Anyone in need of free bread, eggs, milk, etc. The Jericho City of Praise on Brightseat Road in Landover, distributes free food staples every Tuesday and Thursday from 4:30pm-6pm. They give 3 days worth of groceries at no cost. You must show a PG County drivers license to prove residency. For info call 301-333-0500 and press "0" for the operator.
"Counting on Children" partners with Capital area Food Bank distributes free fruits, vegetables, snacks, water etc, every 2nd and 4th Friday at 9am in the parking lot at 311 68th Place, Seat Pleasant. Call 301-499-2319 to get on the distribution schedule. There is no criteria. Just show up with your own plastic bags.
The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
To stress his point he said to another guest: "You're a teacher, Bonnie. Be honest. What do you make?" Bonnie, who had a reputation for honesty and frankness replied,
"You want to know what I make?" (She paused for a second, then began...)
"Well, I make kids work harder than they ever thought they could. I make a C+ student feel like the Congressional Medal of Honor winner.
I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I-Pod, Game Cube or movie rental."
"You want to know what I make?" (She paused again and looked at each and every person at the table.) "I make kids wonder. I make them question. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. Keyboarding isn't everything. I make them read, read, read. I make them show all their work in math. They use their God given brain, not the man made calculator. I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in the United States of America."
"Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life."
(Bonnie paused one last time and then continued.)
"Then, when people try to judge me by what I make, with me knowing money isn't everything, I can hold my head up high and pay no attention because they are ignorant."
"You want to know what I make? "I MAKE A DIFFERENCE."
"What do you MAKE, Mr. CEO?" His jaw dropped, and he went silent.
This program is new to Carrie Childrens Foundation and exciting for all ages, it is an 8 week program which will comtinue until June 6, 2009. This program helps children listen carefully, build leasership skills, make new friends as well as building self confidence. Being your child by Carrie Children's Foundation every Saturday at 5:00 p.m. and join the excitment. Our members are; Ryan MrFadgen, Jeorge Benton, Kevin Smith, Alvin Bacilio, Marqia Bacilio, Byron Haswkins, LeSean Horton, Caleb Harvey, Chris McFadgen, Marcus Crook, Nya Kindley, Lashai Pinkney, Kadrya Smith, Alexa Dunn.
Below is a humongous listing and access to lots of early childhood information from Pre-k Now.
Flora Gee
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From: info@preknow.org [mailto:info@preknow.org] Sent: Monday, May 04, 2009 2:50 PM To: Flora Gee Subject: Pre-K Picks - May 4, 2009
Pre-K Picks
Dear Flora,
This issue of Pre-K Picks features several trends in early education research worth keeping an eye on. I was especially intrigued by some recent research activities on the role of play, alignment between early education and K-12, and early childhood data and related policies. I've included highlights from publications reviewing the latest policy updates for both pre-kindergarten and child care, including one that examines the differences in policies and quality standards that exist between the two.
Later this month, I'll be presenting and learning at the Smart Start annual conference. Look for interesting resources I find there in the next installment of the Picks. By the way, for those interested in reviewing previous issues of Pre-K Picks, I wanted to let you know they are now archived on our website.
Finally, a special thanks goes to Amy Katzel from the Pre-K Now communications team for contributing the piece on the role of play in early education. Look for more of her work in upcoming Picks editions as she continues researching the topic for a brief to be published later this year.
Albert Wat Pre-K Now, a campaign of the Pew Center on the States
P.S. What's your top resource pick to use in next month's newsletter? E-mail me at awat@pewtrusts.org.
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---EARLY CHILDHOOD EDUCATION-------The Prime Pick
New Resource reviews state pre-k policies and trends
Early this month, the National Institute for Early Education Research (NIEER) released its annual "The State of Preschool 2008", yearbook an essential resource for data on state-funded pre-k programs. For highlights of the key findings for the 2007-08 school year, one can consult the executive summary (PDF), the press release, or a video produced by NIEER.
Make sure to check out the Yearbook's appendices (PDF), which are only available online. This section often features new data not available in previous editions of the yearbook. Some of this year's new information will help you answer the following questions:
How many special education children are served by state pre-k, and what are their ages? What is the average salary for lead and assistant pre-k teachers? What state and local funding sources support state pre-k, and how much is spent from each source? Which states require a percentage of pre-k slots to be in non-public school settings and what are the proportions? Does the state allow federal child care subsidy and welfare assistance eligibility rules to be waived so children can have year-long access to pre-k? Is the per-child funding allocation the same for all settings? Does the provider have to achieve a minimum quality rating to be eligible for pre-k funding? Can the same child be funded by both pre-k and child care subsidy dollars?
