Educational services – Za4etka http://za4etka.com/ Fri, 11 Jun 2021 10:59:43 +0000 en-US hourly 1 https://wordpress.org/?v=5.7.2 https://za4etka.com/wp-content/uploads/2021/05/cropped-icon-32x32.png Educational services – Za4etka http://za4etka.com/ 32 32 Approved location for £ 28million Faifley Education Campus https://za4etka.com/2021/06/11/approved-location-for-28million-faifley-education-campus/ https://za4etka.com/2021/06/11/approved-location-for-28million-faifley-education-campus/#respond Fri, 11 Jun 2021 09:58:32 +0000 https://za4etka.com/2021/06/11/approved-location-for-28million-faifley-education-campus/

Approved location for £ 28million Faifley education campus



A new education campus in Faifley is to be built on the current site of St Joseph’s Primary School, councilors agreed.

New Faifley Campus to be built at St Joseph Primary School

A report presented to the members of West Dunbartonshire Council the Education Services Committee detailed plans to build the £ 28.86million Faifley Campus which will integrate St Joseph’s Primary School co-located with Edinbarnet Primary School; an educational resource center; Auchnacraig and Lennox Early Learning and Child Care Centers; a base of additional support needs; a community library and a community space.

Members heard from St Joseph’s The site was the most suitable for the new campus because it offers the possibility of carrying out a construction in tandem without disturbing the education of the pupils on site. St Joseph’s Primary School is accessible directly from Faifley Road with good public transport safe links and trails that would encourage families to walk sschool, and these factors were taken into account in the site selection. In addition, the site is close to religious proximity church.

The new campus will also have a state-of-the-art multipurpose play area (MUGA) for outdoor sports to enhance physical activity opportunities among students.

Further engagement will take place with the community with a statutory consultation being prepared and presented at the education committee meeting in September.

Educational Services Facilitator, Advisor Karen Conaghan, said: “I am delighted to see the plans for the new campus take a step forward. This campus will see hundreds of children move into new buildings designed to allow them to learn and grow in a modern learning environment suitable for 21st century education. I want to make sure that we are working with all departments to maximize the benefits to the community and in addition to making sure that we provide safe roads and trails to encourage students to walk to school. In addition to the new schools and the preschool learning center, we have included in our plans a new library and a new community space, which will be made available to residents.

Councilor Ian Dickson, Vice-President of Educational Services, said: “I know this plan will be well received by the parents, caregivers and students of Faifley as well as by all residents who will benefit from the community space within the new facility.

“I want to take this opportunity to thank everyone who provided feedback on the location of the new campus during the engagement sessions. Your feedback was very clear, everyone agrees and supports the construction of this new campus in Faifley which will be an asset for the whole community.

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Governor Edwards signs Louisiana budget bill, invest in education, support families and pursue long-term economic recovery https://za4etka.com/2021/06/10/governor-edwards-signs-louisiana-budget-bill-invest-in-education-support-families-and-pursue-long-term-economic-recovery/ https://za4etka.com/2021/06/10/governor-edwards-signs-louisiana-budget-bill-invest-in-education-support-families-and-pursue-long-term-economic-recovery/#respond Thu, 10 Jun 2021 16:51:12 +0000 https://za4etka.com/2021/06/10/governor-edwards-signs-louisiana-budget-bill-invest-in-education-support-families-and-pursue-long-term-economic-recovery/

Governor John Bel Edwards issued the following statement on the Louisiana budget bill, which he signed last night. The budget invests in many of the governor’s key priorities, including increasing funding for education, promoting continued economic recovery from the COVID-19 pandemic, and substantial new investments in infrastructure.

Governor Edwards said:

“The budget I signed today is a far cry from years gone by, thanks to increased revenues and additional federal funding to support the state’s recovery from the pandemic. It invests significantly in education at all levels, provides support to families receiving Medicaid, people with disabilities, foster families and adoptive parents working with the Department of Children and Family Services, and promotes access to important services for the elderly. It invests in infrastructure, economic development, public safety, and our ongoing efforts to reform Louisiana’s criminal justice system.

