Free FTCE free pdf Questions by Teacher-Certification Certification questions and answers are setup by our IT professionals. It is truly challenging to assess rumored accreditation PDF Questions suppliers. Notwithstanding, we have simplified it to test our Sample FTCE questions and register for full form of FTCE actual test test prep and brain dumps with VCE practice test.

Exam Code: FTCE Practice exam 2022 by team
Florida Teacher Certification Examination
Teacher-Certification Certification basics
Killexams : Teacher-Certification Certification basics - BingNews Search results Killexams : Teacher-Certification Certification basics - BingNews Killexams : MISD begins New Teacher Training Academy No result found, try new keyword!MISD high school and elementary school teachers participated that are new to the profession and have never taught before. Wed, 27 Jul 2022 11:27:34 -0500 en-us text/html Killexams : Morgan County Schools offers safety, classroom training for incoming substitute teachers

Morgan County Schools is gearing up the next school year by hiring and training substitute teachers.

On Thursday morning, Morgan County Schools will host a substitute teacher training. Incoming substitutes will learn the basics of the classroom, along with safety training.

The district has hired a good number of substitute teachers, but the district is looking to hire even more.

"There's certain times on certain days that we may have as many as 75 to 80 teachers out," said Cliff Booth, the director of human resources for Morgan County Schools.

Morgan County Schools is fighting the labor shortage and aiming to get more substitute teachers in these halls.

"Teachers may be out for a variety of reasons — professionally, personally, sick leave — and we're looking for people comfortable to come into a classroom and take over those duties for a day," said Booth.

Janet Cavender, a teacher, said when she calls out, she relies on her substitute teacher.

"It's really important to me that I have a reliable, component person that's willing to follow my plans, take care of my students and keep things in order," said Cavender.

All of those Topics will be touched on during Thursday's substitute teacher training. This year, the training will also have an emphasis on safety.

"One of the big things is just common sense things," said Booth. "We need to make sure all the doors in the school are locked. They all have crash bars, and the only entrance into the school would be through the front door."

Despite unforeseen changes and hurdles, Cavender encourages others to look at substitute teaching as an entryway into a lifelong career.

"It is the most rewarding job I've ever had," said Cavender. 

Anyone can come to the substitute teacher training. It starts at 9 a.m. at the Morgan County Board of Education.

Before you can start substituting, you will need to get a substitute teaching license through the Alabama State Department of Education. Through that process, you will also undergo a background check.

Substitute teachers make $90 per day working for Morgan County Schools.

Wed, 03 Aug 2022 09:15:00 -0500 en text/html
Killexams : Which Is More Scandalous: The Training for Armed Teachers or the Training for Police Officers?

A recent New York Times story about armed teachers casts doubt on the adequacy of the training they receive with a misleading comparison to the hours required to become a police officer. The real scandal here is not how little training is mandated for teachers who want to carry handguns in school but how little training police officers receive for a job that extends far beyond handling firearms.

Under a new Ohio program, teachers who volunteer to carry guns as a safeguard against mass shooters have to complete 24 hours of firearms training. "The law in Ohio has been especially contentious because it requires no more than 24 hours of training, along with eight hours of recertification annually," the Times says.

Although the training for teachers is more extensive than Ohio's requirements for armed security guards, the Fraternal Order of Police of Ohio thinks it is plainly inadequate. "That, to us, is just outrageous," Michael Weinman, the union's director of government affairs, tells the Times, which adds: "By comparison, police officers in the state undergo more than 700 hours of training."

That is hardly an apples-to-apples comparison, as the Times more or less concedes in the next paragraph. Supporters of the new law, it notes, "say 24 hours is enough because while police training includes everything from traffic tickets to legal matters, school employees tightly focus on firearm proficiency and active shooter response." If anything is "outrageous" here, it's how easily someone can qualify as an armed agent of the state empowered to detain, search, and arrest people as well as use deadly force against them.

As the Cincinnati Enquirer noted in 2020, Ohio requires much less training for police officers than it does for "the person who cuts your hair." Basic training for cops involves 737 hours of training, compared to "1,500 for licensed cosmetologists and 1,800 for barbers."

Some cities in Ohio go beyond the state's minimum requirements. "Cincinnati police run a 28-week training program," the Enquirer noted, while "Columbus and Cleveland police both offer 1,100 hours of training to recruits"—still less than you need to accept money for a haircut. The paper added that "the level of training often depends on a department's finances, which vary dramatically across the state."

Police training is actually more rigorous in Ohio than it is in most states. According to the Institute for Criminal Justice Training Reform (ICJTR), the national average for basic training is 652 hours. State minimums range from zero hours in Hawaii to 1,321 in Connecticut. In Hawaii, the ICJTR notes, "agencies such as the Honolulu Police Department may provide training to some [officers], but not all attend." And while Ohio does not allow cops to start working before completing basic training, 37 states do.

Insider notes that "the average US police department requires fewer hours of training than what it takes to become a barber or a plumber." According to a 2017 Institute for Justice report, the average training requirement for barbers was about 1,300 hours. To qualify as a master plumber, you have to complete trade school and up to five years of apprenticeship.

The Institute for Justice reported that three states and the District of Columbia required licenses for interior designers. In those jurisdictions, it noted, "aspiring designers must pass a national exam, pay an average of $364 in fees and devote an average of almost 2,200 days—six years—to a combination of education and apprenticeship before they can begin work." In Louisiana, which requires that interior designers have 2,190 days of education and experience, someone with a high school diploma can work as a police officer for up to 12 months even before completing basic training, which entails a minimum of 450 hours.

