cisa schools

Over the past several years, Colorado families have been the beneficiary of the growth of online high school options.  Colorado online high schools have proven to be a valuable education choice for many students and their families who are looking for an alternative to the traditional school setting, whether because of learning style, life or family circumstances. For many, virtual high schools have meant the difference between giving up on school or graduating.

When students and their families begin to explore high school courses online, what they find attractive is a quality education that features:

- individualized learning plans,

- courses tailored to students’ specific learning styles and levels,

- flexible scheduling, and

- real-time monitoring of student progress and success

“In a traditional school, time is fixed and learning is variable. At Provost Academy, learning is fixed and time is variable,” says Audie Rubin, Executive Director of Provost Academy (www.co.provostacademy.com), a state-authorized public virtual high school that is free of charge to residents of Colorado.

As a result of online educations ability to cater to the specific learning needs of a student and its flexibility, Colorado’s online high schools have been attracting a variety of students including those:

- Seeking a more challenging learning environment,

- Needing support and tutoring in order to stay on track for graduation,

- Looking for a learning option that accounts for their personal learning style,

- Trying to balance a full work schedule with their classes in order to help support the family, or

- Pursuing long-term professional goals (such as becoming a pro athlete, actor or musician) while still trying to complete their high school degree.

Once a family or student has determined that online high school may be appropriate for their situation, choosing the one that meets the needs of the student can be a challenge.  Provost Academy Colorado, one of the most trusted online high schools in Colorado, has put together a simple assessment to determine if online learning is right for a student (just put a check next to the boxes that are appropriate):

Academics

? Consistently works ahead of the rest of the class

? Consistently falls behind the rest of the class

? Wants to take a classes that are not offered at his or her current school

School Life

? Has been, or is being, bullied

? Doesn’t enjoy the social component of school

? School doesn’t align with family values

Life Outside of School

? Attends time-consuming elite athletic, arts or music practice

? Has a part-time job that contributes to the household income

? Has significant family obligations (e.g., caring for a child, grandparent, brother or sister, or parent)

Personality

? Takes pride in individualism

? Often takes the path less traveled

? Works well independently

Scoring: Add up the total checkmarks and use the guide below to see whether online high school is the best choice.

8-11 Points: Perfect Fit

Traditional school may be too rigid for your child. Whether due to their academic level, outside commitments, or their independent personality, a traditional school is, well, too traditional for your student. Online high school can offer the flexibility and independence needed to succeed.

4-7 Points: Compatible

While your student may be comfortable in a traditional school, a flexible classroom schedule may be the extra added ingredient they need to excel. By setting their own schedules, determining their own learning pace and having more individualized learning paths, students often find the incentive they need to achieve academic excellence and realize their dreams.

0-3 Points: Option to Consider

A traditional high-school setting seems to be working for your child. However, the benefits of online high school are many. Adaptable curriculum, schedules and more individualized attention can benefit students of many backgrounds, personalities, or academic ability. You may want to research the online education options available to your son or daughter to compare them with your student’s current school.

The most important objective is that all high-schoolers successfully complete their education in the learning environment that is best for them.  Thanks to technological innovations and the commitment of educators, online learning is a new, worthwhile option to consider in Colorado.

Take a poll asking which leaders have the best track records, and you’ll produce a list of those who have had the most written about them. That’s an inaccurate perception: The best-known leaders are seldom the most accomplished ones; rather these celebrity leaders excel in gaining attention.

If you are an unrecognized leader who performs well, how can you gain the recognition and influence that you deserve?

Some people might advise hiring an expensive public relations agency, employing a ghost writer to prepare articles for prestigious publications, and taking public speaking lessons. After spending a few hundred thousand dollars and engaging in several years of serious effort, many people successfully follow this advice to gain recognition. But even then, influence may elude the new celebrity if the media have latched onto some quality other than the person’s expertise.

There must be a better way. I know of one that’s well worth your time: a method Dr. Elijah Chingosho, Technical & Training Director for African airlines Association in Nairobi, employed very effectively to gain worldwide influence.

Before starting his doctoral studies in strategic management at age 44 with Rushmore University, Dr. Chingosho had already immersed himself in learning like most people dive into a swimming pool on a hot day . . . with total commitment and enthusiasm. He had already earned not one, not two, but three master’s degrees — a Master of Engineering from Loughborough University in England, an MBA from the University of Zimbabwe, and a Master of Commerce degree in Transport Economics from the University of South Africa. Dr. Chingosho is one bright man, and he’s a very hard worker.

Professional recognition followed his academic successes. After fewer than ten years service in the Air Force of Zimbabwe, he was appointed a group captain and director of engineering, a role that involved leading over 1,000 people in critical maintenance activities. After leaving the air force, he took a position as general manager of engineering for Air Zimbabwe, a position he left for his current one with the African Airlines Association.

