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Killexams : Lotus Application exam success - BingNews Search results Killexams : Lotus Application exam success - BingNews Killexams : Private school teacher spills the truth about what phrases on report cards REALLY mean - and why being a 'good listener' is a BAD thing

Private school teacher spills the truth about what phrases on report cards REALLY mean - and why being a 'good listener' is a BAD thing

  • Teacher Dr Selina Samuels revealed what phrases in report cards really mean
  • Seemingly positive phrases like 'good listener' can have a coded meaning 
  • Independent can mean they don't share well, while social can mean distracting

An early learning expert has revealed what teachers really mean when writing common phrases on a report card - from 'he knows his own mind' meaning 'stubborn and uncooperative' to 'he has a lot of potential' meaning 'lazy'.

Dr Selina Samuels, the Chief Learning Officer for Cluey Learning explained in a blog post that many terms used by teachers are sanitised and in fact have a much deeper meaning.

The teacher, who spent several years working at a private school in Sydney, revealed that even seemingly positive phrases like 'good listener' can have a coded meaning - indicating your child doesn't contribute in class.

Elsewhere, 'independent' can mean they don't  share well, while 'social' can indicate they distract others while terms like 'sophisticated understanding' and 'confident application' are strong signals that your child is working at an impressive level.

Dr Selina Samuels, the Chief Learning Officer for Cluey Learning explained in a blog post that many terms used by teachers are sanitised and in fact have a much deeper meaning (stock image)

'Has a lot of potential'

If a teacher says your child 'has a lot of potential' this indicates they are frustrated they are bright but lazy, Dr Samuels says.

The best and worst words to see in your child's report card 

Dr Samuels explained the best comments a teacher can write in a report card are comments that are specific to your child and show you that the teacher really knows him or her.

However, the worst are generic, jargonistic and procedural, this could include telling you what the class has covered but offering very little information about how your child is progressing

She said even if your being told something bad about your child it's better to have it told straight so as a parent you can work with the school to provide support.  

Dr Samuel also notes that report cards shout not be merely retrospective, but also 'provide genuine advice about where their focus should lie for the coming term or year.'


'Very social' or 'enthusiastic'

'Very social', 'bubbly' and 'engage enthusiastically in discussion' are all codes for 'chatty' and 'talks a lot,' Dr Samuels says.

This may mean they get distracted by those around them - or are doing the distracting themselves. This could be helped by moving their seating plan.


Students who are 'independent' are probably not good sharers, Dr Samuels says.

'Good listener'

If a teacher write your child is a a 'good listeners' it likely he or she is quiet, doesn't ask questions or contribute in class.

'Knows his own mind'

This could mean your little one is 'stubborn and uncooperative'

'Erratic' or 'inconsistent'

If a teacher says your child's application is 'erratic' or 'inconsistent' it probably means they are playing to their strengths and ignoring anything that isn't already easy.

I can also be a veiled request to have a look at the family infrastructure around homework  and act more consistently at home. 

'Lacks focus'

If a child 'lacks focus', they are applying themselves.

'Emerging skills'

'This tells you there's a glimmer of hope on the horizon and they haven't given up on him just yet,' Dr Samuels says.

'Pleasure to teach'  

Dr Samuels says that your child's teachers end a report with, 'She's a pleasure to teach', chances are it's true. Teachers don't use that phrase gratuitously.


'This is not necessarily a good thing,' Dr Samuels says.

As it could indicate they're particular about presentation, or so frightened of getting something wrong, that she resists submitting anything for feedback

Thu, 14 Jul 2022 15:59:00 -0500 text/html
Killexams : Welcome to Our Schools Killexams : Welcome to Our Schools
Mission StatementMessage from the Superintendent1. The BESST Reform Agenda2. General Information3. Choices for Learning4. Rights and Responsibilities

Editor's Note:
This information has been provided by the local school system. It is displayed here without editing.

To provide a quality student-centered environment that fosters maximum learning by each student, enabling each to enjoy continuous learning while becoming a productive, global citizen.Message from the Superintendent
Welcome to D.C. Public Schools. As we work to provide a quality-centered environment for all students, we are undertaking serious educational reforms. However, it is our belief that true reform cannot occur in schools until people representing all aspects of the community work together to solve the problems we face today in education.

To encourage community involvement, we support school-based management. This means allowing those individuals closest to the students -- the principals, teachers, parents, and community members -- to decide the best educational approach for students in their neighborhood schools.

In March 1994, the D.C. Board of Education officially endorsed this philosophy by approving the school system’s educational reform agenda, Bringing Educational Services to Students (BESST). In doing so, the school system embarked upon a comprehensive, systemic reform agenda designed to respond to the community’s demand for quantifiable, sustained improvement by our students and in our schools.

BESST recognizes that, internally, the school system must change the way it operates by converting from a centrally to a locally directed organization. It also reflects the idea that, externally, DCPS must form partnerships with public and private agencies and organizations to address student needs. These alliances will provide not only technical assistance and expertise in the development of educational systems, but also increased opportunities for all students.

In approving the BESST plan, the Board demonstrated its understanding that the problems facing DCPS cannot be resolved by making piecemeal changes. They must be overcome through bold, innovative steps which lead to lasting systemic reform.

Let me reinforce the point that our ability to effect positive change will be successful only with your help. "Welcome to Our Schools" is published to provide you with pertinent information. We encourage you to use it and to contact DCPS with questions, comments, or concerns about our schools. Your interest in and support for education are invaluable to us and, most importantly, to our students.

Dr. Franklin L. Smith
Superintendent of Schools
Chief State School Officer

Back to top1. The BESST Reform Agenda

Students in the District of Columbia need the skills and knowledge to compete with graduates not only from the metropolitan area, but also from around the world. They need to become quality producers, informed decision-makers, and self-directed learners. To help students achieve these outcomes, the school system has undertaken a systemic reform agenda, known as BESST (Bringing Educational Services to Students). It has five main elements:

Curriculum Revision

Technology Integration
Competency-Based Curriculum, the teaching and learning system used in DCPS since the mid-1970s, is being replaced by Performance-Based Education (PBE). PBE requires that students demonstrate what they have learned, not just through paper and pencil testing, but through more hands-on, authentic forms of assessment, such as projects, performances, products, and portfolios. With PBE, instruction becomes more rigorous and inquiry-based: Learning is connected to the real world through use of technology, community service learning, and experiences in the workplace.

Professional Development
To bring about Performance-Based Education, staff must be engaged in professional development in three critical areas:

  • using the new curriculum and focusing on content standards and foundation skills;
  • providing instruction that will engage students: cooperative learning, problem-based learning, and effective questioning strategies; and
  • applying new assessment methods with criteria that measure the level of student success.
Additionally, training focuses on creating a context for learning that emphasizes valuing the learner, understanding how children learn, and providing a caring learning environment.

Choice, Consolidation, Collaboration
Students, along with their parents and guardians, need to be able to make choices about where they attend school based upon their interests, talents, needs, and long-term goals. D.C. Public Schools is encouraging schools to design thematic programs that integrate subject areas and involve partnerships with the community. These programs may be magnets; they may serve neighborhood children; they may do both. At the high school level, these thematic programs with specialized curriculum represent pathways for students to careers.

Student Efficacy
In order to perform effectively in school, students need to be healthy; they need to feel safe and secure; and they must set goals. In collaboration with local government agencies and others, the school system is implementing a Comprehensive School Health Program; it supports conflict resolution and peer mediation training; and it is reviewing its guidance systems.

Shared Decision-Making and Accountability
Local School Restructuring Teams have been established in each school to give teachers, parents and other members of the local community a greater say in the decisions affecting their school. In addition, schools that apply for and receive the new "Enterprise School" status and teacher-designed School-Within-a-School Charters are given additional autonomy in making both budgeting and staffing decisions. Accordingly, these schools are more accountable for the success of their students and operations.

Goals 2000
Through BESST, the school system will realize both national and local education goals by ensuring that all DCPS students:

    Enter school ready to learn;
  • Graduate from high school;
  • Leave grades 4, 8 and 12 having demonstrated competency in challenging subject matter and having learned to use their minds well, so that they are prepared for responsible citizenship;
  • Have teachers who continuously Improve their professional skills;
  • Are first in the world in mathematics and science;
  • Become literate adults who have continuing education opportunities;
  • Learn in schools that are free of drugs and violence and that offer a disciplined environment conducive to learning;
  • Have parents who are actively involved in their children’s education; and
  • Demonstrate an appreciation for the cultural arts.
Underlying Principles
Our work is guided by certain underlying principles:
  • All students are capable of learning and there are no limits to learning.
  • The dignity of the student and respect for his/her personal circumstances, cultural and language diversity should always be affirmed. Each student learns in his/her way and at an individual pace.
  • Caring, sensitive and responsible adults heighten the student’s desire for learning and create conditions for success.
  • The school community and family must act together to support the student’s learning.
Back to top2. General Information

Entrance Requirements
Students new to the school system should register at the school they plan to attend. For further information on which school a child will attend, parents should contact the Student Services Division. Call 724-2066.

