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Exam Code: LE0-583 Practice test 2022 by team
Legato Certified EmailXtender and EmailXaminer Administrator (LCEXA)
Legato Administrator education
Killexams : Legato Administrator education - BingNews Search results Killexams : Legato Administrator education - BingNews Killexams : Do Administrators Think They’re Spiritual Healers?

Faculty, staff, and students in higher education regularly find in their inboxes emails from administrators addressed to the “university community” expressing solidarity, grief, and other forms of concern in response to national and international events. Natural disasters and the overturning of Roe v. Wade are among the inspirations for such messages. After rhetoric about the gravity of whatever has happened, such messages typically encourage potentially traumatized readers to seek relief through relevant campus resources. They avoid political claims. Administrators seem to feel expected to speak to their campuses, and to the world beyond, about current events, even though the content of their speech is often studiedly contentless — and even though most of us never open the emails. What are these messages for?

My colleague Margarita Rayzberg and I asked each other this question at the start of the Russian invasion of Ukraine, when these missives’ strangeness, and ubiquity, first became apparent to us. The University of Chicago, where I was then employed, had issued a statement from the dean of students and director of international affairs expressing “great concern” about “the invasion into Ukraine,” and its consequences for members of the university community from “Ukraine, Russia and Europe.” The two administrators then solicited readers affected by the conflict to reach out to the office of international affairs, set up a therapy session, or attend an online seminar about the political background of the conflict.

Anyone practicing this message without already knowing the geopolitical context would be quite confused. Who had invaded Ukraine? The email never described “the invasion” as Russian. The war appeared as a terrible accident. There was no question of the university taking — or acknowledging that it was not taking — sides in a conflict, but only one of how to ease suffering and confusion through its channels of administrative support, academic discussion, and therapy. We were struck by the email’s pointlessness — as if what Ukrainians, Russians, and everyone else involved in the war needed were some Zoom counseling sessions and a webinar! We were struck too by its opacity. The university’s leadership apparently imagined itself compelled to say something (however substanceless) about the war, but chose not to reveal why, or why it had decided to express itself through these specific administrators offering this particular set of resources. Although these and other such messages speak on behalf of the university as a whole, members of the university community have little opportunity even to know how they are produced, let alone to shape them.

In accurate years there has been concern among college presidents, who have historically been tasked with speaking on behalf of their institutions, with the limits of their ability to speak freely. But “university position statements,” as we conceive them, differ from the public speech of presidents. The latter tend to appear as something like embodiments of their schools. They speak both to the campus about itself and to the nation about issues affecting academic life. This is a complex role; presidents must balance their representative function, which stands for the university as a whole, with their distinct personal voice (usually avuncular and genially out-of-touch). University position statements on current events, on the other hand, are presented as collaborative documents, signed by multiple administrators, and are not consistently issued by any particular figure from the administration. They do not use the first person singular. Rather they appear as the university speaking to itself through no one human vessel, reminding itself what its feelings and opinions are, and framing whatever event has elicited this response as a problem to be managed with the resources of the administrative bureaucracy.

Our initial, impressionistic searches through the last several years of the university inboxes to which we have access suggest that, while university position statements are becoming more frequent, they have long had a common structure. One of the first position statements we received — at the beginning of our graduate careers at Northwestern University in 2010 — shows the basic shape common to such documents today. It was issued in response to the suicide of Tyler Clementi, an undergraduate at Rutgers University, after his roommate secretly filmed him having gay sex.

This horrific incident generated much discussion in the media about homophobia, suicide, and privacy rights — all ways of connecting what had happened to issues of larger national import. Although there was no direct link to Northwestern, the university’s then-president, Morton O. Schapiro, along with the vice president for student affairs, issued a statement in response. In it they affirmed that Northwestern was “supporting the LGBT community” on campus, and they reminded readers of the university’s policies on harassment and discrimination, as well as of the existence of a variety of campus resources, including the LGBT Resource Center, the Sexual Harassment Prevention office, and mental-health counseling.

Why should impassioned declarations of supposedly unanimous feeling end with a list of university resources such as counseling programs?

All of this is an unobjectionable but also rather non-obvious response to events far away from Northwestern’s campus. The decision to make a statement presupposed that this suicide was emblematic of nationwide issues on and off college campuses, which Northwestern’s leaders were compelled to weigh in on, and which they had an obligation to combat. Presented as relevant to Northwestern’s campus community because of its purported status as a reminder of the problems of homophobia, sexual harassment, and mental health, Clementi’s death appeared as a justification for the university’s existing therapeutic-bureaucratic institutions targeted at precisely these problems. The university, speaking to itself through the position statement, could imagine its administrative apparatuses of care and surveillance (but not, significantly, the scholarly missions of teaching and research) as participating in a national struggle against violence and prejudice.

This framing is political in one sense; anti-political in others. Tying Clementi’s death and Northwestern’s policies together through a narrative of resistance to discrimination, harassment, and poor mental health, it positioned the university as an agent in a wide network working toward social change, and therefore as a political entity. Indeed, the very act of taking up any individual tragedy as a “case” of a broader problem is an inherently political act — perhaps the basic intellectual move of political mobilization. But insofar as political conflict is constituted by our debates about what exactly such tragedies are cases of, to which problems they testify, and how these problems, once identified, should be solved, Northwestern’s position statement was anti-political. It spoke as if the entire campus had already agreed that Clementi’s death was a case of homophobia, sexual harassment, and poor mental health, and that the solutions to these problems were to be found in the university bureaucracy’s therapeutic and surveillance mechanisms.