Louisiana’s budget responsibly uses federal coronavirus recovery dollars in our continued response and long-term resurgence after the pandemic, without creating structural budget problems going forward. And, thanks to the increase in income, teachers will receive a salary increase of $ 800 and school support workers will receive a salary increase of $ 400. These increases are not enough, but they are another crucial step in achieving our goal of bringing teachers’ salaries down to the southern regional average. In terms of higher education, the budget supports a $ 19.8 million increase in faculty salaries, and an additional $ 14.5 million in the funding formula for four- and two-year institutions, fully funded. TOPS as well as a historic $ 11.1 million increase in GO Grant funding. All of this is essential to sustaining our education systems as we come out of a tough year and create first-class learning environments in Louisiana.

Through bipartisan cooperation and a commitment to responsible budgeting, Louisiana enters the next fiscal year more resilient and ready to resume robust economic growth. “

The Governor also issued eight line vetoes to HB 1. Click here to read the Governor’s line veto message. In addition, he signed HB 516, the Supplementary Appropriation Bill, and issued four vetoes per heading. Click here to read the article’s veto message.

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Managing Online Programs in Higher Education Market Size 2021-2027 https://za4etka.com/2021/06/10/managing-online-programs-in-higher-education-market-size-2021-2027/ https://za4etka.com/2021/06/10/managing-online-programs-in-higher-education-market-size-2021-2027/#respond Thu, 10 Jun 2021 06:22:01 +0000 https://za4etka.com/2021/06/10/managing-online-programs-in-higher-education-market-size-2021-2027/

A detailed study of the Online program management in the higher education market was recently published by Reports Globe. This is the latest report covering the current impact of COVID-19 on the market. The coronavirus pandemic (COVID-19) has affected all aspects of life around the world. This resulted in several changes in market conditions. The rapidly changing market scenario along with the initial and future assessment of the impact is covered in the report. The report provides a brief analysis of the growth factors influencing the current business scenario in different regions. Key information about industry size, proportion, application, and analysis statistics is summarized in the report to present an overall forecast. In addition, this report also provides in-depth competitive analysis of major market players and their strategies over the projection period.

The latest report on the Online Program Management in Higher Education Market consists of an analysis of this industry and its segments. According to the report, the market is expected to generate significant returns during the forecast period and experience significant year-over-year growth.

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The Online Program Management in Higher Education market report also provides an overview of segments and sub-segmentation, including product types, applications, and regions. In view of these difficult economic conditions caused by the COVID-19 outbreak, the report examines market dynamics, changing competitive landscape, and supply and consumption flows around the world.

The report only discusses key areas such as market size, scope, and growth opportunities of the Online Program Management in Higher Education Market by analyzing market trend and available data for the period 2021- 2027. The report maintains 2019 as the base year for the research study and explains the major drivers and limiting factors that are expected to have a significant impact on the development and expansion of the market during the forecast period.

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Online Program Management in Higher Education Market, By Application (2016-2027)

Online Program Management in Higher Education Market, by Product (2016-2027)

Key Players Operating In The Online Program Management In Higher Education Market:

  • Blackboard
  • Online education services
  • Wiley
  • IDesign
  • Pearson
  • 2U
  • Six red march

Regional analysis:

The report provides information about the market area, which is further subdivided into sub-regions and countries. In addition to the market share in each country and sub-region, this chapter of this report also provides information on profit opportunities. This chapter of the report mentions the market share and growth rate of each region, country and sub-region during the estimated period.

  • North America (United States, Canada)
  • Europe (Germany, France, United Kingdom, Italy, Russia, Spain, Netherlands, Switzerland, Belgium)
  • Asia Pacific (China, Japan, Korea, India, Australia, Indonesia, Thailand, Philippines, Vietnam)
  • Middle East and Africa (Turkey, Saudi Arabia, United Arab Emirates, South Africa, Israel, Egypt, Nigeria)
  • Latin America (Brazil, Mexico, Argentina, Colombia, Chile, Peru).