Because NIEER's Yearbook covers the 2007-08 school year, it is unclear how the current economic crisis affects the progress captured within the report. For an analysis that looks ahead to FY10, you can refer to Pre-K Now's soon-to-be-released annual report, "Leadership Matters." The report will detail governors' pre-k budget recommendations for the coming fiscal year and analyze emerging trends and themes.
Pick Positions
Articles explore the role of play in early education Policy groups add their stamp of approval on high-quality pre-k Reports call for increased alignment between early education and K-12 education New video on developmentally appropriate practice One-stop compilation of resources on federal recovery funds and pre-k Implications of increasing diversity for early education Reports show that quality of child care needs attention Early childhood data: where to find them and why they matter Guidance on conducting screenings in early education New review of research on brain development available Experiment shows executive functions are teachable and transferrable Researchers discuss the state of cost-benefit research in early education Local pre-k evaluations show promising results New online resources on infant-toddler policy
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1. Articles explore the role of play in early education
When the role of play is discussed in early education policy, the debate is often caught between those who are concerned that early childhood programs take away opportunities for play, and those who think that children do not learn as much when play is included in the curriculum. Fortunately, a number of studies are emerging to provide a more evidence-based perspective.
A recent article in Science Daily explored the importance of play in early learning, and according to a researcher at the University of Illinois Champagne-Urbana, literacy and learning begin with imaginative play. While teaching the alphabet and working with children on letters and sounds are important, too much structured learning can actually be counterproductive to a child's cognitive development. According to the researcher, the most important growth stems from problem solving, intellectual inquiry, and the ability to ask questions. Open-ended activities like play provide the greatest opportunities for young children to develop these skills.
Scientific American also recently featured an article on the issue. After learning about the abusive childhoods experienced by many criminals, a psychiatrist at Baylor College of Medicine in Houston interviewed more than 6,000 offenders about their childhoods and concluded that "a lack of opportunities for unstructured, imaginative play can keep children from growing into happy, well-adjusted adults." A psychologist at the University of Minnesota added that unstructured play in groups is crucial to healthy social development and communication skills that are continually needed throughout adolescence and adulthood. These interactions require children to learn, to take turns, and use sophisticated and descriptive language.
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2. Policy groups add their stamp of approval on high-quality pre-k
In the spirit of prioritizing evidence above ideology in policymaking, the Century Foundation provides three examples of education reforms that have demonstrated effectiveness, "based on the lion's share of research to date." One is Oklahoma's pre-k-for-all program, which has been shown to increase children's early literacy and math skills, regardless of family income or background. Another featured reform is the comprehensive strategy used in low-income, urban school districts in New Jersey, where significant gains in fourth grade test scores have been made since 1999. A critical factor in New Jersey's success, according to the brief, is the provision of high-quality pre-k for all three and four year olds in these districts and an emphasis on early literacy. For a fuller account of this effort, including its pre-k initiative, you may want to read a new book published by the Century Foundation, called In Plain Sight.
In another effort to disseminate research-based public policies, the Center for the Study of Social Policy has created a new website, PolicyForResults, which provides guidance on how to most effectively meet the needs of children and families. Among the best practices highlighted are implementing high-quality pre-k, increasing access to child care, and investing in infant and toddler programs. The website also contains a section on how to make the most of federal funds -- including those from the federal economic recovery package -- to strengthen families and improve children's outcomes.
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3. Reports call for increased alignment between early education and K-12 education
The past few months have seen a surge in the number of resources available to support the alignment of early education with the K-12 system. Such alignment typically involves integrating child development concepts into classroom practices so that teaching strategies fit the way young children think and learn. Practically speaking, this means making sure that pre-k standards, curriculum, assessments, and professional development work well with those at the K-12 level.
In a series of briefs, FirstSchool spells out the critical elements of an effectively aligned system that "unites the best of early childhood, elementary, and special education." The briefs illuminate strategies that effectively support alignment from pre-k through third grade -- everything from financing tactics, and physical design of the classroom to the use of time during the school day.
