Important considerations for home schooling

The decision on whether or not to home school your child can be a very difficult one to make. Most two income families may not be willing to make a financial sacrifice when one of them will have to give up work to take on the reigns as a teacher in a home school set-up. Many are even thinking on whether or not their children will still obtain the same level of education in a home school set-up. There are many more concerns about home schooling but despite certain apprehensions home schooling is on the rise. There are various reasons why many parents are considering home schooling education. If you are thinking about home schooling your child, it is important for you to consider several factors. Your commitment to time is one important factor to consider. Home schooling will have the tendency to take up a lot of your time most of the day. Home schooling is not merely sitting down for several hours with books. There is more to it as it involves experiments, activities and projects plus lesson plan preparation, grading of papers, music lessons, field trips and so much more. To get an idea of a typical day, you can always research online for a sample schedule. Home schooling entails personal sacrifice. As a home schooling parent, you may not have that much personal time for yourself as you will be spending a great deal of time with your child. The parent can feel overwhelmed if he or she will not allot personal time for himself or herself. Home schooling will require one parent to stop working and sacrifices will have to be made if the family is used to having two sources of income. The gravity of the problem increases when you are a single parent. It is of utmost importance in any home school set-up that the child be given enough time for socialization. It is essential to get your child together with his or her friends. With home schooling though, you get control over your child's social encounters. One drawback of home schooling is that it can isolate your child so you must prepare him or her with the necessary social skills to be able to socialize with other children. Both of the parents must agree to home schooling. Chances for its success are slimmer if one is not in favor of it. It is also very important that the child is willing to be home schooled. Critical to the success of home schooling is a willing student. You might have a hard time teaching your unwilling child. The decision though rests ultimately on the parents. Every parent knows that education is very important to ensure any child's future. There is more to home schooling and your time, commitment and involvement is very much important. If you are considering home schooling, associate with other parents in the area who are into home schooling their children for some helpful tips and advice. A good network will help in the planning process and sharing of ideas is very much possible.

How should parents evaluate the charlotte schools

School choice isn’t always an easy thing to have. I sometimes wish that my kids were born and raised in one district where we had never had to make the tough decisions about where to live, whether to use the magnet systems, if private schools are worth the money…But one thing I’ve noticed about the Charlotte Mecklenburg schools system is that there are a lot of northern transplants - like myself. And being a newcomer to the Charlotte Schools, or any other district can be overwhelming. Especially when choosing your home has an impact on your child’s education. I’m an advocate of the school listings that different web sites put out for that reason. But even with a list of public school rankings in hand, I recommend that parents look for these specific traits when visiting the Charlotte Schools. Attitude in the Charlotte Schools When I talk about observing the attitude in the Charlotte Schools, I’m not talking about the students. I’m talking about the office staff, the faculty, the janitors, and the principal - everyone. I can tell you from years of experience that a poorly run school is obvious in the stress level and demeanor of everyone. School offices will always be busy places - don’t get me wrong. All Charlotte Schools should have a certain amount of controlled noise and chaos. But a principal who is in charge and highly effective will show in a friendly, effective, and organized staff. I’ve had experiences where the secretary has welcomed me with a smile before the door swung shut and others where I was clearly little more than a problem to be tolerated. If you have a choice of Charlotte Schools, definitely pick one where the general attitude is helpful and pleasant. Now here’s an uncomfortable truth of the Charlotte Schools. Money matters. I know everyone likes to think that magnet schools and desegregation have somehow equalized education. But the better Charlotte Schools still tend to be in the most affluent parts of town. It’s not just the money. It’s better educated parents, moms who can afford to stay at homes, and parents who aren’t so stressed out working minimum wage jobs that they don’t have the time and energy to help their kids with homework. Does this mean if you’re not well off that you are going to be stuck with substandard Charlotte Schools? No, but it does mean that you need to know what a good school looks like. Teacher Retention in the Charlotte Schools One important criterion to look at when evaluating Charlotte Schools are the teacher retention rates. Good schools keep good teachers for the long haul. In fact, I read a parent review from a woman whose child attended J. H. Gunn and one of her chief complaints was that a change in school leadership had led to teacher turnover. Now a new principal may intentionally weed out some teachers when he or she takes over in a new school. But look at the long range records of the Charlotte Schools you’re considering. If it’s a school with a lot of teachers leaving in less than five years - something is amiss. Overall, your best bet is to listen to what other parents say and get your own feeling for Charlotte Schools.

