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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 provide 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 Boost 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
Attendance
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.

Transfers
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.
Ombudsman
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.

Transportation
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.

Volunteers
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)
3.0
Music 0.5
Science (including one year of
laboratory science)
3.0
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.

Elementary
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.

Middle
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.

Senior
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

Elementary
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 Boost 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.

Elementary
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 Boost 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 memorizing 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 test 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

2402.1
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.

2402.2
Each student shall bear the responsibility for his or her own conduct.

2402.3
Each student shall be responsible for neatness and cleanliness of personal attire and hygiene.

2402.4
A student shall respect other students, teachers, administrators, and other school personnel and visitors as human beings and fellow citizens of the school community.

2402.5
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.

2402.6
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.

2402.7
A student shall not use threats or intimidation against any other person.

2402.8
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.

2402.9
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
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.

Suspensions
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 https://www.washingtonpost.com/wp-srv/local/counties/dc/longterm/school/dcguide.htm
Killexams : Best Undergraduate Business Management Programs No result found, try new keyword!Arts and entertainment performances, such as the annual Lotus World Music & Arts Festival ... also offers architecture, humanities, management and social science programs. The school is located ... Fri, 14 Aug 2020 15:41:00 -0500 text/html https://www.usnews.com/best-colleges/rankings/business-management Killexams : List of Top 100 Influential Indians released by Fox Story India No result found, try new keyword!The people who are selflessly contributing for the community and are inspiring thousands of people, need to be spotlighted on and honoured. The first list of 'Top 100 Influential Indians, 2022' by Fox ... Wed, 03 Aug 2022 16:57:17 -0500 en-in text/html https://www.msn.com/en-in/news/other/list-of-top-100-influential-indians-released-by-fox-story-india/ar-AA10iqcI Killexams : About the Festival

2019 – Humboldt and the Web of Life

In 2019, the Science Film Festival reached over 1.3 million viewers in 21 countries in Southeast Asia, South Asia, Africa, Latin America and the Middle East. The festival was organized in Bangladesh, Brazil, Burkina Faso, Egypt, India, Indonesia, Iran, Jordan, Kenya, Malaysia, Myanmar, Namibia, Pakistan, Palestinian Territories, the Philippines, Rwanda, South Africa, Sri Lanka, Sudan, Thailand, the United Arab Emirates and Vietnam. The festival took place internationally from October 01 to December 23 with local dates varying by country within this period.

What has Alexander von Humboldt, who was born 250 years ago (1769 - 1859), to do with global climate change and sustainability today? Alexander von Humboldt revolutionized the conception of nature by scientifically approaching it as an interconnected living web - and in doing so, inspired countless scientists, environmentalists, writers and artists alike. On the 250 Year Anniversary of Humboldt’s birth, we need such a global perspective more today than ever: an appreciation that all things are connected and that harm caused in one place, always has implications elsewhere and for the whole. Perhaps these ideas can help to stimulate alternatives - whole-system thinking and the pursuit of endeavors that rejuvenate the natural world. Humboldt had respect for nature, for the wonders it contained, but also as the system in which we ourselves are an inseparable part.

In a time when scientists are trying to understand and predict the global consequences of climate change, Humboldt’s interdisciplinary approach to science and nature is more relevant than ever. He refused to be tied to one discipline and insisted that all and everything was linked — humans, land clearing, plants, oceans, biodiversity, atmospheric changes, temperature, and so on. Humboldt’s nature was a global force. Time and again he examined the connections between nature and science, art and society, and has taken a cosmopolitan perspective on the world as a whole. When nature is perceived as a web, its vulnerability also becomes obvious. Everything hangs together. If one thread is pulled, the whole tapestry might unravel.

The Science Film Festival 2019 aims to illustrate the relevance of this complex approach to the 21st century, in particular for students and young people, and raise awareness of environmental issues, climate change and sustainability.