Please bring the following documents at the time of registration:

  • Proof of birth date: preferably the child’s birth certificate
  • Record of immunization: measles, mumps, rubella, polio, diphtheria, tetanus, and tuberculosis (The Department of Human Services can provide detailed information on immunizations. Call 576-7127. For health examinations and vision and hearing screening, call 576-7141.)
  • Legal proof of residence, including, but not necessarily limited to: rent receipt, proof of payment of D.C. personal income tax, unexpired lease agreement and/or all of the following bills: phone, gas, and electric
  • Record of prior school attendance: student transcript or last report card from the previous school
  • Proof of physical and dental examinations: students in grades pre-kindergarten, kindergarten, first, third, fifth, seventh, ninth, and eleventh
The Compulsory School Attendance Law of the District of Columbia requires children from age 5 up to the 18th birthday to enroll in and attend school regularly. Parents have the responsibility to comply with this legal mandate. Children entering a Montessori program, pre-kindergarten, kindergarten, or first grade must be three, four, five, or six years old respectively on or before December 31 of the year they begin school.

Excused Absences
The following are valid reasons for absence from school:

  • Illness of the student;
  • Emergency which requires the presence of the student in the home;
  • Death in the immediate family;
  • Necessity for a student to attend any judicial proceedings as a plaintiff, defendant, witness, or juror;
  • Observance of religious holy days by the members of a religious group;
  • Suspension or exclusion from school by school authorities;
  • Temporary closing of facilities or suspension of classes due to severe weather, official activities, holidays, malfunctioning equipment, unsafe, or unsanitary conditions, or other conditions requiring closing or suspension of classes;
  • Other absence(s) approved in advance by the principal upon the written request of a parent, guardian, or adult student.
  • Exclusion, by direction of the authorities of the District of Columbia, due to quarantine, contagious disease, infection, infestation, or other condition requiring separation from other students for medical or health reasons.
Written Excuses
A student is required to bring a written note from his or her parent or guardian upon returning to school from an absence. The note must state the reason for the absence and include documentation where appropriate.

Students generally attend their neighborhood school. If there is a reason why this would pose a hardship or there are other valid reasons for transferring (such as enrollment in a magnet school or academy), a request to attend another school should be made by calling 724-2066. Program application deadlines may vary from school to school.

Reporting to Parents
The schools have a responsibility to keep parents informed of the educational progress of their children. This is accomplished through a variety of ways: letters or telephone calls from teachers, parent conferences, and report cards issued every nine weeks in grades K-12. Students have the responsibility for delivering papers and other reports to their parents.

Resolving Problems
If you or your child encounter a specific problem or concern during the school year, the following steps should be taken:

  1. Contact your child’s teacher or other person with whom the problem was encountered.
  2. If the problem was not resolved in step 1, call or make an appointment with the principal.
  3. If, after talking with the principal, you feel you need further assistance, contact the Lead Principal designated for your school’s cluster.
  4. If the Lead Principal’s response is unsatisfactory, call the Ombudsman at the number below.
The Office of the Ombudsman handles problems, concerns, suggestions, and inquiries from students, parents, and the community regarding the education of students. Call 645-3620.

Pupil Services
Students having difficulty in school may receive individualized assistance provided by a pupil services team at their school. Either the student’s parents or a member of the school staff may request such services. An Individual Student Assistance Plan is developed for each of these students and implemented by the team, which may include a counselor, teacher, nurse, parent, social worker, psychologist, and speech and language pathologist. Contact your local school.

Student Government
Student government gives students a voice in the decision-making process of their education through the Student Advisory Council (SAC). The SAC includes an Upper House for secondary schools and a Lower House for elementary schools. There are thirteen citywide SAC officers. Each local school has one SAC representative and a student council/government chapter.

Students under 19 years of age needing transportation to and from school can obtain an application for reduced-fare Metrobus tokens or Metrorail farecards from their local school.

Daily bus transportation for some special needs students is provided.

Safety and Security
The school system provides safeguards for students so that they can learn and study in a hazard-free environment. To report an accident, hazardous condition, and illegal or irregular activities on the grounds of any D.C. public school building, call 645-3260 (day) or 645-3113 (evening).

Food Services
Most D.C. schools serve hot breakfasts and lunches. Many students may qualify for free or reduced-price meals, based on the size and income of the family. Contact your local school.

Visiting Instruction Service
The Visiting Instruction Service (VIS) is designed for students who are not in school due to an illness or disability which prevents regular classroom attendance. VIS services are free of charge. Call 724-6660.

Scholarships and Grants
Each year, scholarships and financial assistance are awarded to D.C. seniors who want to pursue their education or technical training beyond high school. These awards include scholarships from national sources, private and social foundations, community organizations, fraternal societies, and colleges and universities. Call 724-4934.

Title I Program
The Title 1 program provides concentrated supplementary instructional services to eligible students (eligibility based on income) in public and non-public schools in the District of Columbia. The program also emphasizes student self-esteem, professional development, and parental involvement=2E Over 15,000 students participate in the Title I program in accordance with a plan developed by a team at each eligible school. Call 541-3865.

Homeless Children and Youth
The mission of the Homeless Children and Youth Unit is to ensure free, appropriate educational opportunities for homeless children and youth and to provide technical assistance to schools, shelters, and communities. It also provides homeless parents with information and procedures necessary for enrollment in school (e.g., boundary information and educational support services). Call 727-5559.

Parents as well as community residents are encouraged to participate in the D.C. Public Schools volunteer program. Working directly with students or in a non-instructional capacity, volunteers provide services in pre-kindergarten through twelfth grade and also in the area of adult education. Contact your local school.

Corporate Involvement/ Community Resources
D.C. Public Schools seeks to involve businesses and community groups in enriching the education of District students. These groups are encouraged to play a more significant role in preparing youth for the workplace through a variety of partnership activities with individual schools. Call 724-4400.

Parent Involvement
The active participation of parents in their children’s education improves the performance of both their children and their children’s schools. D.C. Public Schools encourages such parental involvement through workshops, technical assistance to schools with parent/family resource centers, school/family partnerships, and other activities. Call 541-5929.

Each school has a parent-teacher association (PTA) or a home and school association that advises the principal on family and community concerns affecting the school. The PTA’s have a citywide organization, the D.C. Congress of Parents and Teachers, which is located in the Hamilton School. Call 543-0333.

Use of DCPS Facilities
Private groups may use facilities owned by D.C. Public Schools upon approval of an application submitted to the principal of the school sought for use. Applications are available at the school. School-related organizations may generally use facilities without charge. Other organizations must pay rental fees, provide liability insurance, and pay any overtime costs associated with use of the facilities. Call 576-8961.

Sumner School
Sumner School, originally built in 1872, reopened in 1986 to rave reviews because of the attention paid to historical authenticity and detail during its renovation. The building, which is listed on the National Register of Historic Places, was also the site of the first, black graduating class in 1877. Sumner houses an archives and museum on public education and provides the school system and community groups with meeting rooms, reception halls and a small theater. To make an appointment for students or the public to tour the facility, call 727-3419.

Back to top3. Choices for Learning

This section lists the various educational options that are available to D.C. public school students. Entrance requirements vary among the different programs, with some programs requiring a minimum grade point average for admission. Call the number listed with each program to receive detailed information on the program and the requirements for admission.

High School Graduation Requirements
Regardless of the academic program in which a student is enrolled, each student must successfully complete 23.5 Carnegie units in order to graduate. One Carnegie unit equals two semesters of study in a particular subject. The distribution of course requirements is listed below:

Table of Contents

D.C. Public Schools
July 1996
The Mission of D.C. Public Schools
Course Carnegie Units
Art 0.5
Career/vocational education 1.0
D.C. government and history 0.5
English 4.0
Foreign language 2.0
Health and physical education 1.5*
Mathematics (including Algebra I
or its equivalent)
Music 0.5
Science (including one year of
laboratory science)
U.S. government 0.5
U.S. history 1.0
World geography 0.5
World history 1.0
Electives 4.5
100 hours of community service 0.0
Total 23.5**

* The health and physical education requirement (1.5 Carnegie units) is waived for students receiving an evening high school diploma.

** Banneker Senior High School and Duke Ellington School of the Arts students must earn 26.0 Carnegie units.

Magnet Schools

Magnet schools offer specialized curricula designed to provide students an opportunity to explore and enhance their skills, talents, and interests in various academic areas. For more information, call 724-4099 or the magnet school of choice.

Montessori Programs: D.C. Public Schools offers Montessori programs at six elementary schools for children ages three through nine. The Montessori method uses a variety of hands-on activities and stresses the learning process over specific content. Children are encouraged to function independently and form bonds among themselves.

Montessori classes are offered at the following schools:
Woodridge Elementary School
Marshall Elementary School
Merritt Elementary School
Kimball Elementary School
Nalle Elementary School
Richardson Elementary School
Watkins Elementary School

Bilingual Programs: Bilingual programs at three sites employ two languages as a medium for instruction. Children will reach content and language proficiency in both languages. The bilingual programs are offered at:

Adams Elementary School
Oyster Elementary School
International/Bilingual School-Within-a-School Charter

Brent Museum Magnet Program: Brent Elementary School collaborates with the Smithsonian Institution to enable students to explore the vast resources of the museums of the nation’s capital. In addition, students go behind the scenes to learn how to create their own museum exhibits. Call 724-4735.

