oromo students to the university administration and the action taken in return. "After the death of Mamo, Oromo students of the university, with credible evidence substantiated by a medical certificate, requested the University management to clarify the issue. Rather than doing justice, the university management has fired 54 Oromo students. Intimidation, beatings, harassment and brutal killing of Oromo students for the very fact of being Oromo is heinous and irresponsible. Such acts are not expected from an institution supposed to uphold free speech, create enlightened and fair citizens."

The party further cautioned Bonga University and its leadership were "legally and historically responsible for threatening and expelling Oromo students without any crime by calling them "Shene" just because they speak Afaan Oromo," the statement said. Furthermore, OLF requests the Bonga University management and the country's law and security establishments: to provide an appropriate and legal response to the peaceful and justifiable quest of the university students concerning rights abuses, to correctly and transparently investigate the killings of student Dereje Mamo and disclose the results to the families, his fellow students and the Oromo people, to cancel the firing of 54 Oromo students and reinstate them into their studies, and to ensure the peaceful learning and teaching atmosphere in the campus for all students and stop the outrageous intimidation of the Oromo students.

Addis Standard's repeated attempts to reach the Academic Vice President of the University, Dr. Anteneh Wendimu, were unsuccessful.

Sun, 07 Aug 2022 19:06:00 -0500 en text/html https://allafrica.com/stories/202208080169.html
Killexams : Evolution Academy Charter School Expands Community Healthcare Worker Certification

Open enrollment for the program available for Dallas, Houston and Beaumont campuses

DALLAS, Aug. 3, 2022 /PRNewswire/ -- Evolution Academy Charter School, along with Texas Education Agency and Region 10 Education Service Center, now offers a Community Health Worker (CHW) Certification as an option to help students prepare for the workforce as part of its College and Career Readiness requirements.

Community Health Workers (CHWs) are non-medical public health workers who connect communities to health care and social service providers. CHWs have been identified by many titles, such as Community Health Advisors, lay health advocates, promotoras, outreach educators or community health representatives. Community Health Workers are a necessary link for hospitals, churches, insurance companies and nonprofits to connect with diverse populations and promote healthy behaviors.

This is the first year this program was offered to high school students and Evolution Academy Charter School Richardson took advantage of the opportunity by enrolling fourteen students to participate in the pilot program in partnership with Region 10. These students were required to meet 120 hours of core competency in eight areas: communication, interpersonal skills, service coordination, capacity building skills, advocacy skills, teaching skills, organization and knowledge base.

"Our students completed individual and group projects. They also gained hands-on experience by hosting a Health & Wellness Fair as well as a blood drive earlier this spring," said Cynthia Trigg, superintendent and founder, Evolution Academy Charter School. "We are so proud of all the work they have accomplished and for the jumpstart this certification will provide them in their careers."

Seven students have completed the program thus far. These students will receive their Community Health Worker Certification from the Texas Department of State Health Services and Region 10 Education Service Center, which will allow them to have an advantage at landing a job in the healthcare Industry.

Following the success at the Richardson campus, Evolution Academy is now launching the Community Health Worker Certification program on all three of its campuses, located in the Dallas, Houston, and Beaumont, Texas. Programs like this support Evolution Academy's ability to provide students with access to college, career and military readiness skills while they earn a high school diploma, ultimately providing students with increased opportunities post-graduation.

In addition to the Community Health Worker Certification program, Evolution Academy Charter Schools also offers additional professional certification options including Microsoft Office Specialist, OSHA 30-Hour Construction, Entrepreneurship and Small Business, Educational Aide I, and ServSafe Manager certifications.

As Evolution Academy celebrates its 20th school year, it is revitalized in its mission to help students achieve academic, social and career success. This is accomplished by providing a comprehensive, integrated instructional program, demonstrated through a variety of innovative programs such as a 4-hour school day, online learning programs which predate the COVID-19 pandemic, and more. Evolution Academy is currently enrolling for the upcoming school year on all three of its campuses. To enroll, visit any location in person or visit www.evolutionacademy.org.

About Evolution Academy

Founded in 2002, Evolution Academy offers one-on-one attention with a mix of traditional and computer-based instruction, enabling students to earn two or more credit hours every nine weeks, allowing them to catch up or graduate early. The school also offers multiple career and technical education courses that prepare students for certificates in professional fields. Evolution Academy has graduated more than 3000 students, many of whom were unsuccessful in traditional school settings. Evolution Academy has campuses in Richardson, Beaumont, and Houston, Texas, and has open enrollment year-round for all three campuses.

MEDIA CONTACT:
Kayla Tucker Adams; KTA Media Group, 341767@email4pr.com; 214-403-9852 cell

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View original content:https://www.prnewswire.com/news-releases/evolution-academy-charter-school-expands-community-healthcare-worker-certification-301598689.html

SOURCE Evolution Academy Charter School

Wed, 03 Aug 2022 00:51:00 -0500 en-US text/html https://finance.yahoo.com/news/evolution-academy-charter-school-expands-125100774.html

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