In spotlighting an individual death unconnected to the university in order to reveal (and to commit themselves to struggling against) nationwide dynamics of inequality and violence, the Northwestern administrators’ response to the death of Clementi already contains all the elements of the responses of universities across the country to the far more emblematic and politicized death of George Floyd 10 years later. The latter, it is true, appear very different in tone. While Northwestern’s statement on Clementi’s death was somberly restrained, its statement on Floyd’s death and the ensuing protest, “Northwestern Strives to Be an Instrument of Change,” began by registering the “anger and sadness” of its author, the university’s provost. The subject of the message immediately became an imagined universitywide “we,” however, a “we” sharing feelings of “immense grief, anger, fear and hopelessness.” The combination of emotions is striking — why “hopelessness”? And why should such impassioned declarations of supposedly unanimous feeling (it went without saying that no one on campus might be afraid of the violence that accompanied some protests) end with a list of university resources such as counseling programs?

The emotional intensity of the University of Chicago’s email in response to Floyd’s death might seem to have distinguished it from the university’s cautious rhetoric around Ukraine. In response to the Floyd protests, Chicago’s president and provost called on the university to participate in an “ongoing struggle for equality” across the country, one that would require the students, staff, and faculty to confront racism both on campus and in the city of Chicago. There was a conflict taking place, and the university could not be neutral.

On a closer reading, however, Chicago’s Floyd and Ukraine documents reveal themselves to be quite similar. They offer two variations in tone — but in tone only — on the model of Northwestern’s response to the death of Tyler Clementi a decade earlier. The “struggle for equality,” in Chicago’s email, seems as strange a conflict as the one in Ukraine. The enemy is never named. Black Americans are said to have been subjected to “slavery … violence and exclusion” — by who knows whom? Just as one email elides who has invaded Ukraine, the other remains purposefully vague on how all of these things had happened and were happening to Black people.

In their statement on the George Floyd protests, Chicago’s administrators frame the university as a participant in the conflict for equality; in their statement on Ukraine, they carefully write the university out of the conflict. In both cases, however, they present these conflicts not as truly political processes in which rival sides, each with their own interests and interpretations, confront each other, but rather as situations universally understood to be in need of specific redress. They disguise the fact that the problems they address are problems about which students, faculty, and staff disagree — about which, indeed, some of them are experts with opposing points of view. Although they often encourage “conversation” and “dialogue,” as a means of either healing trauma caused by the current events they discuss, or of better understanding them, they foreclose authentic discussion.

They offer debatable assertions that come already interpreted — readers are given no room for questioning (“whose war in Ukraine?”; “the struggle for equality against what?”). They locate solutions in the university’s administrative bureaucracy: therapy, identity-based groups, surveillance apparatuses, and in the academic mechanisms of organized discussion. This reflects a dangerous, and increasingly common, understanding among administrators of the therapeutic role of the university, one that is coming to replace an older understanding of the university’s special mission as a site of open-ended enquiry. The latter, ideally, increases our knowledge and helps us develop new interpretations of phenomena, which can be then used by policy-making institutions whose goals — again, ideally — have been set by democratic decision-making.

From this perspective, for the university to directly participate in political life as an avowed agent of social change is perilous both for politics and the university. Just as politics loses its specificity as a bounded domain of acknowledged, and therefore constrained, conflict over what is to be done, so does the university lose its distinction as a site in which individuals are free, or rather incited, to question certainties and consensuses in order to awaken clearer thinking. This understanding of the university has been the foundation of support for academic freedom of speech, which otherwise appears as a politically risky, ethically perverse, or simply futile permission to say things that are offensive, erroneous, or useless.

It is difficult to evaluate, of course, the extent to which administrators, who by now appear habituated to issuing such statements, conceive of themselves as acting on any coherent vision of the university or of political life. It is equally difficult to assess the genuine impact of position statements on the climate of universities regarding freedom of speech. Everyone on every campus has seen such documents, has been summoned by them as members of an imaginary unanimous body to feel and think in common. But the process by which a statement is produced is nearly always opaque, as is its meaning to readers.

The history of position statements has not been investigated. We don’t know how they have become so commonplace, how they have emerged as apparently obligatory responses to current events. Each time one of these documents is disseminated, it comes as it were out of a black box, with no explanation of why the university is responding to this issue (but not others) through these administrators (but not others), with these resources (but not others). There is no archiving or accountability for their production. They are everywhere and speak for all of us — and they are no one’s responsibility. Taking them seriously, perhaps, will open a new opportunity to consider what the university should be, and what we are allowing it to become.

Fri, 14 Oct 2022 13:20:00 -0500 en text/html
Killexams : Education shouldn’t be for highest bidder — School administrator

An education administrator and Proprietress of Mummy’s Place International Nursery and Primary School, Akure, Ondo State, Dr. Damilola Oshin, has called on the stakeholders in the education sector in the country to take education more seriously.

She said education should not be seen as a business venture to make monetary gains but to be seen as a service rendered for the betterment of the society.

