The newest way to get a degree is attending the University of Phoenix online. The University of Phoenix online offers their students a list of courses, a personal admissions counselor, and classes that are fit around your already hectic schedule and lifestyle. With almost sixty online courses and approximately thirteen campuses spread throughout the country, the University of Phoenix is the leading site for getting a college education online. They offer everything from a Bachelors degree to a Masters degree and even offer single classes instead of an entire degrees worth. They also offer financial assistance for those who are not able to afford an online education. The financial assistance plans that they offer range from helping out a little bit, to making the payments affordable for those that have families and large monthly bills.

There are other web sites that offer the ability to obtain an education degree online. Most sites are affiliated with accredited universities and colleges. However, these sites require that you go to the university or college in order to take the exams issued regularly, as well as the mid-terms and final exams. The internet sites that are linked to accredited universities tend not to offer an affordable education degree online. Sometimes their courses can cost just as much as if you were to attend the classes in person. Be sure to check out as many sites as possible when deciding to get your education degree online and definitely make sure to check out the University of Phoenix online or call one of their toll free numbers. This will ensure an easier way to getting a college degree online.

An Easier Way to Getting A College Education Online is a post from: Cumbrede Comunica Dores Education News

Here are 5 reasons to why you should study a foreign language:

1. Meet new friends: Learning a foreign language opens up the door to your getting to know more people and expanding your social network. If you are studying a language such as Spanish, Portuguese, or Chinese that is spoken by a large percentage of the population, you will be literally potentially tapping into a communication network with hundreds of millions of people that was previously off limits to you. If you are studying a less popular language, just think how much more valuable you will be since there are fewer foreign speakers of it.

2. Become a more globally-viable businessperson: In the world of business, communication is king. It does not matter how well you can program a computer, do accounting, or design new products: if you cannot communicate with other people, you will not find the success you deserve in the business world. Learning to communicate in a foreign language effectively increases your value as a communicator. And, many people who become proficient in a foreign language end up actually improving their skills as a communicator in their native language, as well. Learning a foreign language makes you a better communicator overall, and it therefore makes you a more attractive employee or partner in the world of business.

3. Expand your mind: Speaking a foreign language with fluency truly means switching channels to another way of thinking. Once you become fluent enough in the foreign language you are studying, you will find your consciousness actually expanding to accommodate your new ability. Each language has its own set of vocabulary, phrases, and concepts that do not directly translate to other languages. The result for multilingual people is that they actually force their neurons to grow and connect in new ways. Effectively, you become a little bit smarter and more mentally flexible.

4. Become more attractive: Looking to impress your husband, wife, date, or that cute person that you see whenever you go shopping? Becoming conversant in a foreign language is a great way to bring yourself up a notch on the attractiveness scale. People who expand their horizons are almost always perceived as more attractive than those who are always happy with the same-old stuff, year after year.

5. Understand the world better: The world is getting smaller. Leaders and individuals in different countries are making decisions each day that affect all of us in economic, environmental, and political terms. By studying a foreign language, you equip yourself with an additional lens through which to view the actions, thoughts, and worldviews of other people. This will help you make more balanced decisions about how to act or react when you learn about world events.

Mastering a foreign language can be quite a challenge, but for each new word you memorize, for each new verb you learn to conjugate, you will be making yourself more interesting, more economically viable, and even a bit smarter and more attractive.

5 Reasons To Study A Foreign Language is a post from: Cumbrede Comunica Dores Education News

The Age of biotechnology arrives with somatostatin – a human growth hormone-releasing inhibitory factor, the first human protein manufactured in bacteria by Genentech, Inc. A synthetic, recombinant gene was used to clone a protein for the first time.

1978:

Genentech, Inc. and The City of Hope National Medical Center announce the successful laboratory production of human insulin using recombinant DNA technology. Hutchinson and Edgell show it is possible to introduce specific mutations at specific sites in a DNA molecule.

1979:

Sir Walter Bodmer suggests a way of using DNA technology to find gene markers to show up specific genetic diseases and their carriers. John Baxter reports cloning the gene for human growth hormone.

1980:

The prokaryote model, E. coli, is used to produce insulin and other medicine, in human form. Researchers successfully introduce a human gene – one that codes for the protein interferon- into a bacterium. The U.S. patent for gene cloning is awarded to Cohen and Boyer.

1981:

Scientists at Ohio University produce the first transgenic animals by transferring genes from other animals into mice. The first gene-synthesizing machines are developed. Chinese scientists successfully clone a golden carp fish.