Of particular note is the brief (PDF), "Using Developmental Science to Transform Children's Early School Experiences," which describes seven ways teaching practices would change if schools employed a pre-k to 3 approach. For instance, in addition to addressing content knowledge (e.g., reading, math), pre-k and elementary school teachers would more intentionally develop children's thinking skills, such as self-regulation and memory. They would also use different activities, such as play and experimentation, as well as direct instruction.
FirstSchool has developed a website that contains research and other resources that help schools achieve this vision.
The following three reports make a similar case for pre-k to 3 alignment and provide examples of states' efforts to do so: the Education Commission of the States and the W.K. Kellogg Foundation, the Leadership to Integrate the Learning Curriculum (PDF), and the National Association of State Boards of Education. While their specific recommendations differ somewhat, several themes emerge from these publications:
Create an entity for diverse stakeholders (e.g., public schools, early childhood providers, higher education, health and human services, etc.) to develop a common vision and coordinate actions that increase alignment of early childhood efforts across settings and with the K-12 system. Align standards, curricula and assessment tools from pre-k through the early elementary grades. Build data systems that allow longitudinal assessment of children's progress in various cognitive, physical, social-emotional domains. Provide professional development (both pre- and in-service) for teachers, paraprofessionals, and administrators so that all staff are oriented and trained in the aligned approach to educating young children.
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4. New video on developmentally appropriate practice
The National Association for the Education of Young Children (NAEYC) released an updated statement on "Developmentally Appropriate Practice" (DAP) earlier this year to provide the field with research-based guidelines and principles for working with young children. Recently, NAEYC produced a video to illustrate what DAP looks like in classrooms.
In addition to examples of teacher-child interactions and classroom activities, the video also includes narration and commentary by early childhood experts. This NAEYC resource also provides a user's guide to help viewers reflect on and improve their own practice.
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5. One-stop compilation of resources on federal recovery funds and pre-k
Over the past few months, Pre-K Now has joined the growing number of national organizations compiling information about the use of funds from the American Recovery and Reinvestment Act for pre-k and early childhood programs. After conducting a series of briefing calls on the subject and compiling the most helpful resources, Pre-K Now posted them in one central location. Topics covered include:
Facilities Title I State Advisory Councils Data systems IDEA English Language Learners
In addition to original Pre-K Now tools and analysis, the site features helpful materials from the Birth to Five Policy Alliance, NACCRRA, NAEYC, ZERO TO THREE, as well as the U.S. Department of Education and the U.S. Department of Health and Human Services. Visitors to Recovery Round-Up can also obtain examples of strategies used and guidance issued by state agencies and advocacy organizations to encourage use of ARRA funds on early education.
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6. Implications of increasing diversity for early education
A paper (PDF) by ZERO TO THREE examines the increasing cultural diversity in the United States and its implications for early education professionals. In particular, the author raises the challenging question of how to address instances when conventional understanding of "best practices" and "healthy" development conflicts with beliefs and behaviors of minority cultures.
The paper also includes an extensive bibliography of early childhood studies that include culturally diverse children in their samples. The studies are organized by their respective focus on cognitive development, language development, and social-emotional development.
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7. Reports show that quality of child care needs attention
Two related reports from the National Association of Child Care Resource and Referral Agencies (NACCRRA) conclude that while states have made some progress in improving the quality standards of licensed child care centers in the past two years, on average, they continue to hold a low bar for quality, especially when compared to state pre-k regulations. Both of these reports include state profiles and an assessment of each state's strengths, weaknesses, and areas for improvement.
In "We Can Do Better", NACCRRA compiled states' standards for more than 20 indicators of quality related to oversight and regulations and found that only Oklahoma, Tennessee, the District of Columbia, and the Department of Defense child care systems scored a 70 percent or above. All other states reviewed in the report earn the equivalent of a D or F.
The standards states were most likely to meet related to health and safety issues. Least likely to be met were standards associated with adequate education requirements for child care directors, teachers, and licensing staff. Many states also do not follow national standards for staff-child ratios or require teachers to provide a comprehensive experience that addresses the full range of developmental areas.
The second report, "Unequal Opportunities for Preschoolers," compares standards for child care with those for state pre-k and Head Start across five areas: learning standards, group size, adult-child ratio, lead teacher's education level, and ongoing professional development. The report finds that three and four year olds enrolled in licensed child care programs that are not associated with a given state's pre-k system are more likely to experience lower levels of quality than those children in pre-k or Head Start programs.