Tue, 17 Sep 2013 05:44:00 -0500 en text/html https://www.goethe.de/prj/sff/en/udf.html
Killexams : From Content SaaS To Virtual Classrooms: India’s B2B Edtech Startups Catalysed By Surging Demand

B2B edtech startups claim to have seen a spike 60-70% in demand over the past few months with SaaS models on the rise

While online classes and virtual exams may take a backset once physical learning becomes viable, today, schools and colleges are becoming early adopters to jump ahead in the education market

Startups such as Classpro, mPowerO, Kneura, Upswing Learning claim the emphasis on online learning has even brought smaller schools under the B2B edtech fold, massively opening up the market

The Covid-19 pandemic has brought in a whirlwind of changes in the way we look at education and turned the fortunes for India’s edtech startups. But while consumer adoption may have reached unprecedented scales, the rise of edtech-focused SaaS is actually a bigger indicator of the tide turning against physical or classroom education. While no one is ready to write off conventional learning, the fact is that when schools, colleges, and educational institutions start paying for technology, it may very well be a long-term investment for many. 

Software tools like automated test assessments, real-time tracking of student’s performance, assignment and class schedule management, etc — all such solutions have entered the mainstream post the pandemic. As online became the only way to communicate with students, educational institutions have had to go beyond their characteristic conventional mindset. 

One major trend among edtech SaaS tools has been the shift of demand for ERP (enterprise resource planning) type softwares to content focused softwares. Proctored examination tools have been the other most popular software tool.

“We received 70% more enquiries compared to pre-covid. The demand changed from coaching classes management software to live class teaching software,” said Jayesh Gopalan, CEO Classpro.

The startup enables coaching classes to launch their online academies and includes solutions like live classes, online fees collection, assignment sharing, conduct mock tests on coaching classes’ own branded web and mobile app. Out of which, the ability to set up live classes with coaching classes’ branded app is highly in demand on Classpro.

Classpro claims to be working with over 1000 coaching classes across 37 cities in India. Some notable clients include IIT Point, ICAD and Lotus Academy of Beauty. Almost 70% of Classpro clients are based out of metro cities.

“Institutions are very forthcoming in terms of at least having a conversation. Because before Covid, it was very difficult to get the school talking, unless they were schools/colleges with high tuition fees. But now we are seeing even colleges or schools who charge barely, let’s say INR 10K to INR 15K, in terms of annual tuition fees. Even such institutions are forthcoming towards technology. So I think definitely technology is here to stay,” Gopalan added.  

In addition to online classroom environments, another popular category of tools among schools and colleges is remote proctoring solutions and automated assessments. Elearning startup, mPowerO noted that there has been an increasing demand for its remote proctoring solution mPowerO Assess.

While educational institutions might not continue with proctored examinations once the physical examinations are feasible. BML Munjal University, which is using the Mettl Mercer platform for conducting the examinations along with a set of engagement and assessment tools like Jamboard, Coggle, SurveyMonkey, Mentimeter, Padlet, noted that the university intends to continue uses engagement tools even after the pandemic as it helps them to foster better class engagement and discussions. 

From ERP To Content SaaS

“Earlier, SaaS tools used by educational institutes were majorly focused on processes like attendance, fees collection and transport etc — very ERP driven softwares. but now, the institutions are starting to look at SaaS from a content and teaching standpoint,” said Navakoti Ram, chairman and managing director of Upswing Learning. 

Similarly, Bengaluru-based Kneura told us that its most used feature in accurate times has been the automatic lesson creation tool, wherein teachers can create lessons using different forms of content including images, videos, and texts provided by the AI content generator based on the Topic and class. 

“Teachers love when they can share this lesson on a click of a button before the actual class schedule and students can already go through it and come prepared for the class, thus achieving a ‘Flipped Classroom’ pedagogical model. So far more than 10 K lesson plans have been created on the Kneura platform in a matter of a few months,” said Sindhya Ravikumar, Product Marketing Head, Kneura Learning.

In addition to content creation, Kneura has witnessed schools and colleges growing interest in formative assessment feature wherein the AI-question generator automatically creates the questions and grades the sheets instantly, as it saves them a lot of time and effort. So far, more than 4K assessments have been conducted on Kneura by the educators. 

Tackling The Digital Divide 

While Covid forced schools and colleges to take up online learning tools, companies do have to set up in-house specific teams to support the schools onboarding process.  But that’s just the tip of the challenges faced by edtech platforms. 