In Texas, the report noted, "eyebrow threaders with 20 years of experience are being told they must stop working and spend between $7,000 and $22,000 and 750 hours in a government-approved beauty school that does not even teach threading." But if you want to wear a badge and carry a gun as a law enforcement officer in Texas, you need just 696 hours of training and can work up to a year before completing it.

In addition to firearms training, would-be police officers are supposed to learn "everything from traffic tickets to legal matters," as the Times puts it. Those "legal matters" include complying with constitutional constraints on the use of force. But as UCLA law professor Joanna Schwartz points out, that aspect of police training typically provides nothing more than a brief overview of major Supreme Court cases.

While "police departments regularly inform their officers about watershed decisions," Schwartz notes in a 2021 University of Chicago Law Review article, "officers are not regularly or reliably informed about court decisions interpreting those decisions in different factual scenarios—the very types of decisions that are necessary to clearly establish the law about the constitutionality of uses of force." Yet the doctrine of qualified immunity, which shields officers from civil liability for alleged misconduct that did not violate "clearly established" law, is based on the premise that officers can reasonably be expected to know the relevant cases, giving them fair warning about when they are overstepping constitutional limits. Schwartz calls that assumption "qualified immunity's boldest lie."

Even when officers should understand that a particular use of force is unlawful, they do not necessarily act accordingly, as dramatically illustrated by the 2020 death of George Floyd in Minneapolis. In federal court last week, J. Alexander Kueng and Tou Thao, two of three officers who failed to stop their colleague, Derek Chauvin, from killing Floyd, were sentenced to three years and three and a half years, respectively, for violating Floyd's constitutional rights. The week before, the third officer, Thomas Lane, received a federal sentence of two and a half years. Lane had previously pleaded guilty to a state charge of aiding and abetting manslaughter, for which he has not yet been sentenced. Kueng and Thao are scheduled to be tried on similar charges in January.

Active Bystandership for Law Enforcement (ABLE), a training program that was established in 2021, aims to avoid situations like this by encouraging officers to intervene when a colleague violates someone's rights or seems about to do so. ABLE, which was developed by Georgetown University's Center for Innovations in Community Safety, grew out of a New Orleans program known as EPIC (Ethical Policing Is Courageous) that was launched in 2014 under the guidance of Ervin Staub, an emeritus professor of psychology at the University of Massachusetts in Amherst. It is based on insights gained from research into why people either intervene or fail to intervene in emergency situations.

ABLE entails eight hours of training conducted by officers who have completed a week-long certification program. But this is a supplement to standard training that so far has been adopted by just 265 or so of the country's 18,000 police agencies. Is it too much to expect that police departments add another eight hours to basic training, which would increase the average from 652 hours to 660, so that officers are less likely to look the other way when a colleague needlessly escalates an encounter or uses unlawful force?

Additional training is by no means a silver bullet for police abuse. It seems doubtful that any amount of instruction would have changed Chauvin's behavior. And when cops lie to convict defendants or willfully misuse their authority to punish people who irk them, the problem is not that they were never taught they should not do that.

Still, "active bystandership" training might have affected how Kueng, Thao, and Lane responded when Chauvin kneeled on Floyd's neck for nine and a half minutes. It was clear that Lane, a rookie who twice suggested that Floyd be moved from his stomach to a position in which it would have been easier for him to breathe, remembered what he had been taught about the dangers of "positional asphyxia." If his training had included more emphasis on the duty to intervene and had better equipped him to do so, he might have been more insistent, and Floyd might still be alive.

Even basic information about techniques commonly used by police might help prevent Fourth Amendment violations. A couple of years ago, the Johnson County, Kansas, Sheriff's Office reached a $150,000 settlement with a couple whose home was searched in 2012 based on a drug field test that misidentified tea in their trash as marijuana. Neither the deputies nor their boss, then-Sheriff Frank Denning, seemed to be aware that such tests are notoriously unreliable, notwithstanding a warning label that said their results "are only presumptive in nature" and should be confirmed by laboratory analysis. A little instruction on how often field tests finger innocent people could help reduce false arrests, not to mention thousands of guilty pleas based on a technology that is not accurate enough to be used in court.

You probably can think of additional examples. The notion that a few months of training (if that) is enough to prepare people for a job that presents myriad opportunities to wrongfully detain, interrogate, search, arrest, assault, and kill people is risible. Americans would be safer if states took those risks more seriously than the danger of a bad haircut.

Mon, 01 Aug 2022 15:14:00 -0500 Jacob Sullum en-US text/html
Killexams : New Lesson Plan Ideas for All Teachers

The turning of the calendar from July to August always flips a mental switch that says to me, “it’s time to start thinking about new things to try this fall.”

Jumping into a webinar or attending a conference can provide you with some new lesson plan ideas. A good ol’ Google search can help. But I also like to look at resource and strategy banks for new-to-me ideas to try when in the new school year. On that note, here are some good places to look for new-to-you lesson plan ideas to try in the new school year.

OER Commons has been one of my go-to resources for new-to-me lesson plan ideas for more than a decade. On OER Commons you will find thousands of lessons organized by content area, material type, grade level, and standard. Here’s a short overview of how to conduct a basic search and an advanced search on OER Commons.