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8. Early childhood data: where to find them and why they matter
If you're in search of early childhood data but don't know where to find it, consider browsing the guide recently compiled by Research Connections. This resource includes almost 50 large datasets related to early care and education. Each dataset is organized by four general areas: Children and Child Development; Parents and Families; Provider, Workforce, and Market; and Programs, Interventions, and Curricula.
If you need yet more data, check out KIDS COUNT which recently expanded their database to include more information on immigrant children.
The Children's Defense Fund also compiled data from various sources' state-by-state early childhood statistics, such as the proportion of working parents, teacher and child care worker earnings, and cost of child care as compared to cost of in-state college tuition.
Given this proliferation of early childhood data, one might wonder about current efforts to use this information for program improvement. Here are two examples of state and national plans to do just that:
The Connecticut Early Childhood Investment Initiative added a "Data Matters" section to its website to connect visitors to state and national metrics on children and families and state-level reports, including those related to the development of its early childhood longitudinal data system. The Data Quality Campaign (DQC), which has been working around the country to support state efforts to develop longitudinal data systems at the K-12 level, has added more early childhood content to its website. One interesting data point featured on DQC's is the number of states that assign unique child identifiers to pre-k and early childhood programs in various settings.
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9. Guidance on conducting screenings in early education
A new brief from the Technical Assistance Center on Social Emotional Intervention discusses the practice of "universal screening" to detect the need for social-emotional interventions with young children. The authors provide helpful guidance on the use of screening instruments and questions early childhood programs need to consider things such as:
Universal screening and monitoring of all children using authentic assessments (e.g. observations, work samples); Evidence-based practices and interventions; Using and implementing practices and interventions the way they were intended; Collaborative problem-solving that involves teachers, parents and other service providers; and Engaging parents and family members in the process.
The brief emphasizes that while screening can help identify children who may need additional services, it is not meant to diagnose disabilities or disorders, or to serve as the basis of decisions about special education placement.
Another important recommendation: even though such screenings are used to assess children's social-emotional development, the evaluation process should also examine other domains, such as cognitive, language, and physical development. The brief describes eight qualities of developmentally appropriate assessment and provides both guidelines for developing a screening program and profiles of sample instruments.
An increasingly common screening program to identify special needs among pre-k children is Response to Intervention (RTI), which was originally designed for older children. The National Center for Learning Disabilities has produced a report that provides nine steps to implementing RTI in pre-k settings and examples from programs around the country that are using the RTI model.
The major components of Pre-K RTI include:
Create an entity for diverse stakeholders (e.g., public schools, early childhood providers, higher education, health and human services, etc.) to develop a common vision and coordinate actions that increase alignment of early childhood efforts across settings and with the K-12 system. Align standards, curricula and assessment tools from pre-k through the early elementary grades.
The Pre-College Science Scholars Academy Hosted by: Bowie State University July 1, 2009 to July 31, 2009 The Academy is a Program designed for secondary school students in the Prince George’s County Public School System. Eligible students MUST be entering the 10th grade in the Fall 2009 academic year Selected students will be engaged in enrichment courses that will enhance their Performance in high school. Planned preparatory courses will be Biology, Mathematics and College Skills. It is expected that participants will return the next summer to take advantage of enrolling in a college level course for credit. Please refer to the tentative schedule on this page. Selected students must document that they have earned an A or B in science courses already taken Selected students must be able to demonstrate, by means of a 750 word essay, an interest in pursing a career in the Science, Technology, Engineering, Mathematics (STEM) domain. Participants are required to live on campus. During the participants’ stay in the Academy, each is expected to abide by all Program guidelines. Participants will be allowed to go home July 3, 2009 and MUST return by 7:00 pm July 5, 2009. The second weekend home will be July 17, 2009 and must return by 7:00 pm on July 19, 2009. APPLICATION PROCESS Application is DUE May 15, 2009 Selected participants will be notified by May 22, 2009 Must submit a completed an electronic application. Applications will be available beginning February, 2009. See contact information on the application. Application must include two letters of recommendation from your 8th and 9th grade science teachers Must be a US citizen (verification is required—birth certificate) Link to the electronic application form The Academy is funded by an NSF-MSP2 grant award, and therefore no cost to participants. -- Scott Hangey Program Administrator Howard B. Owens Science Center and Secondary Science Point Person
---------- Forwarded message ---------- From: Smithsonian Education <SCEMS@jangomail.com> Date: Tue, Apr 21, 2009 at 5:01 PM Subject: Smithsonian Education News - Spring 2009 Issue To: kimwat@pgcps.org
You are receiving this newsletter because you registered at SmithsonianEducation.org or participated in a Smithsonian Education event. Having trouble reading this email? View it in your browser. Student Activity: Printable Activity Pages
Have fun discovering the origins of some science words while learning a few facts about the amazing world of soil. "Root Words" is a new activity page with rhymes and a word-search puzzle. Activity pages on several other topics are also downloadable for K-8 edutainment.