Upswing Learning’s Ram added, “We’re seeing a lot of new solutions and a lot of new startups coming about as well. So typically, schools and colleges are in a very good position, but now it has become a buyers market, you have so many solutions available to you. They are pretty much spoilt for choice, eventually I think it’s again going to be very value-driven. With regards to what exact value startups are delivering.”

Digital divide and access to infrastructure has been the biggest limiting factor for the large scale adoption of such tools. Though India has taken steps for strengthening the digital infrastructure, there are still locations in India where technical infrastructure is still in a nascent phase. 

Edtech platforms have also tried to adapt their tools in a way that a minimal bandwidth is required for students to attend online classes. For instance, Kneura is said to have built a collaborative teaching whiteboard, which can be accessed directly via the web by the teachers and students and requires minimal bandwidth. Similarly, Upswing Learning online classrooms only require teachers to have a good internet bandwidth while students can join at a minimum bandwidth requirement.

“Basic infrastructure facilities like electricity, internet connectivity, commute, connect etc are not in great shape which makes it difficult to implement technology in their pedagogical methods. This is one of the major reasons for the digital inequality existing in rural and urban education scenarios,” said Kiran Dham, CEO of Globus Infocom.

Mon, 02 May 2022 01:37:00 -0500 Yatti Soni en text/html https://inc42.com/features/indias-b2b-edtech-startups-look-to-ace-the-market-test-as-demand-surges/
Killexams : Biological Sciences

Biological Sciences at Bristol

Biological sciences at Bristol is distinct because we cover all aspects of biological life, from genes and cells to populations and ecosystems. Our focus on animals, plants and microbes covers the molecular to the ecological, reflecting how interdisciplinary modern biology has become.

You'll learn from our expert community of academics, whose research is organised around four main themes: evolutionary biology; animal behaviour and sensory biology; plant and agricultural sciences; and ecology and environmental change.

You'll study in the iconic Life Sciences Building, opened by Sir David Attenborough in 2014 as one of the UK's leading biology facilities. The building is home to state-of-the-art labs as well as break-out spaces, seminar rooms and social areas designed to enhance communication and idea sharing between students and researchers. View the 360 building tour.

My time at Bristol has been absolutely amazing. I couldn't have imagined a better designed and organised course, full of interesting and current research!

Beth, Bsc Biology

Career prospects

Students at work in the state-of-the-art labs of the Life Sciences Building

Recent graduates have progressed to higher degrees or directly to employment in industries ranging from biological research to government agencies, conservation to science journalism.

Our degrees provide you broad employment options beyond biology; you will be highly valued by employers outside of science as a numerate graduate with excellent analytical, problem-solving and communication skills.

What our students do after graduating

Course structure

The Life Sciences building.

Our flexible biological sciences courses allow you to choose a broad biological education or to focus on particular areas of interest. The general course structure for zoology and plant sciences is the same as biology, but you will focus on animal or plant-based study, respectively. Visit the course pages to see what units you could study.

In your first year you will study biology units introducing the diversity of life and life processes; learn generic principles, skills and techniques; and choose an optional unit. In your second and third year you have considerable choice as to which aspects of biology you wish to pursue, as well as the opportunity to undertake your own research.

MSci students will learn advanced practical skills in the third year, in preparation for a major research project of your choosing in the final year. You'll also receive training to develop your research skills.

Our wide variety of field courses vary in both Topic and location. From studying tropical biology in Costa Rica to evolutionary ecology of coastal habitats in Pembrokeshire, our field courses stretch across the globe and provide students with excellent hands-on research opportunities.

Community resources

Flowers in the University's Botanic Garden.

The school has strong links with the BBC Natural History Unit, conservation organisations and the biotech industry.

The University's Botanical Garden is an excellent resource for exploring plant evolution, including succulents, orchids and waterlilies in our glasshouses; our unique sacred lotus collection; prehistoric plants; and rare and threatened natives.

The subject society BioSoc is open to all students interested in the living world, and they organise a family scheme, social events, and intramural sports teams.

Biological Sciences courses for 2023

Single Honours

Whether managing natural resources, conserving species, restoring ecosystems or ensuring global food security, biology and biologists will be vital for our planet in the 21st century.