In the search to find and recruit him for the African Airlines Association, it became clear to the association that Dr. Chingosho was the best qualified person in Africa for dealing with engineering, operations, environmental, communication, navigation, and air traffic management issues as well as delivering great training in those areas. Despite this professional success, relatively few people who were not involved with aviation in Zimbabwe knew about him.

At that point, Dr. Chingosho joined Rushmore University as a student. He chose Rushmore because the university gave him the freedom to focus his learning on those areas that would directly help him achieve his learning and professional goals. As a busy executive, he needed a university that would provide him with a flexible format so that he could take the courses without having to leave his job.

As part of his Rushmore studies, Dr. Chingosho wrote a dissertation that he turned into a book called African Airlines in the Era of Liberalisation which was later published by his association. The book outlines the key issues for all stakeholders of African airlines over the coming decades and provides several blueprints for greater success.

This publication profoundly affected his life. Here is what Dr. Chingosho has to say about the experience:

“Publishing the book on African airlines brought me and my organisation fame and revenue, and assists our stakeholders in making informed decisions concerning airlines on the continent. The book is often cited by various stakeholders at conferences and in decision making as often there is no other credible source of comprehensive information about the African airline business.

“I have been surprised by the large number of people, many of whom I have never met before, who come to me and express appreciation for giving them a vehicle to learn about the aviation business in Africa. I now get invited to speak at various conferences on a wide range of topics. AFRAA is now recognized worldwide as the spokes body on issues affecting the African airline industry such as on safety, security, infrastructure, the environment, training people, etc. AFRAA is invited all over the world, including by the European Union and the USA, to share views on topical subjects pertaining to the airline business.

“I have gained fame and recognition as an expert in the industry and I am very pleased to be sharing my knowledge and expertise with others.”

I asked Dr. Chingosho to describe the role that his Rushmore education played in this success. Here’s what he told me:

“For African Airlines in the Era of Liberalisation, I needed to write a book for a worldwide audience. The Rushmore training assisted me in various facets of writing a commercial non-fiction book. I needed to know how to select a subject, conduct research on my topic, and check for competition. The Rushmore training helped me with ideas on how to design book covers. I needed to know how to make publishing choices. The Rushmore training enabled me to make informed choices as to whether to sell my book to a publisher or publish it myself. The training also guided me on how to find the appropriate publisher and agent should I so wish.

“For example, the course 1112, Poynter on Writing and Publishing Books, taught me (among other things) how to find free research material, quotations, art, and stories on the internet; develop core content into downloadable books, CDs, e-books, audio books, reports, articles, seminar and consulting material; how to find an editor and other help; and handling interviews, autographing and a throng of fans.

“The Rushmore experience also taught me how readers read books particularly appreciating the four levels of reading, namely elementary, inspectional, analytical, and syntopical. I learned the complex art of reading and the flexible application of some basic rules to different types of reading. By understanding how readers read books, I was able to use a writing style which made my book accessible to a wide readership. Indeed, I have since received positive and encouraging feedback about the book which the wide variety of readers found to be very enlightening, easy to read and understand, and very practical and relevant.”

Following his graduation in 2004, Rushmore recognized Dr. Chingosho’s excellent work by asking him to become an associate professor in 2005. I am proud to have Dr. Chingosho as one of my colleagues at the university.

Having developed such a fine ability to write business books, Dr. Chingosho has since written two other management books and is much in demand around the world for speaking engagements on airline issues.

What a difference one paper can make in a person’s life!

Study Reveals Slowdown in International Graduate Student Applications

Britain, France, Germany, Australia, and China are becoming a stronger presence in the postgraduate studies landscape, cutting into the United States’ historical dominance as the most sought-after destination for international students seeking a master’s or doctoral degree.

Nearly 40 percent of all institutions surveyed experienced declines in the growth rates of international graduate student applications between 2007 and 2008, according to a recently released report by the Council of Graduate Schools.

Rate of Slowdown “Unexpected”

Schools responding to the CGS survey reported only a minimal increase in graduate-school applications from non-U.S. citizens for the first time in years. Overall, the number of these applications increased just 3 percent in 2008, compared to a 9-percent increase in 2007 and a 12-percent increase in 2006.

Since 2004, the number of international graduate applications is down by 30 percent.

After years of a steady increase in foreign graduate applications, it was inevitable that the rate of growth would inevitably level out, said Kenneth Redd, director of research and policy analysis at CGS, in an Inside Higher Ed article. Even so, he added, the suddenness of the current slowdown and the marked rate of dropoff in the number of applications were unexpected.

Fewer Applicants from Asian Countries

Perhaps most notably, the United States seems to have lost appeal among the three Asian countries that have typically brought in the most foreign students.