Download the PDF
Visit the Secrets of Soil exhibition Family Activity: Scavenger Hunt & Photo Challenge
Play a new online and real-world game to find Smithy, a mischievous dog on the loose in three Smithsonian museums. Follow his tracks to figure out where he is, then photograph yourself in the same locations. Upload your photos to receive a free Smithy Frisbee. Dog lovers will also find a variety of canine images from Smithsonian collections!
Find Smithy Professional Development: Technology and Art: A Teacher Institute
Learn how to use technology to integrate art into the core curriculum in a national teacher institute at the Smithsonian American Art Museum, August 2009. Applications due May 18, 2009. Fee: $200.
Find details and register Teaching Resource: Virtual African American Heritage Tour
See museum objects in a new way, with music, narration, timelines, and quizzes on the theme of African American heritage. Includes suggestions for social studies activities for middle and high school students.
Take the virtual tour Teaching Resource: Heritage Month in the Classroom
Access online Smithsonian exhibits and teaching guides that will help your students explore the many diverse Asian Pacific American cultures.
Browse resources
View D.C./N.Y heritage event calendars You received this newsletter because you are subscribed to Smithsonian Education News. If you no longer wish to receive these newsletters please click here to unsubscribe.
Smithsonian Center for Education and Museum Studies 600 Maryland Avenue, SW Washington, DC 20024
AFRICAN AMERICAN STUDENTS ARE NOT APPLYING FOR SCHOLARSHIPS:
Even if you do not have a college-aged child at home, please share this with someone who does, a nd to anyone and everyone that comes to mind. Though there are a number of companies and organizations that have donated money for scholarships to African Americans, a great deal of the money is being returned because of a lack of interest or awareness.
No one is going to knock on our doors and ask if we can use a scholarship.
Take the initiative to get your children involved.! Money shouldn't be returned to donating companies because we fail to apply for it.
Please pass this information on to family members, nieces, nephews, friends with children etc. We must get the word out that money is available. If you are a college student or getting ready to become one, you probably already know how useful additional money can be. (If clicking on the link doesn't work, then type in the Web site address manually.)
Please share this information. Florida A&M Looking for Black Female Students
Scholarship Information
Florida A & M University is providing an outstanding opportunity for Black women entering college in the fall of 2009. It is designed to address their absence in the field of computer technology. Dr. Jason Black is the Principal Investigator of a recently awarded $552,000 NSF Grant entitled African-American Women in Computer Science. The grant provides scholarships from $4000 to $10,000 per year for female African American students.
We need your help to get the word out about this great opportunity to build back up the enrollment of women in the CIS Department. Pass this information along to high school or community college students , their parents, and to guidance counselors you may know. The full text of the scholarship can be found at http://www.cis.famu.edu/~aawcs/
CLASS OF 2011- NASA Opportunity for Students: INSPIRE
Too Cool!
Thanks to Rhonda Chandler and Arisha Hawkins for sharing!
Note: I went to the website and there is also stuff for children K-8, so pass on to anyone with a student who may be interested. Also see that deadline for our students is December 31st.
FEEL FREE TO FORWARD
Please see the information below (and attached) regarding an interesting opportunity for our students.
Interdisciplinary National Science Project Incorporating Research and Education Experience
[Students Grades 9-12 and Higher Education] [Available: Nationally]
Harvard University announced that from now on undergruduate students from low-income families will pay no tuitution. In making the announcement, Harvard's president Lawrence H. Summers said, "When only 10 percent of the students in Elite higher education come from families in lower half of the income distribution, we are not doing enough. We are not doing enough in bringing in elite higher education to the lower half of the income distribution".
If you knowof a family earning less than $60,000 a year with an honor student graduating from high school soon, Harvard University wants to pay the tuition. The prestigious University recently announced that from now on undergraduate students from low-income families can go to Harvard for free...no tuition and no student loans!