The administrator stated this in the school, in Akure, the state capital, while speaking after the school received an award as the winner of the Best Private School in Nigeria. It was gathered that the award was organised by the Federal Ministry of Education to commemorate the 2022 World Teachers’ Day celebration, in Abuja.

According to Oshin, education should be more of passion to add value and render services to the society rather than the general trend to make it a business venture.

She noted that the love for children always motivated the management team of the school to make lots of sacrifices to ensuring excellence and huge investment in infrastructure development.

She said, “Love helps the helpless to see that there is help somewhere. It is a very important aspect of humanity, children need loads of love and we should be there for them.

“Education services should not be business-oriented, it is a calling to nurture children, build them and get them to a place of independence. Education services must get to all strata of the economy.

“We’ve been trying to keep the standards, this year is just a year that we are recognised and we will just keep doing what we have been doing. They came from Abuja to look at our facilities and they were surprised, the children are neat, cultured and loving.

“We will continue to be focused and committed, we won’t relent to bring out the potentials in the students,” she said.

Decrying the dwindling level of educational standard and industrial actions in the country, the proprietress lamented that it was worrisome that these were happening in Nigeria.

“Every parent should be panic because of the ASUU strike, it is painful and worrisome to see that their education is affected because of strike.

“The only way is to continue to pray. Parents should get the children engaged in anyway because an idle hand is the devil’s workshop,” she opined

In her remarks, Director of Quality Assurance, Ondo State Ministry of Education, Mrs. Dunni Famewo, described the award as a well-deserved recognition for hard work and excellence, saying the school had made the state proud.

Thu, 13 Oct 2022 01:15:00 -0500 en-US text/html
Killexams : Best Certifications for Database Administrators

Database Administrator Courses

Database administrators are responsible for the day to day management of database environments, including relational databases management systems, cloud databases, or those used for database-driven web applications. Database administration is a great career choice, with plenty of employment options and (typically) a great salary. The competition for DBA jobs can be fierce, however, and, as such, we recommend getting a database administrator certification. With that in mind, this tutorial highlights some of the best DBA certifications designed to enhance your career.

Looking to learn more about database administration prior to taking a DBA certification exam? Check out our list of the Best Courses for Database Administrators to get started.

What is a Database Administration (DBA) Certification?

A DBA certification is a certificate (paper of digital) a person earns that specifies the owner has acquired experience, knowledge, skills, and abilities related to the administration of a particular type of database system, as well as the ability to manage stored data. There are a slew of database administration certificates available and your choice of which to pursue will largely depend upon your current career or where you would like to see yourself in the future.

Odds are, you will want to pursue multiple DBA certifications in order to enhance your skills and employability (not to mention salary range). For instance, you may want to get certified in managing an MS SQL server and T-SQL (Transaction Structured Query Language) if you want to work in a shop that uses Microsoft-related technology.

There are several types of database administrator certifications to consider as well. As in the above example, some DBA certifications fall in the “proprietary” classification. Proprietary certifications relate to certs that are for specific database vendors, like Microsoft, IBM, or Oracle. Regular DBA certifications, however, will cover syllabus that are vendor-agnostic, such as SQL, database development, data modeling, or data analysis.

Each type of database certification has its pros and cons and the decision of which to choose will, again, depend on your career path and future goals.

Top DBA Certifications

Below you will find some of the top database administration certifications, listed in no particular order of importance.

Microsoft Certified Azure Database Administrator Associate Certification

The first certification on our list is from Microsoft and is dubbed the Microsoft Certified Azure Database Admin Associate certification. If you are a DBA that uses SQL and Microsoft Azure, this certificate is a must-have. It is a beginner/entry-level certification that consists of a single exam, during which you will need to exhibit the following competencies:

  • How to use T-SQL for database administration
  • How to build and use an HADR environment (High Availability and Disaster Recovery)
  • How to allocate data resources
  • How to automate common administrative tasks

If you would like to train for the test, Microsoft has a free training course to let you test your abilities. Those that pass the test receive a digital DBA certification and a Microsoft Certified badge for LinkedIn. The test costs $165. You can sign-up for the certification test by visiting its page: Microsoft Certified Azure Database Administrator Associate.

IBM Certified Database Administrator Certification

IBM DB2 is one of the top database systems in the world, regardless of whether you work in a Linux, Unix, or Windows-based environment. It is an intermediate-level database administration certification that validates admins who are capable of routine database administrative tasks, including how to create, update, and maintain databases and write basic SQL. Other requirements of the test include being able to manage a database server, monitor activity, performance, and availability, as well as, secure a database system.

The certification is made up of two exams, which are each around 60 questions and 90 minutes apiece. Each test will run $200 (or $400 in total) and are available via Pearson VUE. You can also learn more about the test by visiting the IBM Certified Database Administrator Certification page.

Certified PostgreSQL DBA (CPSDBA)

For database admins that prefer the SQL flavor of PostgreSQL, the Certified PostgreSQL DBA (CPSDBA) certification is a must. While a bit on the costly side ($2395-2995) and time constrained – you have to complete a series of courses over a 4-day time period – the certification can help open many doors if you are looking for a job as a PostgreSQL DBA.

Day 1 of the certification covers systems architecture, installation and database clusters, and how to create and manage databases. Day 2 is all about database security, monitoring, User Tools and GUI, database configuration, tablespaces, backup, and recovery.