Mathematics, Science, and Technology Programs: Under a grant from the National Science Foundation, D.C. Public Schools has created three prototype mathematics, science, and technology middle schools. Students with special interest or talent in these areas will be challenged to reach their potential at one of these three sites:

Backus Middle School
Lincoln Multicultural Middle School
Roper Middle School

Stuart-Hobson Museum Magnet Program: Stuart-Hobson Middle School collaborates with the Smithsonian Institution to enable students to explore the vast resources of the museums of the nation’s capital. In addition, students go behind the scenes to learn how to create their own museum exhibits. Call 724-4758.

Banneker Academic High School: Banneker offers a rigorous academic curriculum for students pursuing post-secondary education. To graduate, students must earn 26 Carnegie units and participate in the school’s Community Laboratory Project, which requires 270 hours of community service. Call 673-7322.

Ellington School of the Arts: Ellington is a college preparatory high school offering specialized pre-professional training in music, theater, dance, visual and literary media, and museum studies. Enrollment is through audition only. Call 282-0123.

School Without Walls: School Without Walls is a demanding, alternative college preparatory program that seeks to foster independence and creativity. Academic opportunities include internships, apprenticeships, and independent study, often in conjunction with the adjacent George Washington University. Call 724-4889.

Magnet Programs Within Schools

Fillmore Arts Center - Visual and Performing Arts Program: A nationally recognized model program for delivering arts education, the Fillmore Arts Center provides child-centered, in-depth arts and physical education to students from the Six School Complex (Fillmore ES, Hardy MS, Hyde ES, Key ES, Mann ES, Stoddert ES). Classes, taught by artist-teachers, are available in dance, drama, music, film, photography, visual arts and writing. Call 282-0167.

Visual and Performing Arts Program at Houston: This program develops and broadens students’ interests in the arts, strengthens and builds upon their talents, and fosters student creativity through specialized training in art, dance, drama, vocal music, and piano and other instrumental music. Call 724-4622.

Senior High Thematic Programs
Humanities at Coolidge: This is a four-year, interdisciplinary course of study in language and literature, art, music and social studies, theater, speech, journalism, and debate. The resources of area institutions, such as the Kennedy Center, Arena Stage, and the Folger Shakespeare Theater, are utilized. Call 576-6143.

Mathematics, Science, and Technology Program at Coolidge: Students who enroll in this program participate in intensive, accelerated academic study concentrating on mathematics, science, and technology with a goal of post-secondary education in those fields. The program integrates the arts so that students have well-rounded preparation and background. Call 576-6143.

Senior High Academies

The academy concept is based on the premise that students will perform better academically when the educational program relates to real world experiences. The curriculum is tailored to career fields, an approach designed to further motivate students. For more information, call 576-6308 or the school of choice.

Culinary Arts at M.M. Washington: This is a three-year program for students interested in a professional cooking career. The program focuses on culinary skills training with hands-on experiences. Call 673-2371.

Communications at McKinley: This program begins to prepare students for careers in public relations, marketing, advertising, graphic design, photography, print journalism and video production. It focuses on the development of essential communications skills as well as skills in keyboarding, word processing and computer languages. Call 576-6011.

Integrated Design and Electronics (IDEA) at Phelps: IDEA combines academic courses, leadership development, and vocational training in a program specifically designed to prepare students for post-secondary training at the University of the District of Columbia. The program is open to students enrolled in the school’s Junior Reserve Office Training Cadet (JROTC) program. Call 724-4516.

International Studies at Wilson: The international studies program offers intensive training in social studies and foreign language courses. In addition, the program provides work-study internships and possibilities for foreign exchange language study: Call 282-0120.

Law, Justice & Security at Anacostia: This academy is a consolidation of two former programs: Public Safety at McKinley Senior High School and the Academy of Justice and Security at Spingarn Senior High School. It was established to Improve police-community relations and recruit D.C. high school students for area law enforcement and legal positions. The Law Academy at Eastern High School operates as a satellite program. Call 645-3000.

Pre-Architecture, Interior Design, and Landscape Architecture at Spingarn: This program includes computer-assisted design and a strong business component to prepare students for careers in architecture, interior design and landscape architecture. It includes internships, field trips, and design-focused workshops. Call 724-4525.

Public Service at Anacostia: The emphasis at this academy is on local, state and national government, community and environmental awareness, and career opportunities within the government and non-profit organizations. Students develop skills that are required for entrance into a post-secondary institution and the work sector. Call 645-3000.

Teaching Professions at Coolidge: The teaching professions program is a four-year college preparatory program for students interested in careers in education. Students gain experience working with teachers in child development centers at local elementary schools. Call 576-6143.

Transportation Technology at Cardozo: The focus of this academy is pre-career training for students interested in the field of transportation technology. Oral and written communication and employability skills are emphasized. Students learn about, visit, and work in various segments of the transportation industry. Call 673-7385.

Travel and Tourism at Roosevelt: This program prepares students for advanced post-secondary studies and careers in travel and tourism, including hotel management and food and beverage management. Students receive hands-on experience through participation in conferences, industry shows, and seminars. Call 576-6130.

Specialized Training Programs

Vocational education combines skills training, knowledge and the development of appropriate traits and attitudes to prepare students to meet employer expectations and requirements.

The career-focused senior high schools in this section provide students with training programs that lead to a wide variety of careers. Students attending these senior high schools receive both vocational and academic instruction. Call 576-6308 or the school of choice.

Manufacturing and Service Industries at Bell Multicultural: Training is offered in business, home economics, manufacturing services, marketing, personal services, and entrepreneurial training (below) in a multicultural environment. Call 673-7314.

Entrepreneurial Training at Bell Multicultural: The Inter-High Connection Gift Shop at the Frank D. Reeves Center for Municipal Affairs, 14th and U Streets, N.W., is managed and operated by students who develop marketing, merchandising, entrepreneurial, and management skills. The shop specializes in floral designs, jewelry, fashions, souvenirs, and gifts. Call 328-7722.

2+2 Tech-Prep Program at Bell Multicultural and Phelps: Tech Prep is a course of study, and a joint venture between DCPS and the University of the District of Columbia, that combines technical education and college preparatory academics. It is designed to lead to an associate degree, with the option of pursuing employment or further education upon completion of the program. Programs are operational at Bell Multicultural Senior High School in computer science and electronics and at the Integrated Design and Electronics Academy at Phelps Career Senior High School. Call Bell at 673-7314 or Phelps at 724-4516.

Information Processing, Cosmetology and Computer Repair at Roosevelt: Training is offered in business, home economics, and personal services toward careers as barbers, computer repair persons, and cosmetologists. This program was formerly located at Burdick Career Development Center, which is now closed. Call 576-6130.

Business and Office Education at Spingarn: Training is offered in business-related services, manufacturing services, marketing, and personal services toward careers as cosmetologists, barbers, secretaries, entrepreneurs, and watch, shoe, and office machine repair persons. This program was formerly located at Chamberlain Senior High School, which is now closed. Call 724-4525.

Agribusiness, Construction and Transportation at Phelps: Training is offered in floriculture, agri-business, construction, and transportation for careers as greenhouse operators, landscapers, carpenters, brick masons, electricians, plumbers, draftpersons, electronic technicians, welders, and automotive repair persons. Call 724-4516.

Health Careers at M.M. Washington: Training is offered in health care, business-medical fields, and the culinary arts for careers as licensed practical nurses, dental laboratory technicians, dental assistants, nursing assistants, physical therapy aides, medical records technicians, medical clerks and secretaries, and food service workers. Applied academic courses compliment the career training courses. Call 673-7224.

Emergency Medical Services Cadet Program at M.M. Washington: This program provides training by the District’s Emergency Medical Services Unit toward becoming an emergency medical technician (EMT). Entry is limited to seniors. Following high school graduation, participants enroll full-time in the EMT training program. Call 673-7224.

School-Within-a-School Charters

School-Within-a-School Charters (SWSCs) are small, teacher-led programs utilizing a variety of innovative and thematic educational strategies. Although housed in pre-existing comprehensive schools, SWSCs are largely self-contained. These programs are a direct outgrowth of the B.E.S.S.T. educational initiative.

African-Centered SWSC: This program, housed at Webb Elementary School, offers a K - 8 program that teaches traditional curriculum content through East African classroom practices and educational principles. Call 724-3824.

International Bilingual SWSC: Learning takes on an international focus in this program that includes the study of different cultures. Central to this program is the mastery of a second language through a two-way, bilingual approach in multi-level student groupings. Call 724-2406 for the new location of this program.

Lotus Center SWSC: The program, housed at Hendley Elementary School, for grades K - 3 is based on the Soka Educational System in Japan, emphasizing hands-on methods of learning and the ability to apply lessons to real world problems. Call 645-3457.

Montessori SWSC: This program, housed at Merritt Elementary School, for primary students stresses the process of learning through individual initiative and exploration rather than a given product. Hands-on activities using specially designed materials are encouraged. Call 724-4618.

Nongraded SWSC: This PreK - 3 program, housed at Truesdell Elementary School, offers individualized and hands-on learning in multi-aged classes in which students remain for two years. Students are permitted to progress at their own pace, and parental involvement is encouraged. Call 541-3808.

PEACE Academy SWSC: This program, housed at Birney Elementary School, is for intermediate, non-graded students who have not been performing near their academic potential. Hands-on learning, critical thinking, and problem solving are encouraged. Students also maintain journals to Improve communication and writing skills. Call 645-3680.

Reggio Emilia Preschool SWSC: This program, housed at Peabody Elementary School, for pre-K and kindergarten students is modeled after the Reggio Emilia preschools in Italy. Each child’s time and rhythms are considered in the development of their individual identity and capabilities. Verbal skills, artistic expression, and problem solving are stressed. Call 724-4683.