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President Thompson Appreciates Investment in System Capital Projects, Including UWO Education Building https://za4etka.com/2021/06/09/president-thompson-appreciates-investment-in-system-capital-projects-including-uwo-education-building/ https://za4etka.com/2021/06/09/president-thompson-appreciates-investment-in-system-capital-projects-including-uwo-education-building/#respond Wed, 09 Jun 2021 13:21:08 +0000 https://za4etka.com/2021/06/09/president-thompson-appreciates-investment-in-system-capital-projects-including-uwo-education-building/

The legislature’s joint finance committee on Tuesday evening put forward its version of the state’s investment budget for 2021-23, including $ 26.9 million for the renovation of the university building of the College of Education and Social Services from the University of Wisconsin Oshkosh.

In a statement, UW System President Thompson thanked the committee for its support for campus projects across the state, which total $ 628.7 million.

“We appreciate the committee’s investment in funding the maintenance and repair of our current facilities and advancing critical projects throughout the UW system,” said Thompson. “These are much needed investments that will ensure our students have the significant educational opportunities they need to graduate and enter the workforce.”

The UWO project involves the modernization and renovation of the existing UWO Nursing and Education building, a hub on the Oshkosh campus. This is the second phase of the project.

“This budget represents a significant step forward for our campuses. The committee clearly recognizes UW System’s emphasis on STEM-related facilities and the need to provide a modern teaching and research space for our students. We appreciate their confidence in the direction we are taking for UW, ”said Thompson.

The UWO project was included in a 2011 application that called for renovations to the College of Nursing (CON) and the College of Education and Human Services (COEHS). The CON Clow Social Sciences Center project was completed in 2016, but the second half of this project was delayed at the state level.

In the coming weeks, the committee will take over the remaining portions of the 2021-2023 state budget, including annual compensation plans for state employees. Once the Joint Finance Committee has completed its work, the biennial budget bill will be voted on by each chamber and returned to the governor’s office for signature and / or veto.

Learn more:

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A school in upstate New York will offer virtual lessons on a permanent basis https://za4etka.com/2021/06/08/a-school-in-upstate-new-york-will-offer-virtual-lessons-on-a-permanent-basis/ https://za4etka.com/2021/06/08/a-school-in-upstate-new-york-will-offer-virtual-lessons-on-a-permanent-basis/#respond Tue, 08 Jun 2021 21:01:00 +0000 https://za4etka.com/2021/06/08/a-school-in-upstate-new-york-will-offer-virtual-lessons-on-a-permanent-basis/

MALONE, NY (WCAX) – One North Country School has decided to keep virtual learning optional for its K-12 students indefinitely. They call it Torch Academy. Our Kelly O’Brien learned more about the program and spoke with a student who says her experience was a success.

Over the past year, a lot of your meetings or classes were probably online. While some people hated the idea of ​​going virtual, for others it was beneficial. If beneficial, it is added to the curriculum of a cooperative education services board or district of BOCES.

“I think it’s our obligation to provide a number of different pathways for children and that will be part of that,” said Shawn McMahon, Executive Director of North End FEH BOCES.

Franklin, Essex and Hamilton BOCES is in 10 districts across the three counties. It is the first BOCES in the region to maintain e-learning.

It offers two platforms. The first is similar to virtual learning where you are in front of a camera with a teacher. The second assigns a program to a student and performs tasks over an 18-week period.

“I was a little skeptical at first, I’m not going to lie to you,” said Jordyn Holbrook, a senior at Chateaugay Central School District.

Holbrook took his economics class at the academy and said virtual learning allows him to work at his own pace.

As long as a student, like Holbrook, completes all of the work, they can complete the course sooner, which she took advantage of to focus on other classroom and final work that was not virtual.

“We’re actually supposed to finish June 3, but I finished at the end of April,” Holbrook said.

The program follows New York standards and all teachers are New York certified, but they are not necessarily local.

The asynchronous learning style allows the student to do schoolwork according to their schedule. An example in the trades, it allows the student to work on site during the day and do class work afterwards.

“These kids can gain more experience in the trade and what they want to do in the future for their careers,” McMahon said.

It also allows students a wider range of courses that their home districts may not offer.