TARA Teachers is a new company that provides an online organizer for teachers. One component of TARA Teachers is a strategy resource bank that you can use to find new strategies and templates for teaching a wide range of topics. Here’s a brief video demo of using the strategy resource bank on TARA Teachers. (Disclosure: TARA is currently an advertiser on

The CK-12 Foundation is probably best known for its Flexbooks initiative. Within the Flexbooks you’ll find lesson plans for teaching everything from a third grade lesson about forces to geometry lessons to digital photography instruction.

I’ve long said that if I were ever to go back and get a different certification, I’d pursue a physical education certification. That probably explains why I appreciate the work of OPEN (Open Physical Education Network). OPEN offers lots of free physical education lesson plans for all grade levels.

50 Tech Tuesday Tips is an eBook that I created with busy tech coaches, tech integrators, and media certified in mind. In it you’ll find 50 ideas and tutorials that you can use as the basis of your own short PD sessions. Get a copy today!

Wed, 03 Aug 2022 22:39:00 -0500 Richard Byrne en-US text/html
Killexams : Society of American Fight Directors introduces prominent stage combat training program

Published July 25, 2022 at 10:53 AM EDT

Society of American Fight Directors (SAFD) introduces the National Stage Combat Workshop which is one of the foremost stage combat training programs in the United States. Taught by select members of the SAFD, all Summer Stage Combat classes place emphasis on a non-violent approach to stage violence as well as the actor’s rights and responsibilities when required to perform fight scenes.

Sarah Flanagan, member of the Society of American Fight Directors and coordinator of the National Stage Combat workshops, said "One of the primary goals of the organization is creating safety standards within the world of combat, to promote education and training, and protect actors who are performing in shows..."

A workshop is being held at Louisiana Tech University lasting three weeks. Beginning on Saturday, August 6, the public can observe students on test day from 9 a.m. to 12 p.m. at Howard Auditorium and Stone Theatre.

Students in the NSCW program will be in class at least six hours a day, five days a week. Typically, each day will begin with a physical warm-up, followed by classes in two disciplines in the morning, two further disciplines each afternoon, and some evening classes. Related films and additional workshops by guest artists are a unique feature of this program.

Introduction to Stage Combat Students will learn to perform fundamental techniques in the eight basic “fight” disciplines recognized by the SAFD. Although basic skills are covered, these introductory classes do not offer SAFD skills testing. The emphasis is on the development of technique and the process of the work rather than the performance, with a focus on accuracy, safety, and the fundamental techniques needed to protect the actor and their instrument when engaged in dramatic physical encounters. Each class will emphasize the development of the student’s personal command and understanding of their body in relation to theatrical physical conflict while encouraging each student’s personal development and artistic exploration. Styles of stage combat to be covered will include Unarmed/Hand to Hand, Rapier and Dagger, Knife, Single Sword/Swashbuckling, Broadsword, Sword and Shield, Smallsword, and Quarterstaff.

Actor Combatant Skills Proficiency is an intensive course focusing on training students in the compulsory techniques required for the SAFD Actor Combatant Skills Proficiency Test (SPT) in unarmed, rapier & dagger and broadsword. Students will spend over thirty hours learning to safely perform fight choreography in each of the three “fight” disciplines, as well as additional classes in other weapon styles. Although the primary focus of this course is the learning of techniques and choreography containing the compulsory techniques required for the SPT, the class also focuses on developing partnering skills and expanding the artist’s imagination and ability to use these skills to make their stage combat work more connected and truthful. Working in a studio format, students will explore character objectives and beat work within the fight, and are coached/rehearsed through their fight scenes. The course concludes in a presentation of the fight scenes for adjudication by SAFD Fight Masters.

Advanced Actor Combatant Skills Proficiency is open to Actor/Combatants who are well versed in a wide variety of weapons styles used in film, television and live theatre, and offers Advanced Actor Fighters the opportunity to challenge and hone their skills at a highly sophisticated level. This is not a class about simply sword fighting; rather, it is actor training using the props of theatrical violence. Students will have the opportunity to renew their SAFD recognition in specific disciplines and test in additional weapon styles.

Teacher Certification Workshop is an intense testing program for certification as a teacher by the SAFD. In order for the SAFD to not only publicly endorse but also certify someone as a safe and effective teacher of stage combat, there must be a thorough examination of the candidate’s skills over a wide variety of techniques and abilities. It is required that participants in the TCW have thorough training in all eight weapons disciplines tested by the SAFD and that they be able not only to perform the various techniques but demonstrate an understanding of the logic of the technique, its use, and how to teach it. Experience in choreography and teaching are essential.

Additional information for the workshops can be found at Society of American Fight Directors.

Mon, 25 Jul 2022 02:53:00 -0500 en text/html Killexams : Paraeducators, the backbone of classrooms, push for better training and wages in Connecticut

Each morning when Jennifer Corbeil steps into Groton Middle School, she’s greeted by students who are excited to see her. As a paraeducator who supports teachers in the classroom, it’s the perfect way to start the school day.

“We’re the first people that the students see every day,” Corbeil said. “We can tell whether they’re going to have a good day or a bad day. And if they’re going to have a bad day, we’ll see what we can do to turn it around.”

Paraeducators help both general and special education teachers in the classroom. They often work one-on-one with students who have disabilities, support smaller groups, help with behavior and physical management, and assessing students’ learning experiences. But they are expressing concerns of feeling overworked and underpaid, an ongoing situation that was only made worse by the pandemic.

Connecticut doesn’t require paraeducators to have a specific certificate or permit, although many have higher education degrees. Some basic requirements include earning a secondary school diploma or completing two years of study at a higher education institution. But they do have to pass a national assessment test to be a full-time paraeducator.