Day 3 tackles routine database maintenance, performance optimization, best practices for upgrading a database, and streaming replication. The program comes to a close on Day 4, which centers around Point-in-Time recovery, how to set up BART, how to load and move data, how to partition tables, and a miscellany of advanced database administration topics.

You can learn more by visiting the Certified PostgreSQL DBA page.

Oracle Certified Professional MySQL Database Administrator Certification

MySQL is one of the most widely used relational database management systems (RDBMS) in the world and is very popular among web developers and PHP programmers – among others. Most database admins will work with MySQL at some point in their career and that makes earning this particular DBA certification worth it.

To earn this MySQL certification, database administrators will need to pass an test and showcase the following abilities:

  • How to install a database server and configure it
  • Demonstrate an understanding of database security protocols and security techniques
  • Write and optimize MySQL statements and queries
  • Employ high availability tactics
  • Maintain databases and monitor database processes, as well as upscaling

Oracle offers a training course for this DBA certification through the Oracle University. The test itself costs $245 and earns DBAs a certificate and online badge for social media platforms and LinkedIn.

You can learn more about this database administration certification, its free course, and take the test by visiting the Oracle Certified Professional MySQL Database Administrator Certification page.

Fri, 14 Oct 2022 08:03:00 -0500 en-US text/html
Killexams : Hundreds of Stanford students march to demand administrators expel rapists from campus

STANFORD — Following two highly publicized reports of sexual assault on campus in accurate months, hundreds of Stanford students on Friday marched to the main quad to protest what they say is the university’s lackluster efforts to prevent future rapes.

Last Friday a woman was raped after a man grabbed her from her Stanford University office and dragged her into a basement. The brazen attack came just two months to the day after another woman was abducted in broad daylight from a parking lot near a Stanford dorm and forced into a bathroom, where she was raped.

For many who marched across campus chanting slogans like “Stanford protects rapists” and “expel rapists,” the accurate assaults are too much to bear years after the university was in the spotlight over the brutal assault committed by former student Brock Turner. The widespread fear and anger among women on campus was palpable Friday as students articulated their demands to the administration, urging them to take action and demonstrate its “honest commitment to fundamental change of rape culture” at the university.

Sofia Scarlat, a sociology student and member of Sexual Violence Free Stanford who organized the event, said the protest Friday was to demand action from administrators.

STANFORD, CALIFORNIA - OCTOBER 14: Sofia Scarlat, a student at Stanford University, helped organize a protest, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in  accurate months. (Karl Mondon/Bay Area News Group)
STANFORD, CALIFORNIA – OCTOBER 14: Sofia Scarlat, a student at Stanford University, helped organize a protest, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in accurate months. (Karl Mondon/Bay Area News Group) 

She said the group has three demands: that the university terminate the employment of faculty and staff with findings of Title IX violations, and expel students who are found to have committed sexual assault; that the school significantly increase the number of Confidential Support Team counselors and provide mandatory trauma-informed training for all counselors and Vaden Health Center workers; and that it also fully implement a new curriculum to serve all first-year gender marginalized people on an opt out basis, and a parallel curriculum for all other students, beginning in 2024.

The students also want Stanford to make an initial financial commitment of no less than $1 million to ensure that trainers are hired immediately and to provide for the program’s ongoing success.

For Scarlat, these aren’t difficult-to-accomplish demands for the university, which is among the top tier schools in the nation with billions in its endowment.

“Stanford must be held accountable for the environment that they created which has empowered rapists to offend and reoffend,” Scarlat said. “These are all in my opinion very reasonable demands and all things they promised to do after the Brock Turner case of sexual assault and then failed to follow through on.”

Sexual violence prevention advocates like Scarlat have said they routinely receive reports of assaults on campus from women living in dorms or attending parties — part of a nationwide scourge of sexual assault and harassment in higher education. But the two accurate rape cases have stood out for their brazen, and violent, nature.

Scarlat pointed to a 2019 survey commissioned by Stanford that found nearly 40% of undergraduate women experienced nonconsensual sexual contact after at least four years at the university. Yet most of the time, those women decided not to contact a Stanford program or resource for help.

Neither Stanford’s president, provost, communications team nor its Department of Public Safety have responded to requests by this news organization for additional details about the two cases, including whether the two incidents could be connected in any way.

Since the two rapes, a Department of Public Safety spokesman said the university has increased mobile and foot patrols across the campus. For many students, the university’s response is unacceptable, as more public safety patrols aren’t the answer.

“Security will not stop 40% of undergraduate women-identifying students from being assaulted in their four years,” said activist and student Eva Jones. “It will further marginalize gender-marginalized and students of color experiencing sexual violence. It’s not the solution for ending sexual assault on our campus.”

“We want accountability, we want to expel rapists from our campus and we want to provide support for survivors,” Jones added.

Jakob Rodgers contributed to this report.