Students who wish to enroll must also sign a contract where their progress is monitored every two weeks.

“We want to make sure that we have settings in place that you know are not for you and that you need to go back to in-person learning in your home district,” said Lori Tourville, deputy superintendent of teaching at FEH BOCES.

BOCES says this option is not for all students and does not replace the benefits of being physically in a classroom with a teacher, but if it can help a student be successful, it is well worth it.

“There are kids who really found out during the pandemic that it was great,” Tourville said. “They really excelled.

Copyright 2021 WCAX. All rights reserved.

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Phantom dropout epidemic threatens to deepen Italy’s north-south divide – POLITICO https://za4etka.com/2021/06/08/phantom-dropout-epidemic-threatens-to-deepen-italys-north-south-divide-politico/ https://za4etka.com/2021/06/08/phantom-dropout-epidemic-threatens-to-deepen-italys-north-south-divide-politico/#respond Tue, 08 Jun 2021 02:01:57 +0000 https://za4etka.com/2021/06/08/phantom-dropout-epidemic-threatens-to-deepen-italys-north-south-divide-politico/

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CATANIA, Italy – On a school day at the end of May, Maria Leotta’s class in Sicily’s second-largest city was nearly empty: only seven of her 19 second-graders showed up for their Italian lesson.

The end of the term is approaching, but that is not why so few children were present. “It’s been like this all year, the students came in intermittently,” Leotta said. “And it was even worse when the classes were online… only a third of them were logging in to attend my classes.”

Even before the pandemic, Italy lagged behind many of its peers in educative rankings and suffered one of the highest dropout rates in the European Union. But the coronavirus crisis, which has seen schools closed for much of the last year, has skyrocketed the number of dropouts, teachers say. In January, a report by Save the Children Italy, 28% of adolescents aged 14-18 said at least one classmate had completely disappeared from online classes.

Only a handful of European countries have kept schools closed longer than Italy. When the pandemic struck in March 2020, the government suspended in-person education for all ages for a period of 35 weeks; in the fall, when the second wave hit, schools catered for students intermittently, with elementary schools open more often than middle and high schools.

The government has argued that closing schools is crucial in stemming the spread of the coronavirus, highlighting the risk of the virus circulating in closed spaces such as classrooms and public transport. Teachers and experts warn, however, that this strategy could have caused irreparable damage to children’s futures, especially in the country’s least developed countries. southern outskirts.

The divide between the richer north of Italy and the poorer south is reflected in the regions’ respective levels of child poverty. A 2018 report by Save the Children found that one in five Italian children live in relative poverty. But while in northern regions such as Emilia Romagna and Friuli Venezia Giulia the number of children at risk of poverty and social exclusion is closer to 13%, in regions like Sicily and Calabria, it is respectively 56 and 49%.

Any increase in dropout rates risks entrenching these inequalities. And some experts and teachers fear that this new group of young people left behind will become easy prey for recruiting mafia and gangs.

“Real danger”

The south has been spared the worst of the pandemic, which in its worst times has seen military vans lining up to haul coffins from northern towns. But the economic fallout was deeper here, where poverty rates were high and infrastructure was lacking even before the pandemic.

“It simply highlighted a number of pre-existing structural problems, notably in the education sector,” said Mila Spicola, consultant at the Ministry of the South and researcher in educational policies at the Italian department of social cohesion.

No official statistics are yet available – they will be released in January 2022 – but Spicola said the switch to online courses was leaving behind already vulnerable population groups, especially in the south.

Higher dropout rates are inextricably linked to the economic situation of a region, she added: Parents who lose their jobs due to the pandemic were likely a factor, with adolescents dropping out of school to contribute family income.

“The real impact can be seen through the view from the [poorer] suburbs where many children during online schooling simply disappeared, although they remained enrolled, ”said Spicola. “Absenteeism has created… education gaps that will train semi-illiterate citizens destined for low-paying jobs and the black market. ”

Others have warned that the disruption will slow educational progress in areas such as Sicily, where in 30 years illiteracy levels have fallen from 70 percent in some areas to 18 percent today.

Leotta, for example, said her students – who spent the entire second term of their first year online – moved on to second year but most still can’t read properly.