1982:

Genentech, Inc. receives approval from the Food and Drug Administration to market genetically engineered human insulin. Applied Biosystems, Inc. introduces the first commercial gas phase protein sequencer.

1983:

The polymerase chain reaction is invented by Kary B Mullis. The first artificial chromosome is synthesized, and the first genetic markers for specific inherited diseases are found.

1984:

Chiron Corp. announces the first cloning and sequencing of the entire human immunodeficiency virus (HIV) genome. Alec Jeffreys introduces technique for DNA fingerprinting to identify individuals. The first genetically engineered vaccine is developed.

1985:

Cetus Corporation’s develops GeneAmp polymerase chain reaction (PCR) technology, which could generate billions of copies of a targeted gene sequence in only hours. Scientists find a gene marker for cystic fibrosis on chromosome number 7.

1986:

The first genetically engineered human vaccine – Chiron’s Recombivax HB – is approved for the prevention of hepatitis B. A regiment of scientists and technicians at Caltech and Applied Biosystems, Inc. invented the automated DNA fluorescence sequencer.

1987:

The first outdoor tests on a genetically engineered bacterium are allowed. It inhibits frost formation on plants. Genentech’s tissue plasminogen activator (tPA), sold as Activase, is approved as a treatment for heart attacks.

1988:

Harvard molecular geneticists Philip Leder and Timothy Stewart awarded the first patent for a genetically altered animal, a mouse that is highly susceptible to breast cancer

1989:

UC Davis scientists develop a recombinant vaccine against the deadly rinderpest virus. The human genome project is set up, a collaboration between scientists from countries around the world to work out the whole of the human genetic code.

1990:

The first gene therapy takes place, on a four-year-old girl with an immune-system disorder called ADA deficiency. The human genome project is formally launched.

1991:

Mary-Claire King, of the University of California, Berkeley, finds evidence that a gene on chromosome 17 causes the inherited form of breast cancer and also increases the risk of ovarian cancer. Tracey the first transgenic sheep is born.

1992:

The first liver xenotransplant from one type of animal to another is carried out successfully. Chiron’s Proleukin is approved for the treatment of renal cell cancer.

1993:

The FDA declares that genetically engineered foods are “not inherently dangerous” and do not require special regulation. Chiron’s Betaseron is approved as the first treatment for multiple sclerosis in 20 years.

1994:

The first genetically engineered food product, the Flavr Savr tomato, gained FDA approval. The first breast cancer gene is discovered. Genentech’s Nutropin is approved for the treatment of growth hormone deficiency.

1995:

Researchers at Duke University Medical Center transplanted hearts from genetically altered pigs into baboons, proving that cross-species operations are possible. The bacterium Haemophilus influenzae is the first living organism in the world to have its entire genome sequenced.

1996:

Biogen’s Avonex is approved for the treatment of multiple sclerosis. The discovery of a gene associated with Parkinson’s disease provides an important new avenue of research into the cause and potential treatment of the debilitating neurological ailment.

1997:

Researchers at Scotland’s Roslin Institute report that they have cloned a sheep–named Dolly–from the cell of an adult ewe. The FDA approves Rituxan, the first antibody-based therapy for cancer.

1998:

The first complete animal genome the C.elegans worm is sequenced. James Thomson at Wisconsin and John Gearhart in Baltimore each develop a technique for culturing embryonic stem cells.

1999:

A new medical diagnostic test will for the first time allow quick identification of BSE/CJD a rare but devastating form of neurologic disease transmitted from cattle to humans.

2000:

“Golden Rice,” modified to make vitamin A. Cloned pigs are born for the first time in work done by Alan Coleman and his team at PPL, the Edinburgh-based company responsible for Dolly the sheep.

2001:

The sequence of the human genome is published in Science and Nature, making it possible for researchers all over the world to begin developing genetically based treatments for disease.

2002:

Researchers sequence the DNA of rice, and is the first crop to have its genome decoded.

2003:

The sequencing of the human genome is completed.

Biotechnology Timeline: Important Events And Discoveries In Biotechnology is a post from: Cumbrede Comunica Dores Education News

* Take time for breakfast. Children who have breakfast and enough to eat during the rest of the day will be better able to concentrate in school, according to Head Start, the national child development program run by the Department of Health and Human Services.

* Introduce them to music. Playing instruments has shown to increase focus and concentration in other areas.

* Provide a supplement. One product is Focus, from the “Spray” line of sublingual sprays. Developed by doctors, Focus is a combination of homeopathic remedies that can improve concentration, support memory and help overcome apathy. It acts gently, causes no side effects and meets all FDA guidelines for good manufacturing practices.