To find out more about Harvard offering free tuition for families making less than $60,000 a year visit Harvard's financial aid website at http://www.fao.fas.harvard.edu/
FOUR (4) YEARS FREE - High School Senior African American Males
Do you know any Black Males (who are Seniors in high school) who want to go to college for FREE. The black colleges are looking for future Black Male Teachers and will send them to Universities/Colleges FOUR (4) YEARS FREE; THIS IS FOR MALES ONLY.
1. Have parents fill out this application. 2. Read the Mission Statement. There are Ten (10) different South Carolina Colleges or Universities including:
FOUR (4) YEARS FREE - High School Senior African American Males
Do you know any Black Males (who are Seniors in high school) who want to go to college for FREE. The black colleges are looking for future Black Male Teachers and will send them to Universities/Colleges FOUR (4) YEARS FREE; THIS IS FOR MALES ONLY.
1. Have parents fill out this application. 2. Read the Mission Statement. There are Ten (10) different South Carolina Colleges or Universities including:
Young boys and girls growing up in today's world have many challenges to face. How can we instill in our young men and women a sense of pride in themselves and their abilities? Strong family relations, caring and attentive parents, a sense of spirituality and positive role models in their life, all of these are the basis, of course. But, can we do more? Here at Carrie Children's Foundation we believe that there is more we can do, in fact it is our mission to provide services and support to young children and families. That is why we have created the 'Girl's Power Club' and The Boys' Club. In these groups, girls and guys of similar age gather in a safe space to share experiences, explore topics of concern to them, take excursions within the community, play games and do exercises that will help them to get to know and appreciate themselves and their peers. All of this is done with the guidance of female mentors: Bettye Savoy, Renee Jones, Jaquita Dale and Natalie Mercer who come to share their talents and wisdom. The male mentors are Gerald Fosten and Joseph Jones The opportunity to connect with other guys and girls on a deep level with competent role models is an empowering experience that allows all the participants to appreciate what it is to be a young man or woman and to build a stronger sense of self. This is the kind of strength our young men and women need to face the challenges that lie ahead of them and to become parents and leaders in our future world.
Excerpt from one of our young men (Jeorge) - At first, I didn't want to come because I thought it was just going to be boring. I thought it would just be everybody coming to do what? My mom made me come and I was kind of mad about that. I wanted to bring a friend who lived up the street but, that didn't work out. So, I brought my cousin, Gary. We came in and there were all these boys I did not know. I wanted to leave out the door because I already come during the week for tutoring and I didn't want to come on the weekend also. But, when we came ,we played a couple of games and then we were able to plan our activities for the year. We voted and we planned a schedule for ourselves. I met new friends, even though we were all quiet and did not want to talk to each other the first day. After that, we went ice skating and we started talking to each other, laughing at each other falling and just having fun. I know there are a lot of my friends who go to my old school boys and girls clubs but, they just sit around and just do home-work and boring things. I now have someplace to go on Sat. where we do fun activities. Now, my week-end goes by very, very fast. Advice to parents: at least bring your kid out to see what they think about it when you tell them about it. Your kid will see what fun we have.....just come at least once!
If you would like to enroll a young woman for the Girl's Club or Boys Club for Fall 2009, please call us at 301-599-0910.
***We have many boys and girls who would like to participate in these groups, but not all can afford the $100.00-125.00 charge for the 10 week sessions. Each session lasts 10 weeks with 4 weeks off between sessions. If you or someone you know would like to sponsor a young man or woman for the session, donations are accepted through Carrie Children's Foundation. We are a non-profit organization, so your contribution will be tax deductable. Thank you! ***
Just like working out at the gym tones your muscles and makes your body stronger, there are excercises you can do to help your brain function more effectively and become stronger and sharper. These practices called Educational Kinesiology, or Brain Gym for short, were developed by a man named Paul Denison. There are many different excercises to help with everything from better focus and concentration, to more fluent reading, to critical thinking skills, to emotional release and anger control.People go to many hours of classes to learn the in-depth practices of Educational Kinesiology, but the basic excercise, called PACE, is just 4 easy steps and will help everyone's brain work better afterwords.
1) Drink water- Drinking water oxygenates the brain cells and 'wakes up' your brain for learning. It has been proven that drinking a glass of water before taking a test will automatically raise your test score. So, keep a bottle of water in your backpack and take a drink whenever you are feeling low on energy, lost or confused in class, and always before taking a test!