Junior High
Media Technology and Social Research Academy SWSC: The curriculum for this program, housed at Kelly Miller Junior High School, promotes research and problem solving skills through collaborative projects. Students are taught how to use various types of media technology and are taught through team teaching and parental involvement. Call 724-4611.

Senior High
Business and Finance Academy SWSC: This program, housed at Woodson Senior High School, is designed to prepare students for careers in business, finance and management. Students are introduced to the field through a variety of experiences, including internships, field trips, special lectures and workshops conducted by industry personnel. Call 724-4512.

Health and Human Services Academy SWSC: This academy, housed at Eastern Senior High School, focuses on the areas of health, science, medical and human services. Students are prepared, through seminars, career fairs, job skills training, expanded curriculum and other experiences, to enter these fields immediately upon graduation from high school or to pursue post-secondary education. Participants are required to have 200 hours of community service. Call 724-8737.

Mathematics, Science and Technology Academy SWSC: This program, housed at Ballou Senior High School, provides innovative courses and an academically rigorous curriculum in mathematics, science, computer science, foreign languages and communications skills to prepare students for post-secondary education or employment upon graduation. Students participate in local and national programs and special pre-college summer programs related to coursework. Call 645-3365.

Pre-Engineering SWSC: This pre-engineering program, housed at Dunbar Senior High School, prepares students for careers in engineering, technology, and applied science by providing them with hands-on activities, technical labs and career mentors from business partners. Students participate in career-focused internships, college courses and field trips. Call 673-7233.

Alternative Instruction

D.C. Street Academy
The academy provides a second chance in an alternative academic setting for students 16 to 23 years old. Courses leading to both a high school diploma and a General Educational Development (GED) certificate are offered. Students may transfer into the academy from other schools or enroll after having previously dropped out of school. The academy also offers strong mentoring, internship, and counseling programs.

Spingarn STAY
Spingarn STAY is an alternative career and academic program offering classes between 4:00 and 10:00 p.m. It is designed for students between 16 and 21 years of age who are returning to school. In addition to regular classroom work, students receive individualized computer-assisted instruction in basic and career preparatory skills. Child care services are available. Call 724-4538.

Ballou STAY
Ballou STAY is designed for students 18 years and older who have dropped out of school. Classes toward either a high school diploma or a General Educational Development (GED) certificate are offered from 10:00 a.m. to 10:00 p.m. on a schedule that enables students to complete their degree in half the normal time. In addition, developmental studying and basic mathematics, as well as a variety of vocational classes, are offered. Call 645-3390.

Hamilton Midlevel Alternative School
Hamilton provides an alternative education model for non-court involved students who are 13-15 years old and over-age for their grade level. It addresses the individual needs of each student by providing techniques for social, intellectual and personal success. Students develop behavioral and academic skills that enable them to move to the next level of education and function as responsible and useful citizens. Call 724-4562.

Programs for students under court supervision or long-term suspension D.C. Public Schools has several programs, including the career diversion programs and the Educational Learning Center, that provide instruction to students under court supervision or long-term suspension from a regular DCPS academic program.

Special Programs

Special Education
Public Law 101-478, the Individuals with Disabilities Act, guarantees a "free and appropriate public education" for all children and youth with disabilities. The District of Columbia ensures that all residents with disabilities, from birth through age 21, are located, identified, and evaluated, and have available a free and appropriate public education. It is the responsibility of the D.C. Department of Human Services to provide services to children from birth to three years of age. The D.C. Public Schools provides services to individuals from ages 3 through 21.

The Special Education Branch provides assessment and evaluation of students suspected of being disabled, instructional programming and related services for special education students, and technical support and professional development for staff.

In addition to local schools, two special education centers, located at MacFarland MS and Moten ES, offer assessment and testing. These sites also house parent centers to assist parents in becoming more involved in the educational planning for children with special needs. Call 724-4800.

Language Minority Students
In compliance with Federal mandates, the Language Minority Affairs Branch provides bilingual and English as a Second Language (ESL) programs to students whose primary language is other than English. These programs, offered in over 80 elementary and secondary schools throughout the city, are designed to facilitate the transfer of concepts from one language to another while sustaining academic growth.

Staff at the Language Minority Intake Center assess and evaluate the English language proficiency of all culturally and linguistically diverse students and make appropriate recommendations. Call 576-8850.

Adult, Continuing and Community Education
A variety of programs are offered throughout the city for adults seeking to complete their education or to gain skills in a specific area. Classes and skills training programs are offered through the adult education centers, adult education evening centers, skills training programs, community schools, and community-based organizations. Community education courses vary from after-school programs for youth to adult basic education, General Educational Development (GED) certificate preparation, English as a Second Language instruction, and continuing education. Call 576-6308.

General Educational Development (GED) Certificate
The exam to obtain a GED, or high school equivalency, certificate is scheduled monthly. For an application and information, call 576-6308.

Gifted and Talented Programs
Over 100 elementary, junior, and senior high schools provide specialized programs and services to students identified as gifted and talented using multiple criteria, including standardized tests of achievement, grades, nominations, and creativity. These programs recognize the multi-dimensional nature of gifted behaviors and seek to enhance intellectual ability, academic achievement, leadership skills, creative thinking, and talent in the visual and performing arts. Call 645-3200.

Junior Reserve Officer Training Corps
The Junior Reserve Officer Training Corps (JROTC) is active in 11 senior high schools. It seeks to motivate participants to become good citizens by developing leadership skills, scholarship, and a desire to strive for personal excellence. JROTC operates in cooperation with selected branches of the armed services. Call 645-4771.

Substance Abuse Prevention Education
The Substance Abuse Prevention Education program offers information and training in self-esteem building, violence reduction, conflict resolution, decision-making, refusal skills building, peer counseling, and related topics. The office works with students, staff, and the community. Call 724-3610.

Comprehensive School Health Program
The Comprehensive School Health Program offers information, training and classroom support for Pre-K-12 comprehensive health education with a special focus on HIV/STD and teen pregnancy prevention, nutrition education, tobacco, and reducing sedentary lifestyles. This program coordinates health services in partnership with the Commission of Public Health and works with students, families, staff, community-based organizations, and universities. Call 628-1657.

High School/College Internship Program (HI/SCIP)
HI/SCIP is an accelerated academic program in which qualified high school seniors can earn college credit while taking courses at area colleges and universities. Call 724-4185.

Advanced Placement
Advanced placement courses enable students to earn college credit while still in high school. These courses are offered at senior high schools and some career high schools. The number and type of courses vary from school to school.

Back to top

4. Rights and Responsibilities

Code of Student Responsibilities and Conduct

Each student shall be responsible for providing a positive and healthy environment for others by maintaining order, self-discipline, and having consideration for the rights and property of others.

Each student shall bear the responsibility for his or her own conduct.

Each student shall be responsible for neatness and cleanliness of personal attire and hygiene.

A student shall respect other students, teachers, administrators, and other school personnel and visitors as human beings and fellow citizens of the school community.

A student shall respect the personal property of others and refrain from causing intentional damage or unnecessary wear and tear to books, facilities, school materials, school buildings and furnishings, and the personal property of others.

A student shall refrain from fighting, creating disturbances, denying others the use of school facilities or buildings, using or carrying any weapon on school grounds, intentionally injuring another person, or acting in such a manner as to expose others to risk or danger of harm or injury.

A student shall not use threats or intimidation against any other person.

A student shall respect the health and safety of others and shall refrain from using tobacco; or using, possessing, transmitting, or being under the influence of any alcoholic beverage, narcotic substances, illegal or prohibited drug or substance; or by engaging in gambling, extortion, theft, assault, excessive noise, or any other unlawful activity.

A student shall respect the educational process and learning environment of others by refraining from intentional or habitual tardiness, unexcused absences, or other activities which diminish the rights of others and the opportunity for other students to receive an education and obtain the maximum benefit from a public education.

Corporal Punishment
The use of corporal punishment in any form is strictly prohibited in the public schools. No student shall undergo corporal punishment by any teacher, other student, administrator, or other school personnel.

Grievances may be used to address or seek redress in any of the following instances:

  • If a student or group of students is being denied access to an adequate educational opportunity;
  • If the rights of students, or any individual student, are being denied or abridged;
  • If any student or group of students is being subjected to an arbitrary and unreasonable regulation, procedure, or standard of conduct;
  • If any student is being denied participation in any school activity for which the student is eligible.

Parents may attempt to resolve grievances informally or formally. Call the Hearing Office at 724-4553.

If a student faces the possibility of a major suspension from school, the parent may suggest a hearing by contacting the Hearing Office. For a complete listing of information on minor and major suspensions, see "Chapter 25: Student Discipline" in the Rules of the Board of Education. You may receive a copy from your school or by calling 724-4276.

Access to Student Records
Each parent or guardian, student, or adult student shall have the right to inspect and review all official records, files, and data maintained by the D.C. Public Schools which relate directly to a particular student.

The right to inspect and review shall include the right to obtain copies of the information at a reasonable cost.

The school system may not charge for the cost of copying if there is no significant cost to the system or if the person wanting a copy of the records shows an inability to pay. For more information on student records, see "Chapter 26: Student Records" in the Rules of the Board of Education.