His school is close to the San Giovanni Galermo neighborhood in Catania, an area already suffering from low school attendance and high crime rates, leaving many local teens to look for black market jobs or drug trafficking concerts. .

“The risk is that we lose entire generations to criminal groups at such a critical time for our country’s post-pandemic recovery, if action is not taken immediately,” Leotta said.

Out of 80,000 children aged 10 to 16 out of school in Sicily, 18,000 live in Catania, according to judge Roberto Di Bella of the Catania juvenile court. He warned that institutions should be more attentive to dropout rates before the new academic year, as criminal groups would target them as new recruits.

“The risk is very real. It is a real danger, which should not be underestimated ”, declared Federico Varese, criminologist at the University of Oxford specializing in Italian organized crime. “When the state does not protect its citizens during a crisis like COVID-19, the danger is that the mafia may appear to be a better solution, even in the eyes of the youngest.”

Fight against school poverty

In Campania, an area that has remained among high-risk infection zones for most of this school year, schools have closed longer than in the rest of the country. Pupils in grades three to eight were only educated for 42 days between September 2020 and March 2021.

Before the pandemic, a 2019 study by Openpolis found that in the regional capital Naples, dropout rates reached 19%. With the summer vacation starting on June 9, many teachers fear that some students will not come back in September.

In the most difficult neighborhoods of Naples, non-profit organizations have tried to intervene. In San Giovanni a Teduccio, the Figli in Famiglia association – which works with disadvantaged families in the region – transformed its headquarters into a classroom from March. About twenty students came every morning to follow and get help for the online courses in the association’s office.

“They received laptops and were helped in the work of our educators. Schools would let us know the names of students who were not going online, and we would contact their families to support them, ”said Carmela Manco, president and founder of the association.

But projects like Manco’s cannot work on a large scale. In the spring – shortly after Mario Draghi was appointed prime minister – the government seemed to grasp the gravity of the situation and began to channel money into the problem.

In March, the government approved a € 35 million plan to invest in education in the south, an amount that adds to a € 85 million fund for schools in need of teaching equipment. distance as well as a budget of 8 million euros for educational innovation in the 2020s.

“The south was caught off guard by the social crisis created by the pandemic, and the school sector in particular, resulting from a notorious past of budget cuts, was already paralyzed”, admitted Roberta Alaimo, member of the Italian parliament with the ‘opposition. 5 star movement.

The Ministry of Education also recently allocated 40 million euros for a “summer plan” aimed at combating educational poverty in disadvantaged neighborhoods.

“We have also thought of creating initiatives to fight against educational poverty specifically in the southern regions through the strengthening of socio-educational services for minors, with the objective of involving up to 50,000 children in the risk, ”said Barbara Floridia, Under-Secretary for Education. ministry.

In April, the government allowed students in all grades to return to their classes for at least half of their classes, saying completing the school year in person was a priority.

But Leotta fears that the year the schools were closed will have lasting consequences. “Unfortunately, a lot of damage has already been done,” she said, noting the many absentees in her class register.

Teachers and students have lost motivation, she added, and even children who show up are less engaged in school. “Online courses have also contributed to children’s loss of interest in the learning process. I fear that many next September will show up only for attendance purposes to avoid social services. “

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Francis X. Kilgannon, lawyer and professor at Nassau Community College, dies at 82 https://za4etka.com/2021/06/07/francis-x-kilgannon-lawyer-and-professor-at-nassau-community-college-dies-at-82/ https://za4etka.com/2021/06/07/francis-x-kilgannon-lawyer-and-professor-at-nassau-community-college-dies-at-82/#respond Mon, 07 Jun 2021 10:00:38 +0000 https://za4etka.com/2021/06/07/francis-x-kilgannon-lawyer-and-professor-at-nassau-community-college-dies-at-82/

Francis X. Kilgannon started the paralegal program at Nassau Community College as one of its first adjunct professors. Having taught business law there for more than half a century, Hempstead’s lawyer could also win the crown as the college’s longest-serving teacher.