The process of becoming a paraeducator is inconsistent, Corbeil said, and it’s one of the reasons that it’s so difficult to recruit and retain new paraeducators.

“Every job description is different for different paraeducators, the skills required for special education classrooms, versus a mainstream classroom ... dual-language programs, behavioral management or helping students with basic needs," she said. "We all do totally different things so it would be nice to have genuine standards."


Tony Spinelli


Connecticut Public

Eighth grader Ronan Gordan meets with paraeducator Jennifer Corbeil. He notes that Corbeil helps keep his schedule and workload organized throughout his busy day. Ronan attends AP courses a couple of days a week at Groton High School, a short walk away.

Lori Luciani, the assistant principal at the school, said her district has a behavioral consultant who works with paraeducators and staff on a regular basis. But she said training and education for the role varies across the state.

Paraprofessionals are really required to have such a broad range of skills. And we provide a lot of training for that on our teaching and learning days and our professional development days,” Luciani said. “But it is a really specialized skill, it’s so important to support the student, and the case manager and the teacher. So it’s hard to say there’s one thing that they do because it’s so specialized to the individual needs of the students.”

Lori Luciani, Assistant Principal for Groton Middle School.

Tony Spinelli


Connecticut Public

Lori Luciani is assistant principal at Groton Middle School.

A bill that would have started the process of creating a standardized certification program stalled at the legislature in the spring. Lawmakers said it was mainly because it was expensive. A version of the bill that did pass included professional development requirements, better data gathering and allowing paraeducators to be more involved in students’ assessments.

State Rep. Bobby Sanchez (D-New Britain), who is chair of the state’s Education Committee, said many school districts include paraeducators in their professional development days for teachers, but many do not.

“They should be getting the same kind of professional development as teachers,” he said. “It doesn’t help that every district does something different so we hope the bill will help bring some consistency there.”

Another program that would help with consistency is a standardized certification process for paraeducators, a discussion that Sanchez said lawmakers will revisit during the next legislative session.

“We will also focus on wages and health care,” he said. “It’s crazy that a lot of them don’t have health insurance and haven’t had a wage increase in years.”

A 2014 state report showed that there were about 14,450 paraeducators in Connecticut, and over half of them work in special education. The average income is less than $30,000 a year. In Connecticut, paraeducators’ salary averages about 42% of the salary paid to an elementary school teacher, according to the U.S. Bureau of Labor Statistics. For 2021, the number rose to 52%.

Corbeil said paraeducators play a crucial role in the classroom, being the teacher’s second set of eyes and ears. But historically, the job isn’t sustainable with the high demands. With low wages and limited benefits, she said she considered higher-paying jobs.

“I myself make $15.78 an hour, which just started in January,” she said. “Our district is trying to get ahead of the national $15 minimum wage, and it is a good start. The job we do now requires more than just a minimum wage pay, and it should reflect accordingly.

“That’s a big issue, getting us that pay and respect and the benefits, making that so much more appealing to being able to make this into a career and not just a revolving job,” said Corbeil, referencing colleagues who leave the industry for better-paid jobs outside of education.

At East Lyme Middle School, Christine Gunther is a paraeducator who works with special education students. She often works with multiple students at a time, and some students need extra support like feeding and toileting. She said everyone in the profession has different levels of knowledge.


Tony Spinelli


Connecticut Public

Christine Gunther is a paraeducator at East Lyme Middle School. “I don’t think a lot of people deliberately go into this because they’re gonna make money. And I didn’t go into teaching to make money,” she said. “But I did go into it hopefully to make a living and be able to continue that."

“I have a background in teaching, but that’s not necessarily the case for most people,” she said. “We’re in the classroom trying to maneuver through all kinds of situations, but no one’s ever walked us through the process.”

“We would benefit from education,” Gunther said. “I don’t know that we have, for example, let’s say somebody wanted to take a course to help them do things better. I don’t know that we get that sort of ability, or is it offered to us.”

Gunther said it’s hard to retain paras because the work is inconsistent and the demands are too high.

“I don’t think a lot of people deliberately go into this because they’re gonna make money. And I didn’t go into teaching to make money,” she said. “But I did go into it hopefully to make a living and be able to continue that.”

Paraeducators don’t want to leave the field, but low wages and working in high-stress environments are driving them out of the classroom. Corbeil said one thing that would help is better involvement with the legislature.

“I want lawmakers to start recognizing us as being crucial to the education of our students,” she said. “Light that fire! Come to us and get our input when it comes to legislation. I love being a paraeducator. I love working with my students. But help us stay in this field.”

Tue, 02 Aug 2022 06:04:00 -0500 en text/html
Killexams : Gov. Mike DeWine opens Ohio School Safety Summit with talks of arming teachers, new hire to train teachers No result found, try new keyword!Ohio Gov. Mike DeWine announced Tuesday the selection of the top training officer for the state’s schools, a move to make teachers and students safer in classrooms. DeWine unveiled the appointment of ... Tue, 02 Aug 2022 03:45:09 -0500 en-us text/html Killexams : WIMI Hologram Academy: VR-based Practical Teaching for Industrial Robotics Courses

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

HONG KONG, Aug 04, 2022 (GLOBE NEWSWIRE via COMTEX) -- HONG KONG, Aug. 04, 2022 (GLOBE NEWSWIRE) -- WIMI Hologram Academy, working in partnership with the Holographic Science Innovation Center, has written a new technical article describing their exploration of VR-based practical teaching for industrial robotics courses. This article follows below:

With the automatic assembly technology of industrial robots becoming the current research hot spot of intelligent manufacturing in China, the teaching of industrial robotics courses has received more and more attention in major universities. However, in traditional industrial robotics courses, students' participation is not high enough, practical experience is lacking, and the teaching effect is very little due to the high risk of practical operation and the small number of students and robots. Scientists from WIMI Hologram Academy of WIMI Hologram Cloud Inc.(NASDAQ: WIMI), discussed in detail the introduction of VR technology into the industrial robotics curriculum to explore a new model of combining reality and reality, and to realize a new model of classroom teaching and learning. The goal of the project is to break the limitations of traditional industrial robotics teaching, accelerate the reform and innovation of teaching content, curriculum, teaching methods and operation mechanism, and fill the gap of industrial robotics practice teaching.