According to the Institute of International Education’s 2007 Open Doors report, a full 50 percent of non-U.S. graduate-school applicants come from India, China, and Korea.

But the number of applications from India stayed flat this year, after having grown 12 percent last year and 26 percent in 2006. Applications from Korea also failed to grow this year, as well as last, after a 4-percent increase in 2006. And the number of applications from China are up only 12 percent, compared to an increase of 19 percent in 2007.

At the Root of the Application Slowdown: Limited Financial Aid and Access to Student Loans

Although the United States may still stand, for now, as the leading destination for prospective international graduate students, increased worldwide competition for postgraduate talent is changing the picture.

The CGS report points to three key areas in which the United States is losing ground:

1. Competing countries are ramping up financial aid and international marketing campaigns. Australia, France, Germany, and Britain have strived to make their graduate programs more attractive by aggressively and strategically recruiting abroad and by increasing financial aid offerings to international students.

In contrast, the United States makes its federal student loans (http://www.nextstudent.com/) and grants available only to U.S. citizens and permanent residents. On an institutional level, only a limited number of U.S. schools offer financial aid packages for foreign students. These students may also have difficulties qualifying for private student loans (http://www.nextstudent.com/private_loans/private_loans.asp).

As a result, over 60 percent of international students are forced to rely on personal and family funds to support their graduate studies overseas, according to the Open Doors report.

2. Foreign students view the United States as unwelcoming. The United States has gained a reputation abroad as being dangerous, culturally insensitive, and one of the hardest countries in which to obtain a student visa, particularly due to the tightening of national security after the terrorist attacks of September 11, 2001.

3. Countries are making moves to keep their students at home. China has more than doubled its number of graduate students over the past 10 years, after improving the quality of its institutions and expanding its schools’ capacities. South Korea has given its universities a global reach with a billion investment in research. India has initiated a plan to build 1,500 new universities by 2015.

Learn more about Student Loans (http://www.nextstudent.com/student-loans/student-loans.asp) and Private Student Loans (http://www.nextstudent.com/).

one of the most popular museums in the world is the Museum of Science and Industry, a highlight of any visit to Chicago students.

The museum, designed as a vehicle for public science education, is unique, it was one of the first industry to participate in its exhibitions.

One of the main initiators of the concept of Julius Rosenwald, chairman of Sears Roebuck & Company, which in 1911 the idea of a museum for “industrial enlightenment.” Rosenwald, a museum of this kind had visited in Germany, has requested assistance from other entrepreneurs. Twenty-two years later, in 1933, the Museum of Science and Industry, housed in the restoration of the Palace of Fine Arts from 1893 World Expo, open to the public. It remains the largest science museum of its kind in the Western Hemisphere, which is housed in one building.

The focus and success of the museum exhibition practice (he has more than 800 in total) with more than 2,000 interactive displays, and a collection of over 50,000 objects.

Highlights of the museum include a working coal mine hatched a lift of 1933, a World War II U-505 German U-boat, visitors can browse a virtual reality center and computer imaging, a chick, a F-14 simulator flight, a Pioneer Zephyr train restored and an Omnimax theater.

Groups visiting the Museum of Science and Industry Enjoy the many events. Students and teachers need to lift the working class mining coal on the coal industry in America, which is an important part of the U.S. economy is still learning. Fascinating facts revealed to the students a new appreciation of this.

The question German submarine came after the vessel was disabled and the west coast of Africa in June 1944 captured. It remains the only submarine in the United States and is the memorial to the 55,000 American sailors who lost their lives at sea during the Second World War.

In the imagery: tools of science films, a series of exhibits illustrating the use of imaging technology, computer aided medicine, science, law enforcement, and entertainment.

IMAGING: Tools of science comprises more than 7,000 square meters of exhibition space and includes a 600 square meter space mystery hands on lab for use by school groups and museum visitors.

In the thermographic portal, visitors can stand in front of an infrared camera to see and do, and how computer imaging shows the hot and cold zones of the body. Not far away, they are also invited to watch their faces on the computer database, and how computers can mix colors and distorting their features to add. There are also a variety of practical activities for the imaging study of medical technology. Mediscan unit shows how modern technology allows imaging to diagnose and “treat” patients. Turns the device must be students have to Brain Surgeon “diagnose” brain tumor from patient to patient support and the eradication of radiosurgery computer.

IMAGING exposure Mystery Lab helps solve the mysteries of the imaging technology of forensic science. School classes may, in the mystery at the Museum Learning Lab, by notice to participate with the Department of Museum Education.

Several other performances and exhibitions are at the Museum of Science and Industry. These include animation industrial gears, originally on the screen at the Century of Progress Exposition in Chicago in 1933, Genetics: Decoding Life, Chick Hatchery, the Apollo command module 8 between others.

One of the most popular museums in the world is the Museum of Science and Industry, a highlight of any visit to Chicago students.