2)Cross Crawl- Cross crawl helps to coordinate both the left and right hemispheres of your brain so that both sides are working together simultaneously. Take your right elbow and slowly bring it across your body to touch your left knee as you bring your knee up in the air, Then, do the same thing the opposite way, bring your left elbow together with your right knee. Repeat this combination at least eight times slowly and deliberately. The left hemisphere of our brain is the analytical side and the right hemisphere is the creative side. If we are stuck in one side then we are not using the full potential of our thinking skills. Cross crawl remedies that.
3)Hook-Ups- Hook-ups helps our focus and concentration. Sit with your feet flat on the floor, then touch all five of your fingertips together, then touch your tongue to the roof of your mouth right behind your teeth. Hold this position for at least 30 seconds. If you are feeling scattered or antsy during a lesson or a test, this is something you can do while sitting right at your desk that will help you to calm down and focus on the task in front of you.
This is just a sampler of Brain Gym excercises- if you are interested , find out more by looking up educational Kinesiology on the web.
"O" The Oprah Magazine is looking to hire fall interns in the Fashion and Style Departments. Candidates must be highly organized, detail-oriented and be able to juggle multiple tasks at once. Prior internship experience preferred, but not required. This opportunity is available for college students in need of credit hours and recent graduates who are available to start immedi ately, full-time from 10:00 a.m. to 6:00 p.m., 5 days a week. Send resumes with a cover letter to: Cindy M. del Rosario, Associate Editor O, The Oprah Magazine 1700 Broadway, 38th floor NY, or call 212-903-5149.
Verizon is looking for students who are recent graduates of Historically Black Colleges and Universities (HBCU). If you know of someone graduating from a HBCU this year with a degree in Engineering, Computer Science and Technology, Information Technology, General Business, Finance or Marketing, please have them forward their resume to: melissa.w.langham@verizon.com <http://us.f311.mail.yahoo.com/ym/Co mpose?To=melissa.w.langham@verizon.com> to be considered for career opportunities within Verizon.
The Women's Technology Program at MIT is a 4-week summer residence program to introduce high school girls to electrical engineering and computer science. If you know a girl who is currently a high school junior who demonstrates math and science ability and an interest in finding out about EECS, please encourage her to visit our website for more information and for an application form http://www.mit.edu <http://www.mit.edu/> Our classes are taught in a supportive environment by a staff of women MIT PhD candidates and undergraduates The full-time academic program includes hands-on experiments and team- based projects in computer science, electrical engineering, and mathematics. No prior experience in computer programming,physics, or electrical engineering is expected, but applicants typically have strong academic records, especially in math and science.
HARVARD'S TUITION ANNOUNCEMENT - Harvard is offering free tuition for students that have a family income below $40,000. If you know any one/family earning less than $40K with a brilliant child near ready for college, please pass this along. The prestigious university recently announced that from now on undergraduate students from low-income families can go to Harvard for free...no tuition and no student loans! To find out more about Harvard offering free tuition for families making less than $40,000 a year visit
Full Medical Scholarship Please pass this on to any African American who may be interested in a> free medical degree.>> Washington University in St. Louis, the Medical School, now ranked number 2 (along with Baltimore's John's Hopkins University Medical School) has scholarships to award to bright black Americans. The students that are> chosen will be awarded full tuition for 4 yrs, $30,000.00 per year plus $2,500.00 stipend.
Check them out on the Web. Washington University Home page http://www.wustl.edu> For Complete instructions and deadlines for applying, call the office of undergraduate Admission at (800)638-0700 or (314)935-6087. T! o view the application and to obtain more information, you can also visit their web site at "http://admissions.wustl.eduThe Ervin Scholars Program selection committee evaluates all Applications and invites finalists to Washington University for interviews in the spring. The University pays all travel and interview expenses. John B. Ervin Scholars Program E-mail: ervin@wustl.edu Dorothy Elliott Associate Director John B. Ervin Scholars Program PH 314-935-7192 Fax:314-935-5875 E-mail:delliot@artsci.wstl.edu <mailto:delliot%40artsci.wstl.edu> Adrienna L. Glore, Associate Dean for Students 314-935-5040 E-mail: glore@dosa.wustl.edu
College Program for Hispanic and Native American Students
A new program at Morgan State University for Hispanic and Native American High School students interested in pursuing college degrees has been started. Contact Sonia Fierro-Luperini (442-885-4015) for more information.
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