The development of VR technology is a great fit with the industrial robotics teaching process, and can be used to make the classroom truly virtual and real with the help of instruments and equipment and other material conditions to achieve the leap from perceptual understanding to engineering practice. For example, VR technology can be used to model virtual simulations of industrial robots for assembly and maintenance, to identify possible defects and problems in the initial stages of the design process and reduce unnecessary waste. Another example is the virtual calculation and design of the process of robots used for automatic drilling and riveting of aircraft, which can enable students to match the realistic manufacturing process. Another example is the use of virtual assembly technology, which enables students to realize the overall arrangement and coordination of large aircraft in a more realistic and natural environment, complete with simulation of the robotic assembly process as well as maintenance and testability simulation.

1. Status quo of teaching and research of industrial robotics courses

Industrial robotics is a highly interdisciplinary subject, which integrates many professional knowledge such as mechanics, mechanics, cybernetics, electronics, computer science, etc. The theoretical knowledge is abstract and closely connected with engineering applications, so the course is also more practical and needs to emphasize the combination of theory and practice. In the teaching, students are not clear about the basic concepts of robotics, the classroom participation is not high enough, and the lack of hands-on robotics experience seriously affects the cultivation of engineering practice and innovation ability. The main reasons are as follows: 1)traditional experiments only support repetitive cognitive experiments, and cannot carry out highly exploratory experiments of industrial robots combined with large aviation parts manufacturing, which directly affects the improvement of students' innovation ability; 2) due to factors such as large aircraft assembly experimental sites, large equipment, large parts, and complex processes, it is difficult for schools to replicate industrial robot equipment manufacturing sites; 3) the danger factor of real robot practical operation large, there is a certain safety risk to carrying out industrial robot-related teaching experiments; 4) aviation large parts manufacturing experiments need to constantly upgrade large professional equipment and tooling, consuming a lot of expensive experimental materials, coupled with the physical robot is also more expensive. The cost of physical experiments is extremely high. In the face of the number of students and the number of robots is small, it is difficult to use genuine robots as experimental equipment for teaching and training. Therefore, exploring new teaching modes has become an inevitable trend for industrial robotics curriculum reform.

2. Teaching content design of the curriculum integrating VR technology

This paper takes "automatic aircraft assembly process" of aerospace manufacturing engineering as a typical case, establishes a VR teaching platform based on industrial robot intelligent assembly equipment, and explores a new mode of combining VR technology and industrial robot teaching. The VR platform is designed to explore a new model of combining VR technology and industrial robotics teaching. It transforms industrial robot programming, accuracy compensation, trajectory planning and automatic drilling and riveting of aircraft assembly robots, which depend on large test sites and equipment, into a practical course, so that students can experience the operation and programming of industrial robots and their cutting-edge applications in aerospace manufacturing without leaving school. This paper focuses on the construction of an industrial robotics teaching platform that combines reality and imagination, the innovation of an industrial robotics curriculum that combines reality and imagination, and the exploration of the content of an industrial robotics curriculum that combines reality and imagination.

1)The construction of the teaching platform of industrial robotics combining reality and imagination

The construction of the virtual-real industrial robot teaching platform is divided into two parts: "virtual" and "real". The "virtual" part mainly relies on VR experimental equipment as the basis to build an industrial-grade 5G wireless LAN and fiber optic data transmission platform to realize multi-terminal and low-latency data sharing, so as to achieve the purpose of centralized teaching and interactive experiments for multiple students in the virtual environment.

The "real" part relies on the existing industrial robot equipment with different loads in the laboratory, allowing students to understand the structural characteristics of the robot in a realistic environment, so as to better bring students into the virtual world for aircraft assembly, robot drilling and riveting experiments.

2)Innovation in the form of industrial robotics course combining reality and imagination

In this paper, we propose to adopt a three-dimensional experimental teaching method, focusing on the student-centered approach, paying attention to the difference of different students' acceptance of the virtual-real teaching method, adopting different motivational methods for different students, arranging differentiated experimental objectives, and grouping and assigning tasks according to students' abilities. In addition, we will realize diversified ability cultivation in the teaching process, taking basic theory as the starting point and gradually bringing in engineering scenarios to realize the cultivation of students' technical exploration ability, and in the process, cultivate students' analysis ability and innovation consciousness of engineering problems. The teaching content of the course will also focus on the combination of basic theory, advanced technology and experimental operations, breaking the traditional classroom format of teachers lecturing and students listening to lectures, realizing the interactive teaching of teachers and students to explore together, and innovating the teaching mode of equal communication between teachers and students and mutual assistance and cooperation among students.