Fri, 27 May 2022 18:45:00 -0500 text/html
Killexams : Neonatal doctor who tried to hire a hitman on the dark web to kidnap and torture his wife in a sordid plot to make her take him back is set to strike a deal with the prosecution

Neonatal doctor who tried to hire a hitman on the dark web to kidnap and torture his wife in a sordid plot to make her take him back is set to strike a deal with the prosecution

  • Dr. Ronald Ilg, 55, previously pleaded not guilty to a slew of charges including cyberstalking, witness tampering and attempted kidnapping
  • He's accused of trying to hire hitmen on the dark web to attack a former co-worker and torture his estranged wife into taking him back
  • As recently as 2019, Ilg was a physician who was treating infants as the chief medical director at a multi-state neonatology group in the north west
  • His life began to fall apart in the spring of 2019 after co-workers filed behavior complaints against him and he was fired from his job in December 2020
  • All the while, Ilg was having a BDSM affair with a mistress that involved a sex-slave contract signed in blood and a sex-dungeon bunker on his property 

The neonatal doctor charged with hiring hitmen on the dark web to maim a co-worker and kidnap and torture his estranged wife in a plot to win her back is expected to strike a deal with federal prosecutors next week.

Dr. Ronald Ilg, 55, of Spokane, Washington, previously pleaded not guilty to a slew of charges including cyberstalking, witness tampering, and attempted kidnapping.

Last week, his attorney, Carl Oreskovtich, inquired as to whether a court would soon be available if defense and prosecution could reach an agreement. A change of plea hearing is not scheduled for next Wednesday.

As recently as 2019, Ilg was a physician who treated infants as the chief medical director at a multi-state neonatology group in the northwest.

Dr. Ronald Ilg, 55, of Spokane, Wash., previously pleaded not guilty to a slew of charges including but not limited to cyberstalking, witness tampering, and attempted kidnapping

But his life began to fall apart in the spring of 2019, after co-workers filed behavior complaints against him and he was fired from his job in December 2020.

The previous spring his wife had filed for divorce, and after he lost his job he became erratic and obsessive, harassing her in an effort to win her back despite multiple restraining orders.

All the while Ilg was having a BDSM affair with a mistress, which involved a sex-slave contract signed in blood and a sex-dungeon bunker buried on his property.

In the months after he was fired, prosecutors allege Ilg tried pay hitmen on the dark web over $50,000 to give a 'significant beating' to a former co-worker and to kidnap his wife and inject her with heroin until she agreed to drop divorce proceedings and return to him.

Ilg was connected to the solicitations and transactions - which he conducted under the username Scar215 - by a team of British journalists investigating dark web activity. He was arrested in April 2021.

Ilg's alleged dark web solicitation for a hitman to kidnap and torture his estranged wife into returning to him 

A user named Scar215 posted on a dark web murder-for-hire website in February of 2020. The user requested that somebody break into a woman's home to deliver a 'significant beating' to her, specifically asking they 'injure both hands significantly or break the hands.'

Scar215 said about $2,000 in Bitcoin had been placed in an escrow account and would be paid out upon completion of the attack.

Though the job was seemingly unfulfilled, a month later Scar215 posted another request on the same website asking for the kidnapping and torture of a woman.

Texts from Ilg's mistress expressing fear that he would hire a hitman to kill her, too. She had previously discovered his messages on the dark web about hiring someone to kidnap his wife

'The target destroyed two families and walked away as if she did nothing,' the post read, 'I want the target kidnapped for 7 days. While being held, she will be given injections of heroin at least two times per day. She will be taught to do it herself and pics and videos of her doing on her own should be collected.'

The request goes on to say 'all means necessary' must be done to get her to drop all her court proceedings, return to her family, and promise to tell nobody about the kidnapping.

'She should be told that her families health, including her father and her kids, depend on her completing these rules. It would be unfortunate if her older boy became addicted to heroin. Or her dad be severely beaten or her dog be slaughtered.'

The requested listed Ilg's wife's name and address as the intended target. Scar215 offered $55,000 in Bitcoin for the job.

For years, Ilg lived a seemingly normal life. He was a successful neonatologist, ran for a local school board while calling himself a 'moderate conservative,' and divorced his first wife and married a second with whom he had a son in 2018.

But in 2019, two co-workers at his office filed behavioral claims against him, one saying he had harassed them and another complaining about his scheduling practices.

Though Ilg denied the claims - the specifics are unclear - whispers began to spread throughout his office. According to the Daily Beast, employees were so revolted by the claims many said they felt they couldn't look Ilg in the eye; rumors that he was bringing a gun into the office began to swirl. 

The doctor was asked resign from his job but refused to. He was subsequently fired.

After losing his job, Ilg became increasingly erratic. He had already placed tracking devices on his wife's phone and car - which he told her were for her protection - and tried to force her into sex by threatening to take away her possessions, but now he began harassing her with texts begging her to return to him, and would stake her out at work and offer to pay her to drop divorce proceedings.

'Ron is spiraling and continues to get worse, to where now he is threatening to come to my home despite my opposition,' she wrote in a restraining order application in December, 'This has to stop.'

Ilg responded to the restraining order proceedings by saying he was in a 'raw emotional state' from the latest tumult in his life, and that he would leave his wife alone. Despite that promise, he soon sent her a letter professing his love.

'I do love you, more than words can describe, more than actions can show,' he wrote, 'Every fiber of my body, every ounce of my life energy calls out for you.'

Wed, 03 Aug 2022 04:49:00 -0500 text/html
Killexams : Skin Anti-Aging Product Market 2022 | Global Industry Size, Segments, Trends, Share and Growth Factor Analysis Research Report 2028

The MarketWatch News Department was not involved in the creation of this content.

Jul 11, 2022 (The Expresswire) -- Global “Skin Anti-Aging Product Market” report provides the detailed study of keyword analysis, competitor landscape, development trends, future scope, detailed cost analysis, future growth opportunities. Market includes breakdown data by manufacturers, strategy analysis, challenges and risks, restraints. Furthermore, report covers industry size, share, global technologies, landscape, data contents, latest growth, analysis of business. Research report covers the business analysis, financial statement, sales, product demand, cost, new strategies which will affect the market growth. Furthermore, the report provides detailed impact of COVID-19.

Get a demo PDF of report at -

Market Analysis and Insights: Global Skin Anti-Aging Product Market

This report focuses on global Skin Anti-Aging Product Market Share, also covers the segmentation data of other regions in regional level and county level.

Due to the COVID-19 pandemic, the global Skin Anti-Aging Product market analysis is estimated to be worth USD million in 2022 and is forecast to a readjusted size of USD million by 2028 with a CAGR of during the review period. Fully considering the economic change by this health crisis, by Type, Skin Anti-Aging Product accounting for the Skin Anti-Aging Product global market in 2021, is projected to value USD million by 2028, growing at a revised CAGR in the post-COVID-19 period. While by Application, leading segment, accounting for over percent market share in 2021, and altered to an CAGR throughout this forecast period.

In United States the Skin Anti-Aging Product market size is expected to grow from USD million in 2021 to USD million by 2028, at a CAGR of during the forecast period.

Get a demo Copy of the Skin Anti-Aging Product Market Report 2022

List of TOP KEY PLAYERS in Skin Anti-Aging Product Market Report are -

● Allergan ● L’Oréal ● The Himalaya Drug Company ● The Estée Lauder Companies ● Lotus Herbals ● Unilever ● The Procter and Gamble ● Revlon ● Philosophy ● Burt’s Bees ● OLAY ● Henkel AG and Company ● Christian Dior ● LR Health and Beauty Systems

Global Skin Anti-Aging Product Market: Segment Analysis
The research report includes specific segments by region (country), by company, by Type and by Application. This study provides information about the sales and revenue during the historic and forecasted period of 2017 to 2028. Understanding the segments helps in identifying the importance of different factors that aid the market growth.

The Skin Anti-Aging Product Market is Segmented by Types:

● Mask ● Cream ● Serum ● Others

The Skin Anti-Aging Product Market is Segmented by Applications:

● Hypermarkets and Supermarkets ● Specialty Stores ● Online

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Geographically, this report is segmented into several key regions, with sales, revenue, market share and growth Rate of Skin Anti-Aging Product in these regions, from 2022 to 2028, covering

● North America (United States, Canada and Mexico) ● Europe (Germany, UK, France, Italy, Russia and Turkey etc.) ● Asia-Pacific (China, Japan, Korea, India, Australia, Indonesia, Thailand, Philippines, Malaysia and Vietnam) ● South America (Brazil, Argentina, Columbia etc.) ● Middle East and Africa (Saudi Arabia, UAE, Egypt, Nigeria and South Africa)

Important Features that are under Offering and Key Highlights of the Reports:

● To get insights into the countries in Skin Anti-Aging Product market. ● To get extensive-ranging information about the top key players in this industry, their product portfolios, and key strategies embraced by the players. ● To get a complete overview of the Skin Anti-Aging Product market. ● To know the future view for the market. ● To learn about the market plans that are being adopted by top organizations. ● To understand the supreme affecting driving and restraining forces in the market and their influence on the global market.

Key Questions Addressed by the Report

● New products/service competitors are exploring? ● Key players in the Skin Anti-Aging Product market and how extreme is the competition? ● What are the future market trends that manufacturers are emphasizing on in the future updates? ● For each segment, what are the crucial opportunities in the market? ● What are the key growth strategies embraced by key market players in the market? ● What are the key success strategies adopted by major competitors in the market?