Seventeen-year-old Bianca attributes her first-ever “100″ on an algebra exam to Focus. “It worked so well at improving my concentration while studying and taking tests, my algebra grade went from D to B,” she says. “My mom is very excited about my improvements, and my 16-year-old sister is now using the spray, too.”

* Send them to bed on time. Studies show that children and most teenagers concentrate best after about nine hours of sleep.

* Give them space. Your kids will be better able to concentrate on homework if they have a clear, uncluttered workspace. And turn off the TV; they won’t learn if they’re squeezing their homework in during commercials.

* Get them organized. The National PTA suggests helping older students organize their assignments by recording them on calendars or planners, along with due dates and dates turned in.

* Discourage “cramming.” It increases anxiety and interferes with clear thinking, according to the Department of Education. Kids do better on tests if they spread out studying over several days or weeks and can relate the information to what they already know.

Help Kids Concentrate is a post from: Cumbrede Comunica Dores Education News

Although todays air travel is one of the safest forms of transportation, aviation accidents still happen and can become a living nightmare for those involved. There are many reasons that aviation accidents happen and they can all vary greatly depending on specific circumstances and problems that occur during the flight process.

Some of the accidents that occur deal with taxi and takeoff, descent and landing, mechanical failures, pilot error, poor weather and fuel mismanagement. Many people believe that aviation accidents can simply be caused by bad luck, however in many of the cases researched; the accidents could have been avoided all together. If the pilot and flight crew can perform their jobs without and mistakes, an aviation accident is much less likely to occur.

An aviation lawsuit involves a lengthy process which requires an experienced level of expertise. Litigation in the aviation industry generally involves expert witnesses with specific knowledge in certain aspects of aviation such as air traffic control, engine design and mechanics. These lawsuits are generally directed towards pilots or manufacturers of aircrafts, however sometimes pilot error can be blamed for accidents along with defective or malfunctioning machinery. Since planes are mass produced, if there are malfunctioning parts in one of the planes, theres a chance that all of the models will have this defective part.

Aviation Accident Lawyers & Lawsuits is a post from: Cumbrede Comunica Dores Education News

And grammars themselves, whose pretended object is to teach the rules of
speaking and writing correctly, form but a miserable exception to this
sweeping remark. I defy any grammarian, author, or teacher of the
numberless systems, which come, like the frogs of Egypt, all of one
genus, to cover the land, to give a reasonable explanation of even the
terms they employ to define their meaning, if indeed, meaning they have.
What is meant by an “in-definite article,” a dis-junctive
con-junction, an ad-verb which qualifies an adjective, and
“sometimes another ad-verb?” Such “parts of speech” have no existence
in fact, and their adoption in rules of grammar, have been found
exceedingly mischievous and perplexing. “Adverbs and conjunctions,” and
“adverbial phrases,” and “conjunctive expressions,” may serve as
common sewers for a large and most useful class of words, which the
teachers of grammar and lexicographers have been unable to explain; but
learners will gain little information by being told that such is an
adverbial phrase, and such, a conjunctive expression. This is an
easy method, I confess, a sort of wholesale traffic, in parsing
(passing) language, and may serve to cloak the ignorance of the
teachers and makers of grammars. But it will reflect little light on the
principles of language, or prove very efficient helps to “speak or write
with propriety.” Those who think, will demand the meaning of these
words, and the reason of their use. When that is ascertained, little
difficulty will be found in giving them a place in the company of
respectable words. But I am digressing. More shall be said upon this
point in a future lecture, and in its proper place.

I was endeavoring to establish the position that all language depends
upon permanent principles; that words are the signs of ideas, and ideas
are the impressions of things communicated to the mind thro the medium
of some one of the five senses. I think I have succeeded so far as
simple material things are concerned, to the satisfaction of all who
have heard me. It may, perhaps, be more difficult for me to explain the
words employed to express complex ideas, and things of immateriality,
such as mind, and its attributes. But the rules previously adopted will,
I apprehend, apply with equal ease and correctness in this case; and we
shall have cause to admire the simple yet sublime foundation upon which
the whole superstructure of language is based.

In pursuing this investigation I shall endeavor to avoid all abstruse
and metaphysical reasoning, present no wild conjectures, or vain
hypotheses; but confine myself to plain, common place matter of fact. We
have reason to rejoice that a wonderful improvement in the science and
cultivation of the mind has taken place in these last days; that we are
no longer puzzled with the strange phantoms, the wild speculations which
occupied the giant minds of a Descartes, a Malebranch, a Locke, a Reid,
a Stewart, and hosts of others, whose shining talents would have
qualified them for the brightest ornaments of literature, real
benefactors of mankind, had not their education lead them into dark and
metaphysical reasonings, a continued tissue of the wildest vagaries, in
which they became entangled, till, at length, they were entirely lost in
the labyrinth of their own conjectures.