The School of Biological Sciences is based in the iconic Life Sciences Building, opened by Sir David Attenborough in 2014 as one of the UK's leading biology facilities. The school is highly rated for its research and teaching and has strong links with the BBC Natural History Unit, conservation organisations and the biotech industry.

Why study Biological Sciences at Bristol?

Biological sciences at Bristol is distinct because we cover all aspects of biological life, from genes and cells to populations and ecosystems. Our focus on animals, plants and microbes covers the molecular to the ecological, reflecting how interdisciplinary modern biology has become.

We believe that successful biologists of the future need broad training to tackle the scientific challenges facing humanity and we have strong links across the University with:

  • palaeontologists and climate scientists in the School of Earth Sciences;
  • molecular biologists in the School of Biochemistry;
  • those studying human behaviour in the School of Psychological Science.

We will equip you to apply rigorous, logical and interdisciplinary thinking to biological questions, starting with the fundamentals and progressing to the edge of knowledge.

You will be taught in lectures, practical classes, tutorials and other smaller group sessions, as well as in the field; directed independent study is essential too.

In your second and third year you have considerable choice as to which aspects of biology you wish to pursue, as well as the opportunity to undertake your own research.

View the School of Biological Sciences on film.

What kind of student would this course suit?

Our biological sciences courses are ideally suited to you if you want a flexible course structure allowing you to choose a broad biological education or to focus on particular areas of interest.

Our courses will be a good choice if you are desparate to experience cutting-edge research in the field and the lab and are a motivated, independent learner with a desire to gain analytical and problem-solving skills.

You will learn to think rationally and creatively and we will teach you to communicate effectively, both orally and in writing, for technical and lay audiences.

How is this course taught and assessed?

We provide an excellent training framework that includes lectures, practicals, fieldwork and small-group tutorials, all delivered by active researchers.

First-year units are assessed by a combination of practical work, essays, short-answer tests and a written examination.

In year two most units are assessed by a combination of coursework (write ups of practical or project work, open-book tests, short-answer tests, critical and tutorial essays and oral presentations) and a written examination. You will also attend a week-long field or laboratory course of your choosing.

Further assessment includes written project reports. The third-year lecture units are assessed by unseen written examinations.

What are my career prospects?

Recent graduates have progressed to higher degrees (MSc or PhD) or directly to employment in biological research, government agencies, conservation and wildlife management, the biotech industry, agro-industry, pharmaceuticals, zoos, museums, environmental consultancy, teaching and higher education.

A significant number go into science media in television and journalism.

Our degrees provide you broad employment options beyond biology; you will be highly valued by employers outside of science as a numerate graduate with good analytical, problem-solving and communication skills.

Find out more about what our students do after graduating.

Tue, 22 Feb 2022 23:14:00 -0600 en text/html https://bristol.ac.uk/study/undergraduate/2023/biological-sciences/
Killexams : Here's Everything We Know About The White Lotus Season 2

Everything to Know About 'White Lotus' Season 2

HBO Max

The freshman season of HBO's The White Lotus was met with rave reviews from both fans and critics alike, landing the satire a whopping 20 (!) nominations at the September 12 Primetime Emmy Awards. Now, the Mike White-created series is returning for a highly anticipated second season with a whole new cast and location of Sicily, Italy, but the same ironic take on white privilege and upperclass entitlement.

Jennifer Coolidge, who is nominated for an Emmy for her performance as resort guest Tanya McQuoid, will be the only original cast member reprising her role. A newly minted, star-studded cast will be joining the fray and playing the vacationers and staffers. Read on for everything we know so far about season 2 of the hit show, White Lotus: Sicily.

RELATED: Jake Lacy Finally Gets to Play the Asshole

What Will Season 2 of The White Lotus Be About?

HBO hasn't yet released the plot, but the sophomore installment will presumably loosely follow the same premise of season 1 and feature a group of wealthy guests dropped into a luxe resort. This time, though, instead of Hawaii, the crew will be checking into a hotel in Sicily, Italy, according to Variety.

Who Is in Season 2 of The White Lotus?