STANFORD, CALIFORNIA - OCTOBER 14: Students at Stanford University march in protest, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in  accurate months.(Karl Mondon/Bay Area News Group)
STANFORD, CALIFORNIA – OCTOBER 14: Students at Stanford University march in protest, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in accurate months.(Karl Mondon/Bay Area News Group) 
STANFORD, CALIFORNIA - OCTOBER 14: Eva Jones, a student at Stanford University, led chants during a march, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in  accurate months. (Karl Mondon/Bay Area News Group)
STANFORD, CALIFORNIA – OCTOBER 14: Eva Jones, a student at Stanford University, led chants during a march, Friday, Oct. 14, 2022, demanding leaders take action following two highly publicized reports of rapes on campus in accurate months. (Karl Mondon/Bay Area News Group) 

Fri, 14 Oct 2022 23:41:00 -0500 Aldo Toledo en-US text/html
Killexams : Employee from Public Administrator's Office speaks out

LAS VEGAS, NV (KTNV) — Working under the watch of a now-suspected murderer, employees of the Clark County Public Administrator's office are dealing with that shock.

Some have told us they also bear the burden of guilt over speaking to journalist Jeff German, who lost his life after publishing stories about the beleaguered county office. One employee is sharing her story exclusively with 13 Investigates.

"It was the most divisive, hostile environment I've ever experienced."

Janelle Lea started working in the Public Administrator's office in 2020. And on top of navigating the pandemic, Janelle says dealing with things at work was the hardest part.

"I was at work and had to go to the ER a couple of months ago because my blood pressure was literally 220 over 190," Janelle says. "I almost stroked out."

A stark reality for Janelle and others we've spoken to about their time working under Public Administrator Robert Telles.

Janelle came from the private sector, after decades of working in the entertainment world of the Las Vegas strip. She's a self-described toughy who's dealt with demanding VIP celebrities and union strongmen.

But she says what she experienced in that world paled in comparison to the bullying by Telles, which shook her to the core.

"He was condescending. His voice, his voice, and his face would change," says Janelle.

One of the worst incidents Janelle witnessed took place at the Public Administrator's office in an area they call "The Vault" a secure warehouse where high-value items are stored after someone dies until relatives are located.

Janelle: "There's one individual who started to separate herself from the group just for her own sanity, And I watched her deteriorate in personality. And he said to her, 'One day, you're going to end up like all these people in the vault, dead and alone.' And I heard him."

Darcy Spears: "He said that to his own employee, because she was...."

Janelle: "Because she chose to not be part of the big kids' table and eat lunch with everybody. She chose to take time out for herself during her lunch break."

Telles directed his wrath at her sometimes, too.

"I challenged him on a case, and he just got real close to me and said, 'You think I'm bad now, just wait.'"

But Janelle says Telles wasn't always like that.

"He put on a good show when he was at work, especially in front of us investigators," Janelle says. "He was jazz-hands, happy-go-lucky."

Darcy Spears: "Sounds like, though, you saw both Jekyll and Hyde?"

Janelle: "I did! Yeah, absolutely. Jekyll and Hyde, for sure."

Janelle: "When I confronted him on something--I wouldn't say confronted him--I questioned him, which he immediately took the, you know, the defense. And I saw his eyes turned black. He just went....gone. Stared through me and said, 'It's none of your concern,' and shut the door in my face."

Janelle says the work environment became so toxic, she had to take a few months off in the fall of 2021. But she felt compelled to return in January of this year to support her county co-workers.

In March, with interviews and information from insiders, Review-Journal Investigative Reporter Jeff German published his first article about the Public Administrator's office, and the man who ran it.

"He never did anything at work since that article to any of us that I know of," says Janelle. "He avoided us like the plague."

But that didn't last. In May, as the June primary election neared, Janelle says Telles sent her these disturbing text messages.

Janelle: "He said, 'I'm not going anywhere, Janelle, so stop it.'"

Darcy: "Stop what?"

Janelle: "Exactly what I said, 'What are you talking about?'"

Telles also texted her at that time, "I know about your Twitter account, too."

Janelle replied, "Really. What is it? Prove something Rob." And "I haven't used my Twitter account in 2 years. What are you trying to establish here?"

Apparently, Telles thought Janelle was behind a campaign flyer titled "Rob the Robber", asking for Telles' resignation and citing allegations from German's reporting.

Darcy: "It sounds like there's a paranoia component to his communications."

Janelle: "He's very duplistic, from what I can see now. He has his work environment, and then he had that social media crazy."

She's referring to a comment Telles posted on former Public Administrator, John Cahill's facebook page. He appears to blame his predecessor for German's reporting, writing "John, you are just as liable as these people for creating the environment that entitled these people to surveil me the last two years."

That likely refers in part to the video employees provided to German. As seen on the Review-Journal's website, the video shows Telles and one of his subordinates emerging from the backseat of her car in a mall parking garage. Employees told German that inappropriate relationship furthered the toxic work environment and compromised their ability to serve the public.

"And then to have employees voice their opinion for bullying, for really erratic behavior, for fear based management, for unfairness," Janelle says. "That... we lost Jeff because nobody listened."

Multiple employees from the Public Administrators' office tell 13 Investigates they feel that nobody at the County protected them, despite repeated verbal and written complaints about an unsafe and unstable work environment, which was underscored by Telles' disturbing social media comments.

"He made his own self-admission to being heavily medicated in order to do his job," says Janelle.

This post, also on John Cahill's Facebook page says, "You are responsible for me having to be heavily medicated to keep pushing on and supporting 7 employees in this office who are dedicated to doing the work."

With that, Janelle says he excluded her and three other employees from his list of those he called "dedicated" some of whom remained loyal to Telles even after he was jailed and charged with Jeff German's murder.