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The occasion of all their difficulty originated in an attempt to
investigate the faculties of the mind without any means of getting at
it. They did not content themselves with an adoption of the principles
which lay at the foundation of all true philosophy, viz., that the
facts to be accounted for, do exist; that truth is eternal, and we are
to become acquainted with it by the means employed for its development.
They quitted the world of materiality they inhabited, refused to examine
the development of mind as the effect of an existing cause; and at one
bold push, entered the world of thought, and made the unhallowed attempt
to reason, a priori, concerning things which can only be known by their
manifestations. But they soon found themselves in a strange land,
confused with sights and sounds unknown, in the explanation of which
they, of course, choose terms as unintelligible to their readers, as the
ideal realities were to them. This course, adopted by Aristotle, has
been too closely followed by those who have come after him.[2] But a new
era has dawned upon the philosophy of the mind, and a corresponding
change in the method of inculcating the principles of language must
follow.[3]

In all our investigations we must take things as we find them, and
account for them as far as we can. It would be a thankless task to
attempt a change of principles in any thing. That would be an
encroachment of the Creator’s rights. It belongs to mortals to use the
things they have as not abusing them; and to Deity to regulate the laws
by which those things are governed. And that man is the wisest, the
truest philosopher, and brightest Christian, who acquaints himself with
those laws as they do exist in the regulation of matter and mind, in the
promotion of physical and moral enjoyment, and endeavors to conform to
them in all his thoughts and actions.

From this apparent digression you will at once discover our object. We
must not endeavor to change the principles of language, but to
understand and explain them; to ascertain, as far as possible, the
actions of the mind in obtaining ideas, and the use of language in
expressing them. We may not be able to make our sentiments understood;
but if they are not, the fault will originate in no obscurity in the
facts themselves, but in our inability either to understand them or the
words employed in their expression. Having been in the habit of using
words with either no meaning or a wrong one, it may be difficult to
comprehend the subject of which they treat. A man may have a quantity of
sulphur, charcoal, and nitre, but it is not until he learns their
properties and combinations that he can make gunpowder. Let us then
adopt a careful and independent course of reasoning, resolved to meddle
with nothing we do not understand, and to use no words until we know
their meaning.

A complex idea is a combination of several simple ones, as a tree is
made up of roots, a trunk, branches, twigs, and leaves. And these again
may be divided into the wood, the bark, the sap, &c. Or we may employ
the botanical terms, and enumerate its external and internal parts and
qualities; the whole anatomy and physiology, as well as variety and
history of trees of that species, and show its characteristic
distinctions; for the mind receives a different impression on looking at
a maple, a birch, a poplar, a tamarisk, a sycamore, or hemlock. In this
way complex ideas are formed, distinct in their parts, but blended in a
common whole; and, in conformity with the law regulating language,
words, sounds or signs, are employed to express the complex whole, or
each distinctive part. The same may be said of all things of like
character. But this idea I will illustrate more at large before the
close of this lecture.

First impressions are produced by a view of material things, as we have
already seen; and the notion of action is obtained from a knowledge of
the changes these things undergo. The idea of quality and definition is
produced by contrast and comparison. Children soon learn the difference
between a sweet apple and a sour one, a white rose and a red one, a hard
seat and a soft one, harmonious sounds and those that are discordant, a
pleasant smell and one that is disagreeable. As the mind advances, the
application is varied, and they speak of a sweet rose, changing from
taste and sight to smell, of a sweet song, of a hard apple, &c.
According to the qualities thus learned, you may talk to them
intelligibly of the sweetness of an apple, the color of a rose, the
hardness of iron, the harmony of sounds, the smell or scent of
things which possess that quality. As these agree or disagree with their
comfort, they will call them good or bad, and speak of the qualities
of goodness and badness, as if possessed by the thing itself.

In this apparently indiscriminate use of words, the ideas remain
distinct; and each sign or object calls them up separately and
associates them together, till, at length, in the single object is
associated all the ideas entertained of its size, qualities, relations,
and affinities.

In this manner, after long, persevering toil, principles of thought are
fixed, and a foundation laid for the whole course of future thinking and
speaking. The ideas become less simple and distinct. Just as fast as the
mind advances in the knowledge of things, language keeps pace with the
ideas, and even goes beyond them, so that in process of time a single
term will not unfrequently represent a complexity of ideas, one of which
will signify a whole combination of things.