“He had to have clones,” said his daughter, Kara Symington, 52, of Rocky Point. “He never stopped.

Kilganon, known to many as Frank or FXK, turned down teaching offers elsewhere in order to continue training students from working-class families at community college. Outside of the classroom, he frequently dealt with cases fighting for educational services for students with disabilities, often on a voluntary basis. In one case, he secured funding from a local school district for a deaf child to receive tutoring through high school.

“He was always a very generous and open man who tried to help anyone who needed it,” said his brother, Owen Kilganon, 82, of Nassau Shores.

Frank Kilganon was a fixture in the Nassau court system and a member of the Nassau County Bar Association for over 50 years.

“People in the courthouse at all levels knew him,” said his nephew, Corey Kilgannon, 55, of New York City.

Frank Kilganon died on May 23 in Hempstead of complications from a stroke. He was 82 years old.

Kilganon was born on October 6, 1938 in Rockville Center to Irish immigrants. He grew up in West Hempstead and was a proud alumnus of Chaminade High School. He completed his college education at the University of Dayton for a year before moving to St. John’s University, where he received his Bachelor of Business Administration. He received his law degree from New York University. Besides his stint in Ohio, Kilganon spent his entire life in Hempstead and West Hempstead. He was the first Chairman of the Board of Trustees of St. Thomas the Apostle School in West Hempstead.

Kilganon married his wife, Susan, on August 22, 1964. They had five children. He has taken care of adoptions for many families, including his own: two of his children are adopted and several of his relatives have also adopted.

Kilgannon also lent a hand wherever his family needed it.

“He was the one they called and the one who was there for everyone in the family,” said his sister, Mary Abatemarco, 80, of Rockville Center.

Kilgannon loved to take his family fishing, camping and traveling. Over the years he has taken his children to countries like Costa Rica, Brazil and Egypt. He often kept a notebook in his back pocket to record his observations. He embodied “curiosity, the nosy and always an explorer,” said his nephew, Corey.

At home, Frank loved swimming at the beach and had a soft spot for animals, bringing home many pets for his children and grandchildren. He coached children’s teams in basketball, baseball and soccer while few other volunteers came forward.

“He wasn’t an athlete, but he was a coach because he wanted to get involved and do it for the kids in the neighborhood,” said his son, Timothy Kilganon, 37, of Long Beach.

“If he wasn’t our coach, he was on the sidelines again every game to cheer us on,” added Frank’s daughter Kristen Murphy, 47, of North Merrick. “He was our constant.”

Staying close to his roots, Kilganon enjoyed listening to Irish music and relished a decades-long family tradition of celebrating St. Patrick’s Day at the Plaza Hotel.

“He really enjoyed every second of life,” Symington said. “He never had an argument with anyone except in court.”

Frank’s other survivors include his son, Kevin Kilgannon; daughter, Jennifer Obando; sons-in-law Roger Obando and Brian Murphy; brother-in-law Joseph Abatemarco; and seven grandchildren. He is predeceased by his parents, Margaret and Owen Kilganon.

A service was held for Kilgannon on May 28. He was buried in Holy Rood Cemetery in Westbury.

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Beardsley Zoo to Offer Thoughtful Education Programs Starting July 1 https://za4etka.com/2021/06/04/beardsley-zoo-to-offer-thoughtful-education-programs-starting-july-1/ https://za4etka.com/2021/06/04/beardsley-zoo-to-offer-thoughtful-education-programs-starting-july-1/#respond Fri, 04 Jun 2021 13:33:00 +0000 https://za4etka.com/2021/06/04/beardsley-zoo-to-offer-thoughtful-education-programs-starting-july-1/

BRIDGEPORT, Connecticut – The Connecticut Beardsley Zoo, in partnership with Cooperative Educational Services (CES), received an AccelerateCT Summer Program Innovation Grant of $ 249,799 from the Connecticut State Department of Education. The Food for Thought (FFT) program will teach students and families about the benefits of fresh, healthy food and how gardening and farming enrich our lives.

Green Village Initiative (GVI), a non-profit organization in Bridgeport that focuses on gardening and empowering youth to disseminate information about local farms, community gardens, the cultural aspects of food and how to start grow food at home. GVI operates a network of community and school gardens, a community farm and a youth leadership program.