An exhaustive and professional study of the global Skin Anti-Aging Product market report has been completed by industry professionals and presented in the most particular manner to present only the details that matter the most. The report mainly focuses on the most dynamic information of the global market.

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Major Points from Table of Contents:

1 Skin Anti-Aging Product Market Overview

1.1 Skin Anti-Aging Product Product Scope

1.2 Skin Anti-Aging Product Segment by Type

1.3 Skin Anti-Aging Product Segment by Application

1.4 Skin Anti-Aging Product Market Estimates and Forecasts (2017-2028)

2 Skin Anti-Aging Product Estimates and Forecasts by Region

2.1 Global Skin Anti-Aging Product Market Size by Region: 2017 VS 2021 VS 2028

2.2 Global Skin Anti-Aging Product Market Scenario by Region (2017-2021)

2.3 Global Market Estimates and Forecasts by Region (2022-2028)

2.4 Geographic Market Analysis: Market Facts and Figures

3 Global Skin Anti-Aging Product Competition Landscape by Players

3.1 Global Top Skin Anti-Aging Product Players by Sales (2017-2021)

3.2 Global Top Skin Anti-Aging Product Players by Revenue (2017-2021)

3.3 Global Skin Anti-Aging Product Market Share by Company Type (Tier 1, Tier 2 and Tier 3) and (based on the Revenue in Skin Anti-Aging Product as of 2020)

3.4 Global Skin Anti-Aging Product Average Price by Company (2017-2021)

3.5 Manufacturers Skin Anti-Aging Product Manufacturing Sites, Area Served, Product Type

3.6 Manufacturers Mergers and Acquisitions, Expansion Plans

4 Global Skin Anti-Aging Product Market Size by Type

4.1 Global Skin Anti-Aging Product Historic Market Review by Type (2017-2021)

4.2 Global Market Estimates and Forecasts by Type (2022-2028)

4.2.3 Global Price Forecast by Type (2022-2028)

5 Global Skin Anti-Aging Product Market Size by Application

5.1 Global Skin Anti-Aging Product Historic Market Review by Application (2017-2021)

5.2 Global Market Estimates and Forecasts by Application (2022-2028)

6 North America Skin Anti-Aging Product Market Facts and Figures

6.1 North America Skin Anti-Aging Product by Company

6.2 North America Skin Anti-Aging Product Breakdown by Type

6.3 North America Skin Anti-Aging Product Breakdown by Application

7 Europe Skin Anti-Aging Product Market Facts and Figures

8 China Skin Anti-Aging Product Market Facts and Figures

9 Japan Skin Anti-Aging Product Market Facts and Figures

10 Southeast Asia Skin Anti-Aging Product Market Facts and Figures

11 India Skin Anti-Aging Product Market Facts and Figures

12 Company Profiles and Key Figures in Skin Anti-Aging Product Business

13 Skin Anti-Aging Product Manufacturing Cost Analysis

13.1 Skin Anti-Aging Product Key Raw Materials Analysis

13.1.1 Key Raw Materials

13.1.2 Key Raw Materials Price Trend

13.1.3 Key Suppliers of Raw Materials

13.2 Proportion of Manufacturing Cost Structure

13.3 Manufacturing Process Analysis of Skin Anti-Aging Product

13.4 Skin Anti-Aging Product Industrial Chain Analysis

14 Marketing Channel, Distributors and Customers

14.1 Marketing Channel

14.2 Skin Anti-Aging Product Distributors List

14.3 Skin Anti-Aging Product Customers

15 Market Dynamics

15.1 Skin Anti-Aging Product Market Trends

15.2 Skin Anti-Aging Product Drivers

15.3 Skin Anti-Aging Product Market Challenges

15.4 Skin Anti-Aging Product Market Restraints


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Killexams : computerworld
tt22 029 iphone 14 thumb pod

Today in Tech

iPhone 14: What's the buzz?

Join Macworld executive editor Michael Simon and Computerworld executive editor Ken Mingis as they talk about the latest iPhone 14 rumors – everything from anticipated release date to price to design changes. Plus, they'll talk about...

Wed, 27 Jul 2022 04:41:00 -0500 en text/html
Killexams : Herbal Beauty Products Market to Excessive Growth In Upcoming Years|Weleda AG, Bio Veda Action Research Co., Arbonne International, LLC

Coherent Market insight has added a new research study titled “Herbal Beauty Products Market 2022 analysis by Market Trends (Drivers, Constraints, Opportunities, Threats, Challenges and Investment Opportunities)”, size, share, and outlook.

Various product definitions, classifications, and participants in the industry chain structure are covered in the report “Herbal Beauty Products Market,” which provides a general overview of the sector. Given the competitive environment, growth trends, and major critical success factors (CSFs) prevalent in the Herbal Beauty Products industry, a quantitative and qualitative analysis of the global Herbal Beauty Products market is provided. Global Herbal Beauty Products Market Report 2022 includes a thorough analysis of the industry’s development factors, patterns, flows, and sizes. Additionally, the report forecasts potential market management through the forecast period of 2022–2028 by calculating current and historical market values.

𝐑𝐞𝐪𝐮𝐞𝐬𝐭 𝐟𝐨𝐫 𝐒𝐚𝐦𝐩𝐥𝐞 𝐑𝐞𝐩𝐨𝐫𝐭 @

The Herbal Beauty Products market report provides a detailed analysis of global market size, regional and country-level market size, segmentation market growth, market share, competitive Landscape, sales analysis, impact of domestic and global market players, value chain optimization, trade regulations, latest developments, opportunities analysis, strategic market growth analysis, product launches, area marketplace expanding, and technological innovations.

𝐌𝐚𝐣𝐨𝐫 𝐊𝐞𝐲 𝐩𝐥𝐚𝐲𝐞𝐫𝐬 𝐢𝐧 𝐭𝐡𝐢𝐬 𝐌𝐚𝐫𝐤𝐞𝐭:

Weleda AG, Bio Veda Action Research Co., Arbonne International, LLC, Vasa Global Cosmetics, Klienz Herbal Pvt. Ltd., The Himalaya Drug Company, Shahnaz Ayurveda Pvt. Ltd, Lotus Herbals Limited, and Hemas Holdings PLC.

𝐑𝐞𝐠𝐢𝐨𝐧𝐚𝐥 𝐎𝐮𝐭𝐥𝐨𝐨𝐤:

The market is analysed based on its worldwide presence in countries such as North America (United States, Canada, and Rest of North America), Europe (Germany, France, Spain, United Kingdom, and Rest of Europe), Asia-Pacific (China, Japan, India, Australia, and Rest of APAC), and Rest of the World for a better understanding of the market adoption of Herbal Beauty Products . Due to increased Herbal Beauty Products expenditures, Asia-Pacific will lead the Herbal Beauty Products market. Furthermore, favourable government policies in Japan and Korea that encourage the expansion and development of the IT sectors move the industry forward.

𝐌𝐞𝐭𝐡𝐨𝐝 𝐨𝐟 𝐑𝐞𝐬𝐞𝐚𝐫𝐜𝐡

The market research team examined the Global Herbal Beauty Products Market demand using Porter’s Five Force Model for the period 2022-2028. A complete SWOT analysis is also performed to assist the reader in making better informed conclusions about the Global Herbal Beauty Products Market demand. We collected data from both primary and secondary sources. In addition, the data analysts employed publicly available tools like as annual reports, SEC filings, and white papers to conduct a complete examination of the market. The approach to analysis reflects the purpose of evaluating it against a variety of indicators in order to provide a comprehensive view of the market.

𝐆𝐞𝐭 𝐏𝐃𝐅 𝐁𝐫𝐨𝐜𝐡𝐮𝐫𝐞 @

𝐑𝐞𝐩𝐨𝐫𝐭 𝐈𝐧𝐜𝐥𝐮𝐝𝐞𝐬:

An up-to-date detailed analysis of the global markets for Herbal Beauty Products .

Analyses of global market trends, including data from 2018 and 2021, predictions for 2022 and 2024, and compound annual growth rates (CAGRs) through 2028.

The worldwide Herbal Beauty Products market size is estimated and forecasted, with market share analysis by Herbal Beauty Products type, component, application, end-user industry, and geographic area.

Highlights of the industry’s market potential for Herbal Beauty Products , emerging applications, technological advancements, and strategic innovations

COVID-19 consequences on market advancement and assessment of feasible technological drivers through a comprehensive examination of numerous Herbal Beauty Products specialised applications for new and existing sub-parts.

Recent industry structure, present competitive landscape, R&D activities, significant growth initiatives, and business value share analysis based on segmental sales are all included.

Review of patents granted for Herbal Beauty Products , and assessment of new developments within the industry, as well as new advances in the sector.