On the other hand, there are many instances where the single declaration
of a fact may convey to the untutored mind, a single thought or nearly
so, when the better cultivated will take into the account the whole
process by which it is effected. To illustrate: a man killed a deer.
Here the boy would see and imagine more than he is yet fully able to
comprehend. He will see the obvious fact that the man levels his musket,
the gun goes off with a loud report, and the deer falls and dies. How
this is all produced he does not understand, but knowing the fact he
asserts the single truth–the man killed the deer. As the child
advances, he will learn that the sentence conveys to the mind more than
he at first perceived. He now understands how it was accomplished. The
man had a gun. Then he must go back to the gunsmith and see how it was
made, thence back to the iron taken from its bed, and wrought into bars;
all the processes by which it is brought into the shape of a gun, the
tools and machinery employed; the wood for the stock, its quality and
production; the size, form and color of the lock, the principle upon
which it moves; the flint, the effect produced by a collision with the
steel, or a percussion cap, and its composition; till he finds a single
gun in the hands of a man. The man is present with this gun. The motives
which brought him here; the movements of his limbs, regulated by the
determinations of the mind, and a thousand other such thoughts, might be
taken into the account. Then the deer, his size, form, color, manner of
living, next may claim a passing thought. But I need not enlarge. Here
they both stand. The man has just seen the deer. As quick as thought his
eye passes over the ground, sees the prey is within proper distance,
takes aim, pulls the trigger, that loosens a spring, which forces the
flint against the steel; this produces a spark, which ignites the
charcoal, and the sulphur and nitre combined, explode and force the wad,
which forces the ball from the gun, and is borne thro the air till it
reaches the deer, enters his body by displacing the skin and flesh,
deranges the animal functions, and death ensues. The whole and much more
is expressed in the single phrase, “a man killed a deer.”

It would be needless for me to stop here, and examine all the operations
of the mind in coming at this state of knowledge. That is not the object
of the present work. Such a duty belongs to another treatise, which may
some day be undertaken, on logic and the science of the mind. The hint
here given will enable you to perceive how the mind expands, and how
language keeps pace with every advancing step, and, also, how
combinations are made from simple things, as a house is made of timber,
boards, shingles, nails, and paints; or of bricks, stone, and mortar; as
the case may be, and when completed, a single term may express the
idea, and you speak of a wood, or a brick house. Following this
suggestion, by tracing the operations of the mind in the young child, or
your own, very minutely, in the acquisition of any knowledge before
wholly unknown to you, as a new language, or a new science; botany,
mineralogy, chemistry, or phrenology; you will readily discover how the
mind receives new impressions of things, and a new vocabulary is adopted
to express the ideas formed of plants, minerals, chemical properties,
and the development of the capacities of the mind as depending on
material organs; how these things are changed and combined; and how
their existence and qualities, changes and combinations, are expressed
by words, to be retained, or conveyed to other minds.

But suppose you talk to a person wholly unacquainted with these things,
will he understand you? Talk to him of stamens, pistils, calyxes; of
monandria, diandria, triandria; of gypsum, talc, calcareous spar,
quartz, topaz, mica, garnet, pyrites, hornblende, augite, actynolite; of
hexahedral, prismatic, rhomboidal, dodecahedral; of acids and alkalies;
of oxygen, hydrogen, nitrogen and carbon; of the configuration of the
brain, and its relative powers; do all this, and what will he know of
your meaning? So of all science. Words are to be understood from the
things they are employed to represent. You may as well talk to a man in
the hebrew, chinese, or choctaw languages, as in our own, if he does not
know what is signified by the words selected as the medium of thought.

Your language may be most pure, perfect, full of meaning, but you cannot
make yourself understood till your hearers can look thro your signs to
the things signified. You may as well present before them a picture of
nothing.

Fundamental Principles Of Language Part II is a post from: Cumbrede Comunica Dores Education News

In 2000, the Boston schools partnered with the Massachusetts General Hospital to conduct a study on the impact of the federal School Breakfast Program in 16 of their elementary schools. Researchers found that a simple breakfast of milk, juice and cereal provides a fourth of the Recommended Daily Allowance (RDA) of key nutrients needed by growing children. Breakfast reduces hunger in the classroom and improves the overall nutrition of the students. They found that student behavior and grades improved, especially in mathematics. Students were able to spend more time on tasks and were more creative. Attendance improved. Students demonstrated better concentration facilities and improved emotional functioning. Trips to the nurses office were drastically reduced.