Zoo educators, as well as teen volunteers from Zoo’s Conservation Discovery Corps and Zoo Career Explorers, zoo guides and gardeners, Green Village Initiative educators and special guest presenters, will present interactive activities, demonstrations and presentations. visits with animals five days a week in kiosks around the zoo. Kiosk activities will include topics such as how owls and other raptors protect farmland from rodents; endangered heritage livestock breeds; the benefits of snakes, butterflies, bees and other insects; the history of urban gardening and agriculture in Bridgeport; composting; and raising backyard chickens.

“Great things happen when you work with great people. In partnership with CES and GVI, this is exactly what we are doing. We are excited to combine our skills and expertise to provide exceptional summer programming for all of Connecticut, ”said zoo education curator Jim Knox.

The New England Zoo’s renovated farmyard officially opens to the public on Saturday, June 12, and will be the site of many on-farm educational activities. The FFT program is particularly vital now because of the economic and educational disruption caused by the pandemic, which was felt most intensely in urban and low-income areas that already had limited access to healthy food choices. Zoo activities focused on the benefits of fresh and healthy food will focus on how individuals and families can make whole foods a core part of their diet.

FFT’s schedule coincides with the state’s proposed Connecticut Free for Kids initiative, which allows children under the age of 18 and one adult to visit the zoo and other sites in the state for free from July 1 to September 6.

CES will help promote FFT to thousands of students and families in Greater Bridgeport, provide professional resources throughout the summer, and observe and collect feedback on the effectiveness of FFT. Dr. Lori Elliott, the new Director of Professional Development Services at CES, will coordinate the agency’s involvement and support at work at the zoo this summer.

“Our ability to support community initiatives that will serve thousands of children is in line with our mission and we are happy to be a part of that work,” said CES Executive Director Dr. Charles Dumais. CES is one of six regional education service centers created by the state legislature to support public school districts. Dumais is also an executive member of the Zoo’s board of directors, which gives him “a first-hand glimpse of the extraordinary work being done at the Zoo”.

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About Beardsley Zoo in Connecticut

Let your curiosity run free! Connecticut’s only zoo, celebrating its 99e year, includes 350 animals representing mainly species from North and South America and North Asia. Customers won’t want to miss our Amur tiger and leopards, maned wolves, Mexican gray wolves and red wolves. Other highlights include our new Spider Monkey Habitat, Rainforest Building, Prairie Dog Show, and the Pampas Plain with Giant Anteaters and Chaco Peccaries. You can get on the carousel, grab a bite to eat at the Peacock Café, and eat in the Picnic Grove. Connecticut’s Beardsley Zoo is a nonprofit approaching its 100e year at a time when the mission to help wildlife populations and fragile ecosystems is more important than ever.

Tickets must be purchased on the zoo’s website at beardsleyzoo.org. Per Connecticut State COVID-19 Guidelines: We strongly recommend that guests continue to wear masks when visiting the zoo, but when guests are outside and can maintain social distancing, masks may be withdrawn. In the Rainforest Building and other interior spaces, or where social distancing cannot be maintained, masks are required. Anyone over the age of two, except those whose medical conditions prevent them from being worn, should have a mask available.

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Hundreds of people attend ACES Open House at Chase School https://za4etka.com/2021/06/03/hundreds-of-people-attend-aces-open-house-at-chase-school/ https://za4etka.com/2021/06/03/hundreds-of-people-attend-aces-open-house-at-chase-school/#respond Thu, 03 Jun 2021 00:49:55 +0000 https://za4etka.com/2021/06/03/hundreds-of-people-attend-aces-open-house-at-chase-school/

WATERBURY – Hundreds of students and their families got their first glimpse of a new science and technology-focused magnetic college on the old Chase Collegiate campus on Wednesday, as the school’s new ACES de Chase held his first open house.

Area Cooperative Educational Services is moving its Thomas Edison Middle School program from Meriden to the campus of Chase Collegiate School, a private school that closed in 2019. The program is open to middle school students in any city.