𝐂𝐥𝐢𝐜𝐤 𝐭𝐡𝐞 𝐋𝐢𝐧𝐤 𝐭𝐨 𝐀𝐩𝐩𝐥𝐲 $𝟐𝟎𝟎𝟎 𝐅𝐥𝐚𝐭 𝐃𝐢𝐬𝐜𝐨𝐮𝐧𝐭 @

𝐓𝐚𝐛𝐥𝐞 𝐨𝐟 𝐂𝐨𝐧𝐭𝐞𝐧𝐭𝐬 𝐰𝐢𝐭𝐡 𝐌𝐚𝐣𝐨𝐫 𝐏𝐨𝐢𝐧𝐭𝐬:

1. Executive Summary

1.1. Market Snapshot
1.2. Global & Segmental Market Estimates & Forecasts, 2018-2028 (USD Billion)
1.2.1. Herbal Beauty Products Market, by Region, 2018-2028 (USD Billion)
1.2.2. Herbal Beauty Products Market, by Type, 2018-2028 (USD Billion)
1.2.3. Herbal Beauty Products Market, by Application, 2018-2028 (USD Billion)
1.2.4. Herbal Beauty Products Market, by Verticles, 2018-2028 (USD Billion)
1.3. Key Trends
1.4. Estimation Methodology
1.5. Research Assumption

2. Global Herbal Beauty Products Market Definition and Scope
2.1. Objective of the Study
2.2. Market Definition & Scope
2.2.1. Scope of the Study
2.2.2. Industry Evolution
2.3. Years Considered for the Study
2.4. Currency Conversion Rates

3. Global Herbal Beauty Products Market Dynamics
3.1. Herbal Beauty Products Market Impact Analysis (2018-2028)
3.1.1. Market Drivers
3.1.2. Market Challenges
3.1.3. Market Opportunities

4. Global Herbal Beauty Products Market Industry Analysis
4.1. Porter’s 5 Force Model
4.1.1. Bargaining Power of Suppliers
4.1.2. Bargaining Power of Buyers
4.1.3. Threat of New Entrants
4.1.4. Threat of Substitutes
4.1.5. Competitive Rivalry
4.1.6. Futuristic Approach to Porter’s 5 Force Model (2018-2028)
4.2. PEST Analysis
4.2.1. Political
4.2.2. Economical
4.2.3. Social
4.2.4. Technological
4.3. Investment Adoption Model
4.4. Analyst Recommendation & Conclusion

5. Global Herbal Beauty Products Market, by Type
5.1. Market Snapshot
5.2. Global Herbal Beauty Products Market by Type, Performance – Potential Analysis
5.3. Global Herbal Beauty Products Market Estimates & Forecasts by Type 2018-2028 (USD Billion)
5.4. Herbal Beauty Products Market, Sub Segment Analysis

6. Global Herbal Beauty Products Market, by Application
6.1. Market Snapshot
6.2. Global Herbal Beauty Products Market by Application, Performance – Potential Analysis
6.3. Global Herbal Beauty Products Market Estimates & Forecasts by Application 2018-2028 (USD Billion)
6.4. Herbal Beauty Products Market, Sub Segment Analysis
6.4.1. Others

7. Global Herbal Beauty Products Market, by Verticles
7.1. Market Snapshot
7.2. Global Herbal Beauty Products Market by Verticles, Performance – Potential Analysis
7.3. Global Herbal Beauty Products Market Estimates & Forecasts by Verticles 2018-2028 (USD Billion)
7.4. Herbal Beauty Products Market, Sub Segment Analysis

8. Global Herbal Beauty Products Market, Regional Analysis
8.1. Herbal Beauty Products Market, Regional Market Snapshot
8.2. North America Herbal Beauty Products Market
8.3. Europe Herbal Beauty Products Market Snapshot
8.4. Asia-Pacific Herbal Beauty Products Market Snapshot
8.5. Latin America Herbal Beauty Products Market Snapshot
8.6. Rest of The World Herbal Beauty Products Market

9. Competitive Intelligence
9.1. Top Market Strategies
9.2. Company Profiles
9.2.1. Majorplayer1 Key InDurationation Overview Financial (Subject to Data Availability) Product Summary latest Developments

10. Research Process
10.1. Research Process
10.1.1. Data Mining
10.1.2. Analysis
10.1.3. Market Estimation
10.1.4. Validation
10.1.5. Publishing
10.2. Research Attributes

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Killexams : Superhydrophobic Coating Market Shares, Strategies, And Forecasts Analysis 2028
United Protective Technologies

Furthermore, the report encompasses the key strategic developments of the market comprising new product launches, research & development, partnerships, acquisitions & mergers, collaborations & joint venture agreements, and regional growth of main players in the market on a global and regional basis.

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Numerous methods and techniques were employed to gather and evaluate the information. The Superhydrophobic Coating Market report recognizes the requirement to remain informed in this competitive market circumstances and thus offers wide-ranging information for making decisions and strategies in order to augment the market profitability and growth.

Further, it also covers the segmentation of the Superhydrophobic Coating Market based on [Product, Applications, End-Users, and Major Regions], and regions [ Latin America, North America, Asia Pacific, Middle & East Africa, and Europe].

Note – In order to provide a more accurate market forecast, all our reports will be updated before delivery by considering the impact of COVID-19.

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Moreover, the report entails the estimate and analysis for the Superhydrophobic Coating Market on a global as well as regional level. The study provides historical data as well as the trending features and future predictions of the market growth. Further, the report encompasses drivers and restraints for the Superhydrophobic Coating Market growth along with its impact on the overall market development. In addition, the report provides an analysis of the accessible avenues in the market on a global level.

Furthermore, the report evaluated the main market features, comprising capacity utilization rate, revenue, price, capacity, growth rate, import, gross, production, consumption, supply, export, market share, cost, demand, gross margin, and much more. Also, it provides an in-depth evaluation of vital market dynamics and most latest trends, along with relevant market segments.

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This research report categorizes Superhydrophobic Coating Market based on

By Product –


And Upcoming End-User Industries

Promising Regions & Countries Mentioned In The Superhydrophobic Coating Market Report:

  • North America ( United States)
  • Europe ( Germany, France, UK)
  • Asia-Pacific ( China, Japan, India)
  • Latin America ( Brazil)
  • The Middle East & Africa

Global Superhydrophobic Coating Market Report Provides Comprehensive Analysis of:

  • Superhydrophobic Coating Market industry diagram
  • Up and Downstream industry investigation
  • Economy effect features diagnosis
  • Channels and speculation plausibility
  • Market contest by Players
  • Improvement recommendations examination

Inquire more about this report

Impacts of the COVID-19 Pandemic

Most industries across the world have been negative impacts over the last 18 months. This can be attributed to significant disruptions experienced by their respective manufacturing and supply-chain operations as a result of various precautionary lockdowns, as well as other restrictions that were enforced by governing authorities across the globe.

The same applies to the global Superhydrophobic Coating Market. Moreover, consumer demand has also subsequently reduced as individuals are now keener on eliminating non-essential expenses from their respective budgets as the general economic status of most individuals has been severely affected by this outbreak.

These aforementioned elements are expected to burden the revenue trajectory of the global Superhydrophobic Coating Market over the forecast timeline. However, as respective governing authorities begin to lift these enforce lockdowns, the global Superhydrophobic Coating Market is expected to recover accordingly.

Following are the major Table of Content of the Superhydrophobic Coating Market Report:

1. Industry Overview of Superhydrophobic Coating Market.

2. Manufacturing Cost Structure Analysis of Superhydrophobic Coating Market market.

3. Technical Data and Manufacturing Plants Analysis of Superhydrophobic Coating Market.

4. Capacity, Production, and Revenue Analysis.

5. Price, Cost, Gross, and Gross Margin Analysis of Superhydrophobic Coating Market by Regions, Types, and Manufacturers.

6. Consumption Volume, Consumption Value, and Sale Price Analysis of Superhydrophobic Coating Market industry by Regions, Types, and Applications.

7. Supply, Import, Export, and Consumption Analysis of Superhydrophobic Coating Market Market.

8. Major Manufacturers Analysis of Superhydrophobic Coating Market industry.

9. Marketing Trader or Distributor Analysis of Superhydrophobic Coating Market.

10. Industry Chain Analysis of Superhydrophobic Coating Market.

11. Development Trend Analysis of Superhydrophobic Coating Market Market.

12. New Project Investment Feasibility Analysis of Superhydrophobic Coating Market.

13. Conclusion of the Superhydrophobic Coating Market Industry.

Also, Research Report Examines:

  • Competitive companies and manufacturers in the global market
  • By Product Type, Applications & Growth Factors
  • Industry Status and Outlook for Major Applications / End Users / Usage Area

Thanks for studying this article; you can also get individual chapter-wise sections or region-wise report versions like North America, Europe, or Asia.

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Mon, 01 Aug 2022 12:10:00 -0500 Date text/html
Killexams : Extension Lecture on nanotech

Tribune News Service

Jalandhar: R Venkatraman Chemical Society of Chemistry Department of Hans Raj Mahila Maha Vidyalaya organised an extension lecture on the subject “Unbounding the future with Nanoscience and Nanotechnology” under the guidance of Principal Prof Ajay Sareen. Dr Neelam Sharma, Head, Chemistry Department, and Deepshikha, in charge, R Venkatraman Chemical Society, welcomed Dr Sapna Sethi, faculty, DAV University, Jalandhar, for the talk. She delivered the talk highlighting the role of nanoscience and discussed its importance in various areas. She explained in detail the approaches for preparation of nanoparticles, characterization of nanoparticles, different nanomaterials and their applications in various industries like electronics, IT, cosmetics, medicine and healthcare etc. She also talked about the toxicity of nanoparticles and how it has impacted their application in health sector. A total of 60 students from BSc and MSc Chemistry attended the lecture. Students enthusiastically interacted with the expert satiating their queries. The faculty members, Dr Vandna Thakur and Tanisha were present on the occasion.