"To think that our fellow coworkers, even after a gruesome crime that he's been arrested for, with DNA evidence, that someone would come up to the most abused of the four--well, I can't say most, but the most affected--and say, 'if you had just backed off, your friend would still be alive.'"

Frightened, but undeterred, Janelle pushes through the guilt and draws strength from a phrase she learned to live by after her experience as a 1 October survivor.

"When you see something, say something. Right? Well, I saw something and I said something," Janelle explains. "And they said something because they saw something. We all said something. We all said something. And it fell on deaf ears. And Jeff's gone."

Clark County maintains it did listen and took action. A spokesperson sent the following statement:

“In May, the County took the unprecedented step of hiring former County Corner Michael Murphy to manage the day-to-day operations of the department and have staff report to him instead of to the elected Public Administrator. This arrangement will be in place until a newly elected Public Administrator takes over.”

Copyright 2022 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Wed, 05 Oct 2022 03:10:00 -0500 en text/html
Killexams : Former Davison schools administrator chosen to fill Board of Education vacancy

DAVISON, MI – A former Davison Community Schools administrator with 25 years of education experience will fill the vacancy on the Board of Education.

Holly Halabicky, who most recently served the district as Executive Director of Student Services, was appointed to the open position on the Davison Community Schools Board of Education last week by the Genesee Intermediate School District (GISD).

Halabicky was one of 13 candidates that applied for the position, which was vacated after former Trustee Nicholas Goyette was ousted for living outside the district.

The Davison Board of Education voted in August to ask the GISD to help fill the vacant position.

Under normal circumstances, the board would conduct interviews and appoint a new member.

Since Goyette moved out of the district in October 2021 and the board just now learned of it, the 30-day period under Michigan law that lets the board appoint a replacement had passed.

Karen Conover, longtime Davison Board of Education president, said she was pleased that Halabicky was selected to serve the community.

“Mrs. Halabicky is well known to our board since she impressively served in her career’s most accurate years as Davison schools’ Executive Director of Student Services,” Conover said in a statement. “But Mrs. Halabicky’s resumé additionally encompasses a wide variety of past and current educational services to our community. We thank the GISD for their hard work and diligence in this process and we look forward to welcoming and working with our existing trustee.”

Halabicky’s first job in education was as a teacher at Davison Alternative Education High School in 1990.

She then moved on to teach at Davison Middle School before moving into administration positions in 2003 and 2006. She became Executive Director of Student Services in 2014 and held that position until retirement in 2021.

A lifelong member of the Davison community, Halabicky owns and operates the Academy de la Danse studio in the downtown area.

“I am passionate in my belief that a strong, high-quality education is what sets individuals on the path for success as an adult,” she said in a statement. “I am committed to serving the district in this new capacity to ensure that Davison students and families have the resources they need to become productive, contributing members in our community and society.”

Superintendent Kevin Brown, who formerly worked with Halabicky in administration, was also in favor of Halabicky’s appointment.

“Mrs. Halabicky has always put kids first and truly exemplifies the District’s mission,” Brown said in a statement. “Her knowledge and understanding of education and the Davison Community Schools as well as her extensive experience working with the board as the district’s former Executive Director of Student Services will allow her to hit the ground running.”

Read more at The Flint Journal:

Flint school board election a race between incumbents, newcomers

M-15 in Davison at railroad tracks to close for three days next week

Flint schools to host quarterly community forums on strategic plan, spending, goals

New GISD Fire Training Facility will be first of its kind in Michigan

How a CO2 monitor and DIY air filter can mitigate COVID-19 in Michigan classrooms

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Mon, 03 Oct 2022 12:21:00 -0500 en text/html
Killexams : Biden administration previews student loan forgiveness application website

The Biden administration on Tuesday offered a preview of the student loan forgiveness application website, which it described as "short and simple" ahead of its launch expected later this month.

In August, President Joe Biden announced his decision to cancel up to $10,000 in student loan debt for individuals making less than $125,000 a year or as much as $20,000 for eligible borrowers who are also Pell Grant recipients.

Officials said the website will be live "later this month" and applications will be open through December 2023 but declined to provide a specific launch date. The form was shared with reporters via a PDF file on Tuesday as preparations are underway to begin the process.

"We've worked really hard to make this application simple and straightforward. We kept the number of questions to a minimum and designed it in collaboration with user testing. Borrowers will not need to log in with their FSA ID. They will not need to upload any documents. The application will be available on both computers and mobile devices. It will be available in both English and Spanish and of course accessible to people with disabilities," a senior administration official briefing reporters said Tuesday.

The form to apply includes information on the debt relief, who qualifies for it and how it works. It asks applicants for information including their full names, Social Security number, date of birth, phone number and an email address.

A second administration official said that the "vast majority of borrowers, nearly 95% with qualifying loans, meet the income requirement," adding that there will be "strict fraud prevention measures in place."

The form said that the Department of Education will determine eligibility and get in contact with applicants if more information is needed.

Who is eligible?

Borrowers must have federally held student loans to qualify. In addition to federal Direct Loans used to pay for an undergraduate degree, federal PLUS loans borrowed by graduate students and parents may also be eligible if the borrower meets the income requirements.

Borrowers whose federal student loans are guaranteed by the government but held by private lenders, many of which were made under the former Federal Family Education Loan program and Federal Perkins Loan program, are currently excluded -- unless a borrower applied to consolidate those loans into Direct loans by September 29.