“It’s such a beautiful campus and their STEM (Science, Technology, Engineering and Mathematics) program is supposed to be amazing,” said Ashley Giambra of Thomaston. His daughter, Peighton, is a fifth grader at Waterbury’s Maloney Magnet School.

It’s a huge change of scenery.

In Meriden, Thomas Edison was in a 159,085 square foot building on a small property. Chase is a 12-building New England-style campus – most of them stately brick halls – set on 36 acres with park-like landscaping, a campus pond, and expansive athletic fields.

“I think it will be great because we will have a lot more space for activities,” said Iyanna Jones, 12, of Waterbury, a returning student of Thomas Edison. The move places the school five minutes from Jones’ home, as opposed to 30 minutes from the Meriden building.

But families returning from Meriden also say the trip will be worth it.

“It’s just beautiful,” said Suzan Barnett of Meriden. His 12-year-old daughter, Zanri, was enrolled in the program in Meriden. “It’s a little different from what we expected. This is the first time that we are visiting the campus. So it’s beautiful, just seeing how big it is and the different buildings they have for specific programs. That’s wonderful.”

Documents recording the sale of the Chase Parkway campus to ACES were filed with the Waterbury City Clerk on Tuesday. Parties to the deal announced its completion on Friday but did not disclose the sale price.

A $ 10 million ACES mortgage used to help finance the purchase was filed with the sales documents on Tuesday. The mortgage is granted by Key Government Finance Inc. and KeyBank National Association.

ACES executive director Thomas Danehy said the purchase price was over $ 10 million. ACES handed over that money and the extra money, he said. Danehy said he couldn’t reveal how much more without breaking a confidentiality agreement.

“We are delighted to have a home for the school,” said Danehy. “We’ve been working on this all year.

The former owner – York United – bought Chase Collegiate and its assets for $ 9.6 million in 2017, adding to a portfolio of private schools.

York defaulted on its loans and was sued by its lender. York settled a $ 390,392 tax debt with the city last week ahead of the sale.

ACES is funded by a state grant of $ 8,180 per student and a tuition fee of $ 5,939 per student paid by home cities.

Amy Stinton, a physical education teacher who has worked with Thomas Edison for 20 years, said she was thrilled to have room for the school’s track team. Wednesday was his first day on the Chase campus. Standing in his lodge, Stinton said his eyes were just as large as those of visiting families.

“Having so many amazing spaces to explore – outside of teaching spaces – the possibilities are endless,” Stinton said.

ACES at Chase is still accepting students for the upcoming year. Prospective students can obtain information and apply at aces.org/Chase.

]]> https://za4etka.com/2021/06/03/hundreds-of-people-attend-aces-open-house-at-chase-school/feed/ 0 Lynn Rushing retires as CEO of mental health care provider Brook Lane https://za4etka.com/2021/06/02/lynn-rushing-retires-as-ceo-of-mental-health-care-provider-brook-lane/ https://za4etka.com/2021/06/02/lynn-rushing-retires-as-ceo-of-mental-health-care-provider-brook-lane/#respond Wed, 02 Jun 2021 09:10:08 +0000 https://za4etka.com/2021/06/02/lynn-rushing-retires-as-ceo-of-mental-health-care-provider-brook-lane/

The plaque on the wall next to Lynn Rushing’s desk reads “By Grace Alone”.

This might sum up his feelings about the success and growth of Brook Lane during his 27 years as CEO.

He hastens to credit his Heavenly Father as well as the the mental health service provider.

“My faith has been a huge part of me sitting in this chair,” he said. “Sometimes I frustrate my staff by not taking action, but sometimes I listen to that soft little voice and wait.”

Lynn Rushing pauses in his office as he reflects on his upcoming retirement after 27 years as CEO of Brook Lane, a mental health service provider near Leitersburg.

At all there is a season, and Rushing, 68, is about to retire at the end of October.

“I have had a lot of good years here and we have made a lot of progress,” he said. “I feel like we have a good team… it positions the organization to move forward.

“I hope they move forward so well and so fast that they say, ‘Lynn who?'”