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News to Use 

 
   

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.


____________________________________________________


Intrest to All
    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.

____________________________________________________


Math & Science Summer Camp
   
How about a summer camp for math & science try www.mathandsciencecamp.com
 
 
 
TOASTMASTERS  INTERNATIONAL
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



________________________________

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.

________________________________

---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



________________________________

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.

...


: ***Thank you for sharing this information with the high school principals.
This link may be helpful.
Application is on-line.
http://www1.pgcps.org/msp/index.aspx?id=81058

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

9601Greenbelt Road
Lanham, MD 20706
office: 301-918-8750
fax: 301-918-8753
cell: 301-646-2298

 

---------- 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

© 2009 Smithsonian Institution

Smithsonian Education | Your Privacy | Contact


--
Kim Watson
Instructional & IB Middle Years Programme Coordinator
Frederick Douglass High School
301.952.2400, ext. 231

~~~Please share the attached information with students. Please note that
one of the opportunities is not just for seniors.

Fashion Group Foundation of Washington D.C. majoring in fashion, fashion related field or interior design up to $5500 permanent resident of D.C. MD or VA, demonstrated academic achievement & involvement in fashion field 30-May-09 applications are available in the scholarship files in the counseling center
Siemens Competition math, science & technology up to $100,000 at the national level rising seniors may submit individual projects, teams of students grades 9-12 may submit group projects 1-Oct-09 www.siemens-foundation.org
Paula E. Waters-Diamond in The Rough  na not given African American male high school senior pusuing further education at 2 or 4 yr college, university or vocational-technical school 1-May-09 www.paulawaters-ditr.org
DeVry High School Scholarship attending DeVry University $1,000/semester nominated by counselor or principal, top 50% of class of cumulative GPA of 2.7 or above 1-Jul-09 see your counselor if you are planning to attend DeVry University
Interns Inspire na $3,000 students 16 or older 15-Aug-09 http://www.gallerycollection.com/greetingcardscontests.htm


--
Marilyn Werre
FDHS School Counselor/Scheduler


 

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.)

1) BELL LABS FELLOWSHIPS FOR UNDER REPRESENTED MINORITIES
http://www.bell-labs.com/fellowships/CRFP/info.html
2) Student Inventors Scholarships http://www.invent.org/collegiate http://www.invent.org/collegiate/

3) Student Vi deo Scholarships
http://www.christophers.org/vidcon2k.html

4) Coca-Cola Two Year College Scholarships
http://www.coca-colascholars.org/programs.html

5) Holocaust Remembrance Scholarships
http://holocaust.hklaw.com/

6) Ayn Rand Essay Scholarships
http:/ /www.aynrand.org/contests/

7) Brand Essay Competition
http://www.instituteforbrandleaders hip.org/IBLEssayContest-2002Rules.htm

8) Gates Millennium Scholarships (major)
http://www.gmsp.org/nominationmaterials/read.dbm?ID=12

9) Xerox Scholarships for Students
http://www2.xerox.com/go/xrx/about_xerox/about_xerox_detail.jsp

10) Sports Scholarships and Internships
http://www.ncaa.org/about/scholarships.html

11) National Assoc. of Black Journalists Scholarships (NABJ)
http://www.nabj.org/html/st udentsvcs.html

12) Saul T. Wilson Scholarships (Veterinary)
http://www.aphis..usda.gov/mb/mrphr/jobs/stw.html

13) Thurgood Marshall Scholarship Fund
http://www.thurgoodmarshallfund.org/sk_v6.cfm

14) FinAid: The Smart Students Guide to Financial Aid scholarships)