Breakfast is by far the least expensive program for improving academic achievement, yet less than half the children eligible for the free or reduced price meals participate nationwide. One major obstacle is perception breakfast programs are viewed as programs for the poor kids, a label many students wish to avoid. The other major obstacle is timing. Most schools across the country serve breakfast before the start of school children who arrive late due to tight morning schedules or on buses that are late, miss breakfast.

Many of the Boston schools have implemented innovative strategies to overcome the obstacles of perception and timing:

Nearly 80 elementary schools now offer a universal breakfast all children eat together for free. The poor kid stigma has been eliminated.
Participating Boston schools make breakfast a normal and expected part of the morning schedule no different than taking attendance.
Boston schools serve breakfast in a variety of ways, using the method that works best for each individual schools culture. Methods range from serving cold or hot food in the classroom from a cooler or thermal pack; grab and go, brown bag breakfasts; sending students to the cafeteria after attendance; or a combination of these approaches.
Involving the children makes the program more successful. Children rotating being in charge of food delivery to the classroom, after-breakfast trash removal, and returning leftovers to the cafeteria instills pride and responsibility. They become part of the program, not just participants.

The Boston schools have been recognized for their efforts in the School Breakfast Program. Project Bread, the states leading anti-hunger organization and Boston schools partner in the School Breakfast Program, awards Boston schools that have achieved an 80 percent or greater student participation the point at which the breakfast program pays for itself with federal dollars.

In 2002, Project Bread recognized 10 elementary schools with the School Breakfast Excellence Award. Each award is $1,000 that the schools principal can use for any school-related expense.

The Boston schools have found that when their educators make it a priority and part of the daily schedule, it is more acceptable to the students and has a better chance to succeed. Breakfast is such an inexpensive way for Boston schools to achieve substantial academic results especially in the children who need it the most.

Breakfast Pays Big Dividends in Boston Schools is a post from: Cumbrede Comunica Dores Education News

Children read to develop background knowledge about a range of topics and build a large vocabulary, which aids them in later comprehension and development of reading strategies. They also watch how others read and therefore become familiar with the reading process. They are constantly learning.

Still, many enter elementary school without a strong background in literacy. These are the children who are most at risk of developing reading problems. To provide high chances of success, teachers should be involved in professional development to learn more about child development as it relates to literacy acquisition.

At age 3-4, children begin to “read” their favorite books by themselves. They begin to use “mock handwriting” (Clay, 1975). Around age 5, in kindergarten, most children are considered emergent readers. They make rapid growth in literacy skills if they are exposed to literacy-rich environments (Burns, Griffin, & Snow, 1999). Children may try to recall what has been written or use a picture created with the text to reread instead of using the letter clues (Kamberelis & Sulzby, 1988; Snow, Burns, & Griffin, 1998). Although they are beginning to apply phonetic knowledge to create invented spellings, there is a lapse in time before they use phonetic clues to read what they write.

For those parents who choose to home-school their children, an enormous advantage exists to teach children phonetic knowledge, sight words and decoding before they enter school. This learning advantage gives them power with text that most will not be equipped with.

Most children will become early readers during the first grade. They commonly look at beginning and ending letters in order to decode unfamiliar words (Clay, 1991; Pinnell, 1996b; Snow, Burns, & Griffin, 1998). They know a small number of sight words.

By second grade, they are transitional readers, able to read unknown text with more independence. They use meaning, grammatical, and letter cues more fully and use pictures in a limited way while reading (Clay, 1991; International Reading Association & National Association for the Education of Young Children, 1998; Pinnell, 1996b; Snow, burns, & Griffin, 1998). Transitional spellers can apply spelling rules, patterns, and other strategies to put words on paper.

By the third grade, children are typically fluent readers. They can read for meaning while focusing less on decoding. They may use transitional and phonetic spellings to spell infrequently used words.

The child’s concept of words changes as the child’s literacy development evolves. Children construct their own knowledge thus the difference between how an adult understands reading and writing and how a child understands reading and writing.

Children progress through several categories of phonological skills from rhyming to blending. The most difficult task involves the complete segmentation of phonemes and manipulation of them to form new words (Griffith & Olson, 1992; Hall & Moats, 1999). If we begin teaching our children how to segment and manipulate phonemes at the pre-school age, they will have the tools necessary to spell correctly, understand the meaning of words and be able to write and read complete sentences with ease.