3)Exploration of the content of industrial robotics course combining reality and imagination

The content of VR-based industrial robotics course mainly includes three aspects: basic theory, experimental teaching and engineering application. The basic theory includes the development history of industrial robots, robot kinematics, dynamics and control methods, etc., which lay the theoretical foundation for the subsequent experimental courses and engineering applications. The experimental teaching includes two parts: the virtual-real experiment and the robot hands-on experiment. The virtual-reality part will guide students to operate the virtual robot in the laboratory environment with the help of virtual reality equipment, which not only achieves the experimental effect of industrial robot operation teaching, but also avoids the possible harm to students and experimental equipment caused by misoperation. The robot practice aspect relies on the existing small-load industrial robots in the laboratory to realize the transformation of students from VR experiments to genuine operation experiments. Since the operation skills have been mastered in the virtual-reality experiments, the experimental efficiency can be significantly improved in the practical operation link, saving a lot of teaching costs and teaching sites for purchasing industrial robots. After students have fully mastered the operation skills of industrial robots, they will be led to enter the virtual world again to explore the application of industrial robots in aircraft assembly, with industry frontier issues as group Topics assigned to individual student groups, thus cultivating students' ability to analyze and solve engineering problems and improving their comprehensive quality in all aspects.

VR technology can certainly refresh students and increase their interest in learning, but in the teaching process, the teacher's reasonable teaching method is an important factor in determining the quality of teaching. In the teaching process, teachers should be more aware that technology is only an auxiliary tool to Boost the quality of teaching and learning, teaching to pay attention to technology but not rely on it, in the process of teaching and learning, to supply students a wide space to express their ideas, encourage and guide students to actively think and innovative culture.

3. VR technology-driven curriculum teaching research methods

1)Industrial robot VR teaching platform construction

The industrial robot teaching platform with VR technology as the core integrates the specific object of industrial robots into VR technology, which requires the establishment of a general VR framework and the integration of the detailed characteristics of industrial robots to form an overall platform architecture. Firstly, the VR framework development engine is established, and the product number model of the six-degree-freedom industrial robot is built by using professional modeling software, and the product number model is further optimized and reduced in surface by combining with model optimization software tools in the industrial design field and imported into the engine as the final model. kinetic model to completely transplant the characteristics of the real industrial robot into the VR robot. Finally, establish the corresponding human-computer interaction rules in combination with the specific use scenarios of the teaching platform, and determine the specific VR equipment configuration (stereo glasses, virtual helmet, etc.) with students as the center, so as to finally realize the human-computer interaction and information flow between the industrial robot and the operator in the VR immersion environment.

2)Exploration of teaching methods based on VR technology

Based on the teaching platform of industrial robotics based on VR technology, with the immersive characteristics of VR technology, we change the teaching methods, explore the application of new technologies in teaching and talent training work, and plan the teaching ideas and methods of industrial robotics based on VR technology as a whole. Firstly, VR technology is used to provide students with virtual scenes that are close to reality, and teachers play the role of guidance and instruction in virtual scenes to guide students to acquire relevant knowledge in the virtual scenes. Finally, for distance learning needs, VR can be used remotely to provide teaching resources for students, and teachers can realize remote instruction, assistance, testing and evaluation through the teaching platform to provide guarantee for teaching quality.

3)Teaching resources information construction for VR technology

High-quality teaching resources information construction is the basic premise for colleges and universities to cultivate high-quality talents, and the teaching platform with VR technology as the core pays more attention to the construction of basic teaching resources. First of all, based on the existing courses, sort out all the involved experimental equipment and related teaching resources, ensure the full coverage and practicality of teaching resources; secondly, use the school-enterprise joint and other channels to develop advanced network cloud storage technology for teaching and experiment, ensure the information storage service of massive teaching resources. Finally, with the professional requirements as the guide, in the genuine teaching with typical work tasks as the main body, the use of modern information means, construction of teaching experiment platform, construction of "learning, practice, examination" all-round learning and assessment system, to achieve efficient use of teaching resources and sustainable development.

4. Construction of VR technology-driven teaching and training system

The reform of training methods is an important part of the reform of student teaching and training system, and VR technology needs to take student training as the core and use various advanced teaching methods to realize the training of high-quality talents. First, for the existing industrial robotics course teaching system, analyze the advantages and shortcomings of the existing teaching mode methods, make reasonable teaching mode corrections to the course with the help of VR technology, and realize the wide application of VR technology in the course training. Second, combine VR technology, use computers and sensors and other related teaching resources, set up typical cases of industrial robot processing and manufacturing based on VR technology, and Boost teaching quality. Finally, according to the students' mastery and evaluation indexes in the course, the feasibility and practicality of the teaching model will be comprehensively evaluated, and the original training system will be combined to make corrections to the student training system and complete the reform of the teaching and training system.


This paper has explored a new model of teaching industrial robotics based on VR technology, designed the teaching content of the industrial robotics courses integrating VR technology, and proposed a research method for teaching industrial robotics courses. The deep integration of VR technology with industrial robotics curriculum is conducive to cultivating students' "diversified" abilities and meeting the needs of innovative learning. Unlike traditional "cognitive" teaching, VR technology as a teaching platform can realize the interaction between students and the knowledge they learn, and complete the personalized teaching transformation from "teacher-centered" to "student-centered". "It can also Boost students' ability to analyze practical engineering problems and to use industrial robots to manufacture products with low cost and high efficiency.