http://www.finaid.org/

15) Presidential Freedom Scholarships
http://www.nationalservice.org/scholarships/

16) Microsoft Scholarship Program
http://www.microsoft..com/college/scholarships/minority.asp

17) Wired Scholar Free Scholarship Search
http://www.wiredscholar.com/paying/scholarship_search/pay_scholarship _search.jsp

18) Hope Scholarships &Lifetime Credits
http://www.ed.gov/inits/hope/

19) William Randolph Hearst Endowed Scholarship for Minority Students
http://www.apsanet.org/PS/grants/aspen3.cfm

20) Multiple List of Minority Scholarships
http://gehon.ir.mia mi.edu/financial-assistance/Scholarship/black.html

21) Guaranteed Scholarships
http://www.guaranteed-scholarships.com/

22) BOEING scholarships (some HBCU connects)
http://www.boeing.com/companyoffices/educationrelations/scholarships

23) Easley National Scholarship Program
http://www.naas.org/senior.htm

24) Maryland Artists Scholarships
http://www.maef.org/

26) Jacki Tuckfield Memorial Graduate Business Scholarship (for AA students in South Florida)
http://www.jackituckfield..or g/

27) Historically Black College & University Scholarships
http://www.iesabroad.org/info/hbcu.htm

28) Actuarial Scholarships for Minority Students
http://www..b eanactuary.org/minority/scholarships.htm

29) International Students Scholarships &Aid Help
http://www.iefa.org/

30) College Board Scholarship Search
http://cbweb10p.coll! egeboar d.org/fundfinder/html/fundfind01.html

31) Burger King Scholarship Pro gram
http://www.bkscholars.csfa.org/< /FONT>

32) Siemens Westinghouse Competition
http://www.siemens-foundationorg/

33) GE and LuLac Scholarship Funds
http://www.lulac.org/Programs/Scholar.html

34) CollegeNet ' s Scholarship Database
http://mach25.collegenet.com/cgi-bin/M25/index

35) Union Sponsored Scholarships and Aid
http://www.aflcioorg/scholarships/scholar.htm

36) Federal Scholarships &Aid Gateways 25 Scholarship Gateways from Black Excel
http://www.blackexcel.org/25scholarships.htm

37) Scholarship &Financial Aid Help
http://www.blackexcel.org/fin-sch.htm</ B>

38) Scholarship Links (Ed Finance Group)
http://www.efg.net/link_scholarship.htm

39) FAFSA On The Web (Your Key Aid Form &Info)
http://www.faf sa.ed.gov/

40) Aid &Resources For Re-Entry Students
http://www.back2college.com/

41) Scholarships and Fellowships
http://www.osc.cuny.edu/sep/links.h tml

42) Scholarships for Study in Paralegal Studies
http://www.paralegals.org/Choice/2000west.htm

43) HBCU Packard Sit Abroad Scholarships (for study around the world)
http://www.sit.edu/studyabroad/packard_nomination.html

44) Scholarship and Fellowship Opportunities
http://ccmi.uchicago.edu/schl1.html

45) INROADS internships
http://www.inroads.org/

46) Olympics of the Mind 'A Scholarships
'http://www.naacp.org/work/actso/act-so.shtml

47) Black Alliance for Educational Options Scholarships
'ttp://www.baeo.org/options/privatelyfinanced.jsp

48) ScienceNet Scholarship Listing
'ttp://www.sciencenet.emory.edu/undergrad/scholarships.html

49) Graduate Fellowships For Minorities Nationwide 'ttp://cuinfo.cornell.edu/Student/GRFN/list.phtml?category=MINORITIES< /A>

50) RHODES SCHOLARSHIPS AT OXFORD
'http://www.rhodesscholar.org /info.html

51) The Roothbert Scholarship Fund
'http://www.roothbertfund.org/schol
*****
 
Subject: Florida A&M SCHOLARSHIP for Females

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 ANNOUNCEMENT:

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:

Benedict College
http://www.callmemister.clemson.edu/schools/benedict.htm;>
http://www.callmemister.clemson.edu/schools/benedict.htm;

Claflin University
http://www.callmemister.clemson.edu/schools/claflin.htm>
http://www.callmemister.clemson.edu/schools/claflin.htm

Clemson University
http://www.callmemister.clemson.edu/schools/>
http://www.callmemister.clemson.edu/schools/ clemson.htm

Morris College
http://www.callmemister.clemson.edu/schools/morris.htm>