Summer Camp on Art and craft

Kanya Maha Vidyalaya organised a free of cost summer camp on art and craft. The camp was organised by PG Department of Fine Arts. Students from all streams participated in this camp with full zeal and enthusiasm. During the classes, students were taught the basics of painting and drawing, basics of water colors, Lippan Art, pencil shading, various rules of composition and framing, various types of methods and their uses in different situations and application of various types of materials in the drawing. Every subject was explained with the help of suitable examples by the resource persons. The participants were very much appreciative of this exemplary course as they got a great platform for improving their art skills. Principal Prof (Dr) Atima Sharma Dwivedi congratulated the participants for having availed a lot from this valuable programme. She lauded the efforts of PG Department of Fine Arts for organising this summer camp.

Chocolate Day observed

CT Institute of Hospitality Management and Aryana Bakery marked the World Chocolate Day by making and distributing chocolates to the staff members. The key objective was all about celebrating one of the best creations of humankind - chocolate. The students of the department made the chocolates in their training kitchen and served the same to the staff members resulting in spreading smiles. Telling about the same, Head of Department Chef Mahesh Khadwal said, “Chocolates are not only one of the most delicious and versatile foods available to us but also pack loads of health benefits. World Chocolate Day celebrates this delicious, healthy and irreplaceable treat and hence we thought of marking this day.” CT Group Managing Director Dr Manbir Singh, who is a fitness freak, said, “Mindful and moderate consumption of chocolate can help your body and brain ace numerous health functions. Dark chocolate that contains at least 85% cocoa and only 15 pc sugar (or sugar alternative) are considered good for our health. Chocolates act as natural mood enhancers and having a few bites can help you feel more content. So one should have it on regular basis.”

Cookery Certificate Course

The PG Department of Tourism and Hotel Management organised 15-day skill development value-added course on ‘’Multi cuisine cooking’’ for 10+2 students of various schools. Principal Dr Pardeep Bhandari said students were taught about various regional and international cuisines practical’s and aspects related to process of pre-preparation, preparation and the storing techniques of processed food and raw food material. Dr Bhandari said during past 13 years the tachers of the department have been giving hands on practical training to students to prepare professionally multi-cuisines in food production lab which has helped students to secure placements in hotel and tourism industry in India and abroad. Prof Rajesh Kumar discussed various concepts in menu planning, cooking, safety, and nutrition values. He also demonstrated varied meal components viz including soups, fish, pasta, sauces, meats, and grains, salads, and desserts and shared valuable tips about the professional cooking with the student of hotel management. In these cooking classes, Prof Varun Mahajan and Lab Technician Harprit discussed about the emerging and fast developing segment of the food business.

Skill Development classes

Apeejay College of Fine Arts organised free Skill Development Classes for the students of 12th standard. In one of the courses titled ‘’Recognize the Singer in You’’, the expert and experienced faculty of the college- Dr Amita Mishra, Dr Vivek Verma and Dr Mandeep Singh taught the students about the basic principles of music, sur, taal, alankar, group singing, team work along with how to hold the audience together from the stage with utter confidence and immersing in the essence of music. The students also learnt about the strategies and advantages of doing Riyaas and the role of music in living a peaceful and happy life. Dr Neerja Dhingra, Principal ACFA, felt immensely proud of the students when she saw them performing incredibly and spectacularly on the stage. Their soulful music and the tribute to the legendries mesmerised the entire gathering. Addressing these students, she said the way they have learnt the first steps of music and that too in such a short time, she is sure that these students will touch the greater heights.

Pink Day celebrated

Pink Day was celebrated in St Soldier Divine Public School, Khambra. The main objective of this day was to make the students aware about the importance of pink colour. The special thing about this day celebrated under the leadership of Principal Rupinder Kaur was that all the students reached the school wearing pink colored clothes. Apart from this, the students also brought toys of pink colour with them. Children were given to identify pink by showing different objects and giving information about them. Teachers informed the children about the national flower lotus and told which colors are mixed to make pink colour. A dance programme was also organised for the students on this occasion, during which the little ones also danced on the film tunes.

Special morning assembly

State Public School, Jalandhar Cantt, gave a warm welcome to blossom buddies through a special morning assembly after a long summer vacations. It was thrilling for the teachers to see the sparkling and fresh faces after so long. The assembly commenced with the name of almighty and concluded with National Anthem. The Principal, Savina Bahl, also shared her words of wisdom with the students. President of Group of State Public Schools Dr Narotam Singh and vice president Dr Gagandeep Kaur also showed their happiness and welcomed the students to the school.

Tree plantation activity

A tree plantation activity was organised at CJS Public School under annual Van Mahotsav in the school premises by the students of Class IV. The students showed great eagerness while planting the saplings of various trees. Students also highlighted the emotional impact of trees in addition to their environmental role. Students were also guided about the importance of each tree that was planted and given instructions how to take care of these saplings. Chairperson Neena Mittal and Principal Dr Ravi Suta appreciated the efforts of students by saying that tree plantation is one of the best activities for making the planet greener, livelier and healthier.

Award for Best StartUps

Hans Raj Mahila Maha Vidyalaya has been bestowed with an award for Best StartUp with Social Impact at MMIFF Indian Innovative Startup Conference and IISA AWARDS 2022. HMV was chosen for the said award from amongst hundreds of Startups, Institutions, Incubators, Angel Investors, Venture Capitalists, Innovators, Leading Entrepreneurs, Founders, Serial Entrepreneurs, Academicians, Researchers, Professionals, Innovators, Management Professionals in Senior Leadership, Policy Makers, Bankers, Entrepreneurship Aspirants, Students and Scholars from all over India. The waste paper startup was well-appreciated for its social impact. Principal Dr Ajay Sareen said HMV has been supporting startups and innovations in a big way and has already been awarded Gold Stars by the Ministry of Education’s Innovation Cell. Dr Anjana Bhatia, Dean, Innovations and Research, informed that the award ceremony had many guest speaker sessions by renowned industrialists and motivational speakers and authentic panel discussion with the Fame of Shark Tank India (India’s Leading & Trending Reality Show for Startups). Principal Dr Ajay Sareen thanked the mentors at DAVCMC , New Delhi for their continued support. She further congratulated Dr Jatinder Kumar, Incharge, Paper Recycling Unit and all other members of faculty, staff as well as students for their efforts.

Inter-Battalion NCC competition

Phagwara: Bassi Educational Society run Cambridge International School, Phagwara, had a proud moment when Arpit Gadura and Kanishka Prashar won gold medal in Inter Battalion NCC Shooting competition.The students participated in annual training camp organised by 8 Punjab Battalion, Phagwara. As many as 500 cadets from Jalandhar, Kapurthala and Hoshiarpur participated in this competition . A total of 9 cadets from junior division and 8 cadets from junior wing participated in the various activities organised in the camp. Besides this, role plays on the subject like ‘Swatch Bharat’ and ‘Drug Abuse’, etc were also enacted by the cadets. Kanishka Prashar won gold medal in 25 metre shooting (Junior Wing) and Arpit Gadura earned a gold medal in 25 metre shooting competition( Junior Division) . This competition was organized under the supervision of Colonel Navjot Singh Sidhu. The Principal of the school, Jorawar Singh appreciated the performance shown by all the NCC cadets and congratulated the winners. Chairperson, Jasbir Kaur Bassi also congratulated Arpit Gadura and Kanishka Prashar and wished them for the future performances.

‘Crypto Influencers’ in the world

A former MBA student of Lovely Professional University (LPU), Bibin Babu, has been included among top-ten ‘Crypto Influencers’ in the world. One of the prominent contributors to the prestigious magazine ‘Forbes Mc’ has figured Bibin as a ‘Star’ in the booming cryptocurrency industry to watch in 2022. As per the contributor Karishma Mago, Bibin Babu has been in the blockchain industry since 2015, just after his MBA from LPU. While avidly promoting the crypto industry, he worked on several projects. Mago holds that ‘cryptocurrency’ is booming, and there are some counted star figures among the fin-tech influencers, including Bibin Babu. Forbes is a world’s number one renowned and respected brand with a focus on the business world. The ‘Forbes Mc’ is part of Forbes Media, a media company focusing on business, investing, technology, entrepreneurship, leadership, and lifestyle. It represents the perfect match between money and people through stories of success. Bibin Babu is also the co-founder of Payiza, one of the first blockchain utility payment platforms, which has 100,000+ users. Payiza is a kind of multi-purpose virtual wallet. It is a virtual banking system making banking super easy and simple for the majority. He is also a co-founder of Metaspace- a metaverse platform that introduced a digital concept to a mass audience. Bibin Babu is also an investor and strategic advisor of ‘SheReal’- world’s first women-only Web 3.0 platform. Other nine influencers include entrepreneur Moritz Herbert of Frankfurt who leads the largest trading channel “CryptoMo” in Germany; Alex Reinhardt of Berlin- the launcher of the largest crypto project in the world ‘PLC Ultima’, which has more than 1 million users; athlete Moritz Pindorek of crypto advisory firm- ‘Mopindo’, which has helped other endeavours to raise more than $100 million; Cryptokang of TikTok crypto channel; and, a few other. /OC

Fri, 08 Jul 2022 19:24:00 -0500 en text/html
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