Founded in August 2020, WIMI Hologram Academy is dedicated to holographic AI vision exploration, and conducts research on basic science and innovative technologies, driven by human vision. The Holographic Science Innovation Center, in partnership with WIMI Hologram Academy, is committed to exploring the unknown technology of holographic AI vision, attracting, gathering and integrating relevant global resources and superior forces, promoting comprehensive innovation with scientific and technological innovation as the core, and carrying out basic science and innovative technology research.


Holographic Science Innovation Center

Email: pr@holo-science. com


Is there a problem with this press release? Contact the source provider Comtex at You can also contact MarketWatch Customer Service via our Customer Center.

(C) Copyright 2022 GlobeNewswire, Inc. All rights reserved.

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

Thu, 04 Aug 2022 00:30:00 -0500 en-US text/html
Killexams : Al Hernandez: Health care executive wants to restore school district where teachers are leaving

After fleeing Cuba with his family, a teenager thrived thanks to his teachers. Decades later, he would like to pay them back.

In April 1980, 125,000 Cubans climbed aboard boats in the port of Mariel west of Havana. The first of the refugees arrived in Florida the next day. A joint agreement between the two countries allowed for mass migration, which followed a worsening Cuban economy.

That agreement, the Mariel Boatlift, ended six months later. Alvaro Hernandez, a physician who hoped to make it to the U.S. and then send for his family, instead found himself in legal limbo — a political prisoner, his son said.

“We didn’t even see my father for two years,” said Al Hernandez, 50, who is running for Pasco County’s District 1 school board. “At that point, we thought he was dead.”

Fast-forward to the present, in which that former teen is the Florida market vice president for Humana. He is an American success story whose volunteerism includes serving on the Pasco-Hernando State College board of trustees, appointed by Gov. Rick Scott.

Significantly, Hernandez has also found favor with Gov. Ron DeSantis, who in his first few months in office retracted at least 215 appointments Scott made to college boards, trade boards and state commissions but reappointed Hernandez to the PHSC board. More recently, DeSantis included Hernandez among 16 endorsements for school board elections, which are nonpartisan.

“These candidates will ensure our students succeed, protect parental rights in education, and combat the woke agenda from infiltrating public schools at the local school board level,” he said.

Hernandez has also been endorsed by state Rep. Randy Maggard, as well as several large businesses and developers. His campaign echoes priorities the Governor has articulated, including enhanced safety, school choice and parental control over their child’s education, as well as “less politics, and more effective ways to provide high-quality education while also ensuring respect for one another.”

“I am very proud to be endorsed, there is no doubt about it,” Hernandez said. “What I mean by politics is that a lot of times we get too polarized on both sides of the house. At some point, we’ve got to look at the foundation of why we’re doing what we are doing, right? We have to get back to basics.”

The “basics” Hernandez advocates include a more challenging curriculum; school safety; a stronger handle on students’ mental health; early literacy; increased vocational training and financial training; an enforced emphasis on respect for teachers and students; reducing the minimum 2-mile radius before students are eligible for school bus service; and preparing students to compete nationally and internationally.

To accomplish that, the district will need to address an average pay disparity between Pasco employees and those in Hillsborough, Hernando, Pinellas and Manatee counties, Hernandez believes. He supports a property tax referendum on the Aug. 23 primary ballot that would benefit teachers, bus drivers, and other support staff. Currently, Pasco has 300 open teacher positions and 55 for bus drivers, Hernandez said.

“If you follow the budget, you will see that the operational budget does not allow for the increase that is needed ($37 million) to get our teachers in a competitive range,” he said in a text message.

“In the end, the ones that are suffering are the children who do not have the transportation to go to school, or the educators,” he added. “I don’t like taxes, but if you truly believe that children are our future, then as an individual and a resident of this county, I would like to see them succeed.”

Those big-picture priorities and nuanced tone would appear to place Hernandez in a political middle ground between his two opponents, graduation enhancement teacher James Washington, whose supported causes include LGBTQ rights and Black Lives Matter; and aircraft parts manufacturer Steve Meisman, who has pledged to remove what he calls “cultural Marxism” and “woke nonsense” from schools.

Some DeSantis supporters have noticed, and they’re not happy. The Governor spoke recently in Tampa to the national summit of Moms for Liberty, a group of parents who have rallied around such causes as mask mandates and critical race theory. Several attending the speech told the Tampa Bay Times they were disappointed in the Hernandez endorsement.

Hernandez has said he is confident the Governor shares his priorities for the district.

“Look, we’re managing a $1.47 billion enterprise,” he said, referring to the District 1 budget. “We are managing kids from all backgrounds and families, whether they are red, blue, green, yellow — and we’re managing a lot of other things. And the reality is, these are not our kids. These are the parents’ kids. Our responsibility is to be able to supply them an education.”

Hernandez credits his own teachers at Miami Senior High with shaping the person he became. “They not only served us, they were mentors,” he said. “They were there for me, and I’ve always kept that in the back of my mind.”

Getting that chance took years and a lot of hardship. The first break was learning that Alvaro Hernandez, who had dreamed of exiting Cuba with his family through Mariel, was alive. By the time the political prisoner was released, the boatlift had ended.

Despite that relief, the reunited family still needed to leave Cuba. That took several more years and the help of Al’s grandparents. Alvaro’s father, himself a former political prisoner, and his wife fled Cuba to the United States in 1978. They sold almost everything to raise the equivalent of $60,000 for the Cuban government, which paid for the family’s transport to Costa Rica, then the United States.

He was 19 when he met Madeline, 17, a daughter of Cuban immigrants and the first to be born in the U.S. “She is my life partner,” he said. “A fantastic mother.”