Screen and assessment are crucial tools to determine children’s literacy needs. Data helps teachers identify children who are developing at a less than normal pace and are in need of intervention. The earlier, the better to find these children. Throughout kindergarten and first grade, children can be screened for phonemic awareness, alphabetic knowledge, and an understanding of basic language concepts (Texas Education Agency, 1997a). Performance based assessments, such as observational records of reading and writing, developmental benchmarks, and portfolios can also be used to inform daily teaching (Allington & Cunningham, 1996; Burns, Griffin, & Snow, 1999; international Reading Association & National Association for the Education of Young Children, 1998; Slegers, 1996).

Teachers, parents and caregivers need to understand and support children’s emergent literacy and, in later years, children’s transition to conventional reading and writing. Teachers, administrators, and specialists must understand the developmental nature of emergent literacy and early conventional literacy and ensure that the curriculum and instructional materials are appropriate. Parents need to be educated in child development and support sharing and exploring literacy with their children. The literacy program needs to support children’s social, emotional, aesthetic, maturational, and cognitive needs. The reading program must be balanced and include quality literature, writing opportunities, development of phonemic awareness and alphabetic knowledge.

To provide opportunities for children’s literacy acquisition, schools should work with community groups and libraries to provide informational programs for parents regarding the development of literacy skills in young children. Teachers should review research on reading and young children and become familiar with Learning to Read and Write: Developmentally Appropriate Practices for Young Children. (The joint position statement of the International Reading Association and the National Association for the Education of Young Children). All teachers should develop an understanding of phonological terms and work to provide a developmentally appropriate curriculum in reading and writing that is attainable but challenging. Educators need to develop strategies for preventing reading difficulties to begin with. Libraries or resource centers should have extensive and varied resources.

Learning should be a fun process that instills a desire to learn even more. If we all work together, we can accomplish this.

Education & Teaching – Language Acquisition is a post from: Cumbrede Comunica Dores Education News

The sun-directly or indirectly-is the primary source for most forms of energy found on Earth. Solar energy is clean, abundant and renewable.

Though we think of solar power as a new discovery, ancient civilizations found innovative ways to use solar energy. Among them, the Greeks, Romans and Chinese all developed ways to use solar warmth for their homes, including using southern exposures to maximize solar heating and making use of solar lighting.

Now, thanks to innovative technologies, it’s possible to capture this energy, concentrate it, store it and convert it into electricity.

Sunlight is converted into electricity using solar cells. Solar cells are also called photovoltaic cells, or “PV cells” for short. PV cells were first developed in the 1950s for use in American space satellites. Today, they are used for power needs ranging from telecommunications to rural electrification. PV cells can be found on items we use daily, such as calculators, flashlights, radios, landscape lighting and children’s toys.

Portable PV units are also available for emergency and disaster use, such as keeping cell phones and small appliances charged when the user is away from the grid or during blackouts.

Consumers can harness the power of the sun for themselves more easily than ever. Solar panels you see on buildings and homes have been available on the market for decades. New systems-which incorporate solar into roofing shingles-are now aesthetically pleasing, efficient and durable.

2006 ushers in new tax credits for solar energy technologies and consumers may also be eligible for state rebates.

For more information, consult with a tax professional, contact the Internal Revenue Service at www.irs.gov, or check out www.doe.gov for the latest in tax credit information.

Sunlight isn’t only used to generate electricity. It is also used to heat water, which can be used to warm homes and businesses. Solar-powered radiant heating systems run some industrial processes and drive turbines to generate electricity. Many solar thermal technologies have been used in homes for decades and can last more than 20 years.

Experts believe that solar energy technologies can benefit this nation in many ways. They have the potential to help diversify this country’s energy supply, reduce the dependence on imported fuels, improve air quality, offset greenhouse gas emissions and stimulate the economy by helping to create jobs in the manufacturing and installation of solar energy systems.

Bright Hopes For The Future Of Solar Energy is a post from: Cumbrede Comunica Dores Education News

I got seriously involved in the college admission essay-writing business shortly after I published my eBook on recommendation letters, Instant Recommendation Letter Kit, a few years ago.

People who bought that book for help with their recommendation letters soon started asking me if I would review their admission essays and/or personal statements for them. In some cases, I was asked to write their essays and/or statements from scratch.

To do that properly, I was obliged to conduct a lot of research into the entire subject of admission essays. So, I did a fairly extensive literature search of what was available on the subject, both online (Internet) and offline (books).

One thing that really struck me in my research was how many people seem to go out of their way to sabotage their own college admission efforts.

Time, and time again, I read about the first-hand experiences of Admission Committee members who received essays and/or personal statements with two or three strikes against them from the outset due to some glaring oversight, omission, or risky strategy.