The museum, designed as a vehicle for public science education, is unique, it was one of the first industry to participate in its exhibitions.

the Denver Public School Foundation is a “portal” for community and corporate sponsorship for schools in Denver. Started in 1984, she played a passive role in the Denver schools, until it was revived in 2002.

The purpose of the Denver Schools Foundation is to raise and manage funds to support the district’s ambitious plan to improve student performance. The Denver school principal developed areas of finance, and the Foundation pushes investment in the community and builds partnerships with local businesses. The price to pay for improving student academic performance is much higher than the available funds provided by the city each year, state and federal funding.

During the 2005-2006 school year, show the success of the foundation is an important element of the initiative of the Denver schools academic performance. Highlights:

• The Foundation has raised $ 750,000 to the Institute of Directors first, held in June 2006 to implement. leadership training to improve student achievement, was completed on the principles of Denver 130 available survey and new strategies developed by the principals of their schools to transform learning more effective organizations. The Denver school principals continue to be supported in their goals in 2006-2007 by attending monthly meetings, professional development began in August.

• The Foundation raised $ 250,000 success DPS, the additional instruction in math and reading for children from three to ten offers implement. During the 2005-2006 school year, provided, 558 teachers, teaching extra care to approximately 8,400 students in 82 schools.

• The Partner Schools Program has received $ 250,000 raised by the Foundation started. The program creates customized partnerships between schools and businesses Denver Denver area, and grew even stronger support for Denver schools initiatives in the future.

• Fund A to Z has been designed to provide financial support for various programs and projects for the school to make sure every student an equal opportunity to access the same type of activities and has enriched the learning experience of students in Denver schools. The goal is to raise $ 100,000 in December 2006, with the first funding cycle began in February 2007.
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• The Foundation facilitates the requests of many donors, their donations are responsible for specific projects. Some projects have been added to improve the health and safety education programs, scorecards new gym and sports equipment.

• LEDs After School Initiative was designed to improve the quality of after school programs to help students in Denver schools advance. The following are benefits of this program:

o $ 658,000 in grants was awarded to 87 elementary and secondary schools, their after-school programs that support the 8,500 students served in schools in Denver.

o insured about $ 260.00, as 3,000 middle school students can participate in the competition after school sports.

o A study published in April 2006 found that several years leading to participation in various programs and the quality after school in the Denver schools and student performance positively not attend school.

o Phillips Elementary School has improved its scores on reading tests for third graders of 45 percent or control points in 2004 to 89 per cent in 2005. The school organizes its lights on mentoring success.

o Tom Roberts, a student from the Middle Morey, took first place in Denver metropolitan competition Math Counts in March 2006. Counts math Morey receives funding Lights On After School initiative.

During the 2006-2007 school year, the Foundation to support these initiatives, as well as the following:

• Teacher Induction Program – Support for new teachers during their first three years of service in schools and Denver

• Scientific Program – Improving the existing program of science through the support of the new science curriculum in primary schools and provision of high quality materials for the new Centre science resources.

One might assume that students can simply fill out applications when seeking employment. Although most companies are not completing an application in accordance with its trade policy, a document that is dried and cut small doors for youth competition in a steady decline in the open labor market. However, href = “http://www. njresumeservice. ; Well prepared high school students show CV a level of maturity and accomplishment, his peers that communicate not only through a formal application for employment. Schoolboy CV should reflect part-time or summer jobs, written in short, compelling and honest. No employer will believe inflated accomplishments, so if you put a high school student back, talk about benefits such as teamwork and contributions. Include hard data whenever possible (for example, contributed to a 6% increase in sales volume in summer 2008). candidate for education, of course, including the name and location of school, the general program (university / college track business or track), and your GPA. List of academic achievements as well, including scholarships, if any. When you progress to higher education and have been accepted at a particular institution, please indicate on your application, including the scheduled time of the promotion, your expected level (Bachelor of Science or Bachelor of Arts ) and its great if you’ve chosen one. If the applicant is of secondary age, employers often ask students to high school to continue, what the student was beyond the classroom. Extracurricular activities should be listed, including the positions of sports teams and / or memberships in different clubs have played, and the relevant dates of participation. community service activities are also beneficial because they describe a team spirit and a willingness to expand to others: a feature that is translated as “go to the extra yard” to the potential employer. Finally, make sure to be a “rel =” nofollow “onclick =” javascript: article_exit_link pageTracker. _trackPageview (‘/ Outgoing /’);” href = “http://www. Njresumeservice. com / resume writing / creating-a-word-optimized-CV / “> Use keywords in the resume . High school student resumes are particularly well suited to the inclusion of keywords that can appear in the lists in an abbreviated form. Follow these additional steps to prepare your CV and you will certainly save you improve your chances of meeting recruiters face to face, and increase your chances of gainful employment.