Hernandez worked his way through Miami-Dade Community College, then Nova Southeastern University, where he earned a business degree and a master’s in international business and finance. Along the way, he installed wooden fencing, cleaned golf carts, worked as a bouncer in front of a nightclub and washed dishes in the back, worked multiple jobs during the day and attended classes at night.

“I don’t have a lot of patience for people who go out and say, ‘I can’t do it,’ or, ‘It’s too hard,’” he said. “Never did. I know it’s feasible. If you have the right drive and the right passion, you can accomplish anything in life.”

He started working for health care providers and insurers in his early twenties, moving up the ranks to his current position as Humana’s Florida market vice president.

Dr. Madeline Hernandez, his wife of 27 years, is now an optometrist in Tampa. A daughter is soon transferring to the University of South Florida with a medical career in mind, and a son is in his second year of law school.

Hernandez enjoys spending whatever free time he has with his family. He is active in his church and other volunteer activities, whether that is stuffing giveaway backpacks with school supplies or something else.

“It’s instilled in me because I didn’t have too much growing up,” he said. “And the more we supply back, the more God really blesses us.”

As the election looms, a question has surfaced about Hernandez’s residence. State law requires candidates to live in the district they serve at the time they qualify, and Hernandez bought a house in Zephyrhills in April, after filing paperwork announcing his candidacy.

The rub is that the candidate must live in the district “at the time she or he qualifies.”

The qualifying deadline was noon on June 17. Hernandez has said that he and his wife tried to live in the east Pasco house during renovations, but that multiple delays in getting the work completed made that impossible. The couple returned to their home in Odessa. Hernandez has nonetheless visited the house daily and said he has changed his homestead exemption, driver’s license, voter identification and everything else he can to show compliance.

After memorizing a news story about Hernandez’s residency, a Land O’ Lakes teacher working as Washington’s campaign manager filed a complaint with the Florida Elections Commission. Jessica Jecusco acknowledged that before filing the complaint she talked briefly with Washington’s wife, with whom she had worked at Gulf High School, a Times story reported.

“This is nothing more than an attack, honestly,” he said. “They don’t have anything. They can’t go on about qualifications, can’t talk about passion, desire or background. So, what do they do? They attack the only thing they can possibly question, and at the end of the day, it’s not true.

“At the end of the day,” Hernandez said, “I have abided by the letter of the law.”

Post Views: 0

Fri, 05 Aug 2022 02:39:00 -0500 en-US text/html
Killexams : AIME Launches New Training Program, the AIME Academy, for the Wholesale Mortgage Community

Press release content from Business Wire. The AP news staff was not involved in its creation.


The Association of Independent Mortgage Experts (AIME), a non-profit, national trade membership association which supports wholesale mortgage professionals, announced its new training program, the AIME Academy. The AIME Academy’s launch showcases two brand new training programs – the Loan Officer Assistant Training Program and the Processor: Level 100 Training Program – both designed to provide entry-level training for learners without prior mortgage industry knowledge.

This press release features multimedia. View the full release here:

“The AIME Academy was created to specifically help Broker Owners and small broker shops, who often lack critical training support in-house,” states Katie Sweeney, CEO of AIME. “Our association is committed to helping our members effectively scale their businesses, and in order for the broker channel to continue to grow, we need to provide the tools and resources that make it easier for their businesses to thrive.”

Loan Officer Assistant Training Program

The Loan Officer Assistant Training Program is tailored to provide the basics of the mortgage industry and its history, while teaching the responsibilities and expectations of the average wholesale LOA. This self-paced program also highlights the basic requirements from the Fannie Mae, FHA, HUD, VA, and USDA selling guides, and is designed to support wholesale brokerages as part of their internal training processes.

Processor: Level 100 Training Program

The Processor: Level 100 Training Program is the first level of a multi-tier processor training plan, teaching aspiring processors how to analyze initial loan data. Trainees will be able to determine eligibility, including income, property, assets, and credit. This 10-hour competitive syllabus takes learners through five in-depth courses, covering lender regulations, guidelines, IPAC, and various workflows- all specifically designed for the wholesale mortgage channel.

Program learners can work at their own pace towards the next level of certification and all graduates earn skill badges and a completion certificate. Both training programs are available immediately in the AIME Academy with additional courses available in the coming months.

“This program is intended to be a game-changer for anyone who wants to step into the wholesale mortgage industry. The nation’s leading mortgage experts developed the coursework for the training program guaranteeing that learners will excel in the fast-paced world of wholesale mortgage lending,” adds Mike Cox, AIME’s Vice President of Education.

Learn more about the AIME Academy at

About Association of Independent Mortgage Experts

The Association of Independent Mortgage Experts (AIME) is a non-profit, national trade membership association created exclusively for independent mortgage brokers. With over 65,000 members, AIME is committed to establishing a community of independent mortgage experts by creating an association that empowers them with unparalleled technology, continued education, and networking support necessary to successfully advise consumers nationwide with their residential mortgage needs. AIME operates with a growth-focused strategy, providing tools and resources to propel the wholesale channel beyond a 25% share of the mortgage market in 2022 and beyond.

View source version on

CONTACT: Jennifer Leonard

VP, Brand Strategy



SOURCE: Association of Independent Mortgage Experts

Copyright Business Wire 2022.

PUB: 08/04/2022 03:16 PM/DISC: 08/04/2022 03:17 PM

Thu, 04 Aug 2022 07:17:00 -0500 en text/html
FTCE exam dump and training guide direct download
Training Exams List