In fact, its been hard to believe at times, some of the things Ive seen on draft essays that have been submitted to me. Fortunately Ive been able to fix most of those before they went any further. Unfortunately for some people though, these problems dont get fixed, and end up being submitted to an Admissions Committee.

Heres a list of the seven most common mistakes that reviewers encounter when reading admission essay personal statements:

Eliminate Spelling and Grammar Errors
Sounds like the obvious one to avoid doesnt it? In fact, this is the most commonly cited error. It is not a small consideration. Admission Committee members generally see these kinds of sloppy errors as a reflection of the candidates personality and an indication of how they will likely perform in their studies. It also makes the reviewer question the seriousness of the candidate, since they cant even take the time and trouble to get such an important document correct.

Don’t Forget To Change the Name
This one is surprisingly common. Its amazing how many Admission Committee essay reviewers have mentioned this error. It usually refers to a situation in which a candidate writes a generic essay and then submits it to a number of different programs. This is not a bad thing in itself. But then, for whatever reason, they forget to change the name of the institution or program! So, the last sentence may read, It is for these reasons that I believe that the Yale Business Program is the one for me. The only problem being that this was the application to Columbia! Admission reviewers generally take this as an insult, and it doesnt do anything to help the candidate.

Make Sure You’re Original Enough
Your essay or personal statement must be specific enough so that the admissions committee can gain a good understanding as to who YOU are as a person, and exactly why YOU want to attend that specific institution and that particular program. Some candidates fill their essays with generalities and platitudes that could apply to just about any person and/or program. This doesnt help the Committee, and thus wont help the candidate. Youve got to tell your own unique story in your own unique voice.

But, Don’t Be Too Original
There are cases in which people tend to go too far overboard in announcing their own uniqueness. People have written poems, told stories, and submitted videos when there was no such requirement. This is highly risky and is likely to alienate many reviewers rather than endear them to you. Generally speaking, an extreme approach like this will be seen as grandstanding or trying to get attention just for the sake of it. Remember, that hundreds (or thousands) of other applicants are operating within the same stated guidelines as you are. The challenge is to make you stand out as different, but within those guidelines.

Avoid Talking Through Your Hat
Some people have a tendency to make sweeping or grandiose statements that they cant really back-up. Such statements as Im going to find a cure for cancer or I intend to eliminate poverty from developing countries are seen as nave and somewhat trite at the university program level. Theyre nice sentiments, but they dont show a realistic understanding by the candidate of the career path and educational program they have chosen. Make genuine statements that show a good understanding of you in relation to the world around you.

Answer the Question
Admission reviewers often report that many candidates dont address the specific question posed on the application form. When this occurs, one of three situations is possible: 1.) the candidate has made a conscious decision to ignore the question asked for some reason, 2.) the candidate has not read and/or understood the question, or 3.) the candidate has submitted a generic multi-program essay and has not taken the time to adjust it to address the particular question at hand. Even when applying to multiple programs, make an effort to adjust your essay or statement when necessary to deal with the specific requirements of different programs.

Respect the Guidelines
This refers to situations when an application form states a specific requirement for the number of words or characters for your essay or statement. Some people seem to completely ignore these. Dont. They were put there for a reason. When one doesnt follow these very specific guidelines, they are either choosing to ignore them for some reason, or their generic multi-program essay is just being plugged in and they wont take the time to adjust it for the specific program. Ignoring such guidelines can make admission reviewers wonder if the applicants inability to follow instructions extends to other areas that might have implications on their studies.

So then, why do so many people shoot themselves in the foot by committing such easily avoidable errors? Beats me.

Im not sure what the problem is. Perhaps its because many people assume that they can leave the drafting of the admission essay or personal statement to the very last minute, and things then slip through the cracks during the last minute rush. Or, perhaps some people think that the essay isnt really all that important, and probably wont get read.

Both of these assumptions are serious mistakes.

In fact, the admissions essay personal statement is probably the single most important part of the application to a university or college program.

And yes, these essays do get read. At least once, for a poor essay that will not go any further in the review process. Multiple times, for a good essay that continues through to the end of the evaluation process.

All of the foregoing donts are very avoidable mistakes. So, why commit one of these errors when theres no need to? After all, isnt the college and university admission process competitive enough already?

So dont make it extra difficult for yourself (or the Admissions Committee). Read the application very carefully and do exactly what it says when writing your admission essay or personal statement. You wont go wrong if you follow all of the instructions.

Admission Essays: Dont Shoot Yourself In the Foot is a post from: Cumbrede Comunica Dores Education News