The first season had a stacked cast (many of whom received Emmy nominations for their roles), including Connie Britton, Murray Bartlett, Sydney Sweeney, Coolidge, Steven Zahn, Jake Lacy, and Alexandra Daddario. While Coolidge is the only original member who will be returning, the next season will see more big names stepping into the roles of guests and staff.

According to Deadline, F. Murray Abraham, Michael Imperioli, and Adam DiMarco are playing a three-generational, grandfather-son-grandson trio named Bert Di Grasso, Dominic De Grasso, and Elbie Di Grasso. Tom Hollander will play an English man, Quentin, traveling with his friends and nephew, and Haley Lu Richardson will portray a young woman named Portia who is on a trip with her boss. Theo James and Meghann Fahy are a couple named Cameron and Daphne Babcock vacationing alongside another duo, Ethan and Harper Spiller, played by Will Sharpe and Aubrey Plaza. Leo Woodall rounds out the cast as an enthralling guest traveling alone.

Where Was Season 2 of The White Lotus Filmed?

Season 1 was filmed at a Four Seasons resort in Maui, and this season was similarly filmed on-site in Sicily, Italy.

Where Can You Watch The White Lotus?

The seven-episode arc (one more than last season) can be streamed on HBO Max.

When Will Season 2 of The White Lotus Premiere?

While an exact date has not been released, Variety confirmed that the new season will drop sometime in October 2022.

Thu, 04 Aug 2022 04:29:00 -0500 en-US text/html https://www.yahoo.com/now/heres-everything-know-white-lotus-162902359.html
Killexams : Cecily McCaffrey

Biography

Education

Ph.D. History, University of California at San Diego
M.A. Asian Studies, University of California at Berkeley
B.A. International Relations, Tufts University

Research and Teaching

Cecily McCaffrey teaches courses in Asian History, with a primary focus on the modern period. Her courses include a four semester sequence in Chinese history, ranging from the medieval era to the present day, as well as specialized courses in environmental history, war and memory, and popular resistance movements. Her classes emphasize skill-building in close reading, critical analysis, and historical writing. 

Her current research centers on the White Lotus Uprising of the late 18th century, a religiously-inspired revolt against imperial authority that endured for a decade in central China. She is particularly interested in capturing the experiences of the people who were caught up in the movement in its different stages, whether die-hard rebels or those forcibly conscripted. Her work considers the uprising in two ways: first, as an episode of resistance to state authority; second, as a mirror of environmental, political, and social conditions at the time.

Courses

History 118 East Asian Civilization since 1800
History 131 Pacific War, 1931-1945
History 221 History Workshop
History 233 Asian Empires on the Silk Road
History 265 Late Imperial China
History 282 China in Revolution, 1911-1949
History 331 Asian Environmental History
History 344 Rebellion and Resistance in East Asia
History 381 Modern Japan
History 383 Mao’s China

Selected Publications

“From Chaos to a New Order: Rebellion and Ethnic Regulation in Late Qing Inner Mongolia.” Modern China 37.5 

“In the Eyes of the Beholder: Rebellion as Visual Experience” in Visualizing Modern China: Image, History, and Memory, 1750-Present. Lexington Books, 2014.

Thu, 23 Jul 2020 07:01:00 -0500 en text/html https://willamette.edu/undergraduate/history/faculty/mccaffrey/index.html
Killexams : Oregon’s top 2022 National Merit Scholars hail from the largest group of high schools in years No result found, try new keyword!All but one of the 26 Oregon graduates in the class of 2022 who won one of the elite $2,500 National Merit scholarships for students who’ve shown exceptional promise were educated in the three-county ... Thu, 07 Jul 2022 17:32:37 -0500 en-us text/html https://www.msn.com/en-us/news/us/oregons-top-2022-national-merit-scholars-hail-from-the-largest-group-of-high-schools-in-years/ar-AAZgmOr Killexams : Best Undergraduate Business Marketing Programs No result found, try new keyword!Arts and entertainment performances, such as the annual Lotus World Music & Arts Festival ... The Carnegie Foundation for the Advancement of Teaching classifies it as a university with high ... Tue, 18 Aug 2020 15:26:00 -0500 text/html https://www.usnews.com/best-colleges/rankings/business-marketing
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