Individuals who earned less than $125,000 in either 2020 or 2021 and married couples or heads of households who made less than $250,000 annually in those years are eligible for up to $10,000 of their federal student loan debt forgiven. The income thresholds are based on adjusted gross income.

If a qualifying borrower also received a federal Pell grant while enrolled in college, the individual is eligible for up to $20,000 of debt forgiveness. The Department of Education already has information on file about who has received a Pell grant and borrowers won't need to provide proof they received the aid in order to receive the additional relief.

How soon will borrowers receive debt relief?

After submitting the application, most qualifying borrowers are expected to receive debt relief within weeks.

Officials said that the "goal" is to begin to get the debt relief processed ahead of next January, when student loan payments will begin after a multi-year freeze amid the COVID-19 pandemic.

"We hope and expect to deliver student debt relief to millions of Americans before the loan repayments restart. And we expect the process from a completed application to debt relief for the vast majority of borrowers to happen in a matter of weeks," the first official said.

The Department of Education is facing several lawsuits challenging the student loan forgiveness policy. A U.S. district judge could decide Wednesday whether to temporarily block the program from taking effect.

Administration officials confirmed Tuesday that they still expect the application to be available in October.

How borrowers can verify that they qualify

The Department of Education already has information on file about who has a qualifying federal loan. For some borrowers, it also has their income information, due to previously submitted financial aid forms or income-driven repayment plan applications.

But the Department of Education does not have income information for millions of borrowers. All borrowers will be required to self-attest that they meet the income requirements.

Borrowers will be required to agree with a series of terms, including verification that they are the individual applying and that they will provide proof of income to the Department of Education if it is requested. They will also be required to certify that the information provided is accurate upon penalty of perjury.

Administration officials said that applicants who are "more likely to exceed the income cutoff" will be required to submit additional information, like a tax transcript. The officials did not provide further details on who may be asked to provide further income information.

There will be a multi-step process to prevent fraud, administration officials said, noting that just 5% of borrowers with eligible federal student loans would not qualify due to the income threshold.

There are also efforts underway to ensure the website does not crash amid high expected demand from borrowers, including additional support for web traffic and web volume.

This story has been updated with additional information.


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Tue, 11 Oct 2022 00:00:00 -0500 en text/html
Killexams : Administration’s Obsession With ‘Equity’ and LGBTQ+ Hampers Post-Covid Education Recovery

Since America’s founding, an “enlightened” and “educated” citizenry has been considered essential for our representative democracy to function as intended. Our 35th President, John Kennedy, put it correctly in 1963, when he stated that, “[n]o country can possibly move ahead, no free society can possibly be sustained, unless it has an educated citizenry.” 

Sadly today, education in the United States is in a truly dismal condition. 

The government-mandated move to remote learning in response to the 2020 COVID-19 pandemic is a significant factor underlying what are by any objective measure, rotten academic results for our nation’s children in public schools. This trend, however, predates the pandemic and persists today despite nearly $190 billion in federal money having been directed at overcoming the disastrous effects of that remote learning debacle. 

A study released last month by the National Assessment of Educational Progress (NAEP) showed clearly that remote learning was a disaster for students attending America’s public schools. According to the findings of this non-partisan organization, student achievement in the key group surveyed – 9 year-olds – fell significantly in both math and reading; in practicing by the largest margin in more than three decades. 

The NAEP study noted that there had been a gradual but important increase in math and practicing skills since the 1970s. However, those gains were shown to have levelled off over the past decade, and then dropped precipitously in the wake of the “unmitigated disaster” of COVID-mandated remote learning,  especially for minority students.  

The sorry state of education achievement in our country cannot be blamed entirely on the COVID lockdowns. In Illinois, for example, in 2019, the year before COVID hit, only 36% of third graders could read at grade level; barely more than one-third. In Decatur, just one of that state’s public school systems, a shockingly low 2% of black third graders were shown to be able to read at grade level, with only 1% able to do math at grade level. In 11th grade, after eight more years in that school system, only 5% of students were able to read at grade level and 4% able to do math at grade level. 

Despite these abysmal numbers for students in Illinois public schools, the State Board of Education rated virtually all teachers as “excellent” or “proficient!” Nor is the problem lack of funding. Illinois spends some $16,660 per year on each student -- the eighth highest in the country. These funding levels are due in no small measure to powerful teachers unions, such as Chicago’s, where teachers walked off on strike in four of the last seven years to demand higher pay for their “excellent” performances.

The numbers may perhaps be not quite as bad in other states as in Illinois, but they nonetheless are distressingly poor. In Oklahoma, for example, large majorities of students in all grades and in all subjects tested below proficiency levels, despite record-high funding levels for its public schools.

California’s Department of Education, likely panic that its post-COVID school achievement test results will hurt incumbents running for reelection this November, has refused to release that data until later this year. However, in just one district – Fresno – that did release its data, the test results showed less than 21% of students met or exceeded its math standards. 

Many of the measures suggested to help schools undo the damage wrought by remote learning mandates, using the massive post-COVID infusion of federal monies – nearly $190 billion since 2020 – have met with fierce opposition by teachers unions opposed to measures that might require its members to work harder. This was the case in Los Angeles, where union pushback forced the School District to jettison meaningful corrective measures in favor of a token requirement to add four optional days of school for students.