http://www.callmemister.clemson ..edu/schools/morris.htm

South Carolina State University http://www.callmemister.clemson.edu/schools/southcarolinastate.htm>
http://www.callmemister.clemson.edu/schools/southcarolinastate.htm

Greenville Technical College
http://www.callmemister.clemson.edu/schools/greenvilletech.htm>
http://www.callmemister.clemson.edu/schools/greenvilletech.htm

Midlands Technical College
http://www.callmemister.clemson.edu/schools/midlands.htm> http://
www.callmemister.clemson.edu/schools/midlands.htm
Orangeburg-Calhoun Technical College
<http://www.callmemister.clemson.edu/schools/orangeburgcalhountech.htm>
http://www.callmemister.clemson.edu/schools/orangeburgcalhountech.htm

Tri-County Technical College
<http://www.callmemister.clemson.edu/schools/tricountytech.htm>
http://www.callmemister.clemson.edu/schools/tricountytech.htm

Trident Technical College
<http://www.callmemister.clemson.edu/schools/tridenttech..htm>
http://www.callmemister.clemson.edu/schools/tridenttech..htm

3. Send this to your family and friends also.

The web link is below:

<http://www.callmemister.clemson.edu/index.htm>
http://www.callmemister.clemson.edu/index.htm

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:

Benedict College
http://www.callmemister.clemson.edu/schools/benedict.htm;>
http://www.callmemister.clemson.edu/schools/benedict.htm;

Claflin University
http://www.callmemister.clemson.edu/schools/claflin.htm>
http://www.callmemister.clemson.edu/schools/claflin.htm

Clemson University
http://www.callmemister.clemson.edu/schools/>
http://www.callmemister.clemson.edu/schools/ clemson.htm

Morris College
http://www.callmemister.clemson.edu/schools/morris.htm>
http://www.callmemister.clemson ..edu/schools/morris.htm

South Carolina State University http://www.callmemister.clemson.edu/schools/southcarolinastate.htm>
http://www.callmemister.clemson.edu/schools/southcarolinastate.htm

Greenville Technical College
http://www.callmemister.clemson.edu/schools/greenvilletech.htm>
http://www.callmemister.clemson.edu/schools/greenvilletech.htm

Midlands Technical College
http://www.callmemister.clemson.edu/schools/midlands.htm> http://
www.callmemister.clemson.edu/schools/midlands.htm
Orangeburg-Calhoun Technical College
<http://www.callmemister.clemson.edu/schools/orangeburgcalhountech.htm>
http://www.callmemister.clemson.edu/schools/orangeburgcalhountech.htm

Tri-County Technical College
<http://www.callmemister.clemson.edu/schools/tricountytech.htm>
http://www.callmemister.clemson.edu/schools/tricountytech.htm

Trident Technical College
<http://www.callmemister.clemson.edu/schools/tridenttech..htm>
http://www.callmemister.clemson.edu/schools/tridenttech..htm

3. Send this to your family and friends also.

The web link is below:

<http://www.callmemister.clemson.edu/index.htm>
http://www.callmemister.clemson.edu/index.htm

____________________________________________________


Boys and Girls Power Clubs
   

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! ***


____________________________________________________


Brain Gym-Excercises for Better Grades
   

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.


____________________________________________________


Oprah Internship
    "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 Jobs
    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.


____________________________________________________


Women's Technology at MIT
   

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.


____________________________________________________


College Scholarships
   

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

Harvard's financial aid website at:
http://adm-is.fas.harvard.edu/FAO/index.htm <http://adm-is.fas.harvard.edu/FAO/index.htm>
or call the school's financial aid office at (617) 495-1581.

 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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