Thus far, Tennessee appears to be the only state to actually implement measurably successful programs using the emergency federal money dedicated to addressing educational shortfalls caused by COVID restrictions. The Volunteer State’s new, extended summer learning requirements and “high-dosage tutoring” already have produced measurably positive results.

It is a shame that more states are failing to do what Tennessee has done. A primary reason is continued opposition by teachers unions. Another appears to be that the Biden Administration’s Department of Education insists on driving education policy through its obsession with “equity” and “LGBTQ+.”

Bob Barr represented Georgia’s Seventh District in the U.S. House of Representatives from 1995 to 2003. He served as the United States Attorney in Atlanta from 1986 to 1990 and was an official with the CIA in the 1970s. He now practices law in Atlanta, Georgia and serves as head of Liberty Guard.

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Tue, 11 Oct 2022 16:01:00 -0500 en text/html
Killexams : Biden administration demands Alabama embrace genderless schools or else, but we aren’t giving in

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Undeterred by repeated losses, the Biden administration’s war on red states and our "Neanderthal thinking" rages on. This month, my colleagues and I are fighting Biden and his comrades at the United States Department of Agriculture in court to protect the right of states to run their public schools as they see fit. This time, the fight isn’t over curriculum or masking — it’s whether states still possess the paltry authority to require boys to use the boys’ bathroom at school. 

The United States Constitution leaves no doubt as to the states’ broad authority over their own public schools, but the Biden administration supposes that everything — even schoolchildren — has a price. 

The USDA is the federal agency that directs the myriad "cooperative" federal food programs — including the Supplemental Food Assistance Program (SNAP), the Women, Infants, and Children nutrition program (WIC), and the Child Nutrition Program (including the school-lunch program). These programs both tug at the heart strings and come with a hefty price tag for states, so the Biden administration has found them to be ideal vehicles for forcing genderlessness into our state governments, and more particularly, our public schools. 


By issuing a USDA memorandum and accompanying administrative rule, the administration has waged a campaign to impose the left’s extremist "gender identity" agenda on schoolchildren with the implied threat that if states resist, their programs and public schools will get less money from the federal government. 

The Biden administration is threatening the state of Alabama and warning that it might lose federal funding if it doesn't enforce radical gender mandates. (istock)

It is important to understand how compliance with the left’s radical gender identity agenda would destroy the educational experiences of students — girls in particular. The Biden administration’s own fact sheet about its guidance indicates that preventing a boy from using the girls’ restroom would be discrimination if the boy identifies as a girl. Similarly, the fact sheet suggests that preventing a boy from trying out for the girls’ cheerleading squad would be discrimination if the boy identifies as a girl. This is what the left wants to see in Alabama’s schools. 


Alabama parents — the taxpayers who fund our schools — do not share the Biden administration’s goal of genderlessness in our classrooms. That is why the people of Alabama have supported laws that protect girls’ sports and girls’ bathrooms, as well as laws that prohibit sexual indoctrination in the classroom. 

The federal government’s ever-increasing control over primary and secondary education offends our American constitutional system. The root cause is coercion through federal funding, upon which states have been far too willing to blindly accept and jealously rely. 


The Biden administration’s actions seeking to impose the left’s gender identity agenda on schoolchildren are illegal and unconstitutional. But even if they were not, and federal funding was at risk, the duty of state leaders is not to dollars. We are meant to serve the interests of the people of our states — and the people of Alabama have clearly spoken, through their elected representatives, that they do not wish for sexual politics to be thrust on their children by the far-left in Washington. 

While I hope to preserve every penny of federal funding being threatened by this administration, Alabama’s sovereignty is not for sale. 

Wed, 05 Oct 2022 20:12:00 -0500 Fox News en text/html
Killexams : Biden administration extends COVID public health emergency

WASHINGTON (AP) — The Biden administration said Thursday that the COVID-19 public health emergency will continue through Jan. 11 as officials brace for a spike in cases this winter.

The decision comes as the pandemic has faded from the forefront of many people's minds. Daily deaths and infections are dropping and people — many of them maskless — are returning to schools, work and grocery stores as normal.

The public health emergency, first declared in January 2020 and renewed every 90 days since, has dramatically changed how health services are delivered.

The declaration enabled the emergency authorization of COVID vaccines, testing and treatments for free. It expanded Medicaid coverage to millions of people, many of whom who will risk losing that coverage once the emergency ends. It temporarily opened up telehealth access for Medicare recipients, enabling doctors to collect the same rates for those visits and encouraging health networks to adopt telehealth technology.

Since the beginning of this year, Republicans have pressed the administration to end the public health emergency. President Joe Biden, meanwhile, has urged Congress to provide billions more in aid to pay for COVID-19 vaccines and testing. The federal government ceased sending free COVID-19 tests in the mail last month, saying it had run out of money.

Public health officials are urging people age 5 and older to get an updated COVID-19 booster alongside a flu vaccine this fall before a predicted winter coronavirus surge and a nasty flu season. As of last weekend, about 13 million people had gotten the updated booster, which targets the omicron variant, according to White House COVID-19 coordinator Dr. Ashish Jha.

The administration has said it would provide 60 days notice before it ends the public health emergency.


Follow AP's coverage of the pandemic at

Fri, 14 Oct 2022 20:24:00 -0500 en-US text/html
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