Information technology degree 5 jobs you can get with an it degree

You’ve heard it all before: The Internet is booming, and with it the IT industry. However, all the hype doesn’t necessarily tell you what you want to know: what kind of a future you will have with an information technology degree. Here are five jobs you can get with an IT degree. Technical Support: Technical support personnel provide assistance with confusing or complicated technical systems. The customer might need help with their personal computer, or their business’s computer network. Technical support’s job is to diagnose the problem, usually over the phone or the Internet via an instant messenger program, and explain to the customer how to troubleshoot the problem step-by-step. Because technical support personnel work remotely to diagnose and fix computer and software glitches, often with frustrated or irritable customers, they need to be highly qualified for the job. An information technology degree ensures that you know computer systems well enough to correctly diagnose the problem, saving time and further frustration on the customer’s part. Keep in mind that technical support personnel also need to be good with people. You will need patience for dealing with impatient, frustrated customers, as well as the ability to translate your technical knowledge into terms the average customer will understand. Computer Programmer: Computer programmers need more computer skills and less people skills than technical support personnel, since most of their work is done with the computer alone. A computer programmer needs an information technology degree because he or she needs to be well versed in all aspects of modern computer technology, in particular the various programming languages that are currently used. Technical Consultant: Because companies hire technical consultants on a contract basis, this job grants you the freedom of working for yourself. As an added bonus, consultants also generally command a high hourly rate. As a technical consultant, companies will hire you to perform specific jobs, such as setting up or performing work on the company’s computer network. In this capacity, an information technology degree will be invaluable, as it gives you credibility and makes companies feel confident about contracting your services. Database Administrator: Many companies, especially large companies, require huge databases in order to manage and store all of their data. These companies usually have one or more database administrators on staff, or work with administrators on a contract basis. As a database administrator, an IT degree ensures that you are up-to-date on modern technology such as Oracle, SQL, and other similar platforms. Information Technology Instructor: As long as there are plenty of IT jobs to go around, there will also be a demand for instructors. Getting your information technology degree also allows you to turn around and use it to teach other students who are interested in breaking into the industry. An information technology degree opens up many doors. The IT industry is booming and the number of jobs is always increasing. The five jobs listed above are only the tip of the iceberg. Our society’s dependence on computers and the Internet means job security for anyone with an IT degree, not to mention high salary potential. Be sure to look into the possibilities. Getting your information technology degree just might be the best thing for your career that you’ve ever done.

Aviation english language training a perspective

All international aircraft operators, whether pilots or air traffic control officers (ATCOs), must meet minimum English language proficiency requirements specified by the International Civil Aviation Organization (ICAO) which come into effect on 5 March 2008. The aim of ICAO is to raise standards in 'Aviation English' communications globally, as a means of improving safety both in the air and on the ground. Aviation communications in any language are highly specialized. The term 'Aviation English' embraces a considerably wider field of language knowledge and expertise than most native speakers of English utilize in their everyday lives. Moreover, a further important consideration is that of the aviation environment and 2 significant factors of everyday life in that community: those of the emergency situation and of the non-routine situation. Aircraft operators learn very precise procedures, definitions, and rules and regulations, and all are presented in very formal, precise and unambiguous language. Introduce the unknown, those frequent occasions when something does not happen in the way it should, or in the way that those involved are expecting, and we can readily identify where many of the major communication problems lie. Pilots and ATCOs are well trained to deal with the unexpected; nevertheless, no organization or individual can cater for every eventuality in such a precarious operating environment. In such situations, therefore, yet another factor comes into play: that of the degradation of an individual's performance under stress and under duress. In a very difficult, ever-changing and ever-challenging working environment, which is fraught with danger and the unexpected, circumstances can change within seconds, inducing both crises and panic in those directly concerned. At that juncture, individual performance levels plummet and instinct takes over. Effective communication becomes paramount and must be instinctive. If one then considers the added complication of a particular individual, if not 2, one in the air and one on the ground, operating in a second language, performance can degrade further. Hence, the importance and necessity of a high level of English-language proficiency in all concerned. English language trainers therefore face an enormous task in facilitating the service necessary to meet the demands for effective training in Aviation English worldwide. The ICAO impetus, quite rightly, is on general English-language comprehension, which has to be the basis for any training. However, to meet the minimum communication standards for safe aircraft operations internationally, trainers must also consider the contextual issues. It is the enormous scope of English in the context of aviation that presents language trainers with a significant challenge. Aircraft operators require an enormous range of knowledge, terminology and phraseology to function effectively in their everyday roles. In a short English-language course for aircraft operators, therefore, trainers must consider where to place the emphasis. Many trainers focus on R/T phraseology; however, whilst standard phraseology is an important aspect of aviation communications, it is merely one of many. Most aviators are familiar with standard R/T phraseology; they use it every day. Language trainers therefore need to place the emphasis on the many aspects of non-standard and non-routine phraseology that might be used in emergency situations and that potentially create difficulties for non-native speakers, ie those aspects of English not necessarily covered in aviation manuals. Often, language training is a requirement more often than not driven by budgetary constraints, operational constraints and logistical considerations on the part of a client, who invariably lacks appreciation that Aviation English training takes time. Trainers are frequently required to train sponsored groups of trainees, a scenario that works well only when the specializations of the individual trainees, their respective training needs and also the English-language levels of each are similar. It must be stressed that the needs of pilots and ATCOs are very different: whilst the sponsored-group scenario generally works well with pilots of similar rating, in the case of ATCOs training must take account of 3 very different professional specializations, each of which has its own particular requirements: Aerodrome Control, Approach Control and Area Radar Control. Problems arise on those occasions when either a particular sponsor elects for, or the training provider attempts the 'one-size-fits-all' scenario, an option that is all too frequently deemed the most practical on the part of the sponsor, for operational reasons, or the most economic on the part of the training provider in terms of facilitation. The outcome is all too often unsatisfactory, with single trainees, or small group of trainees, being placed on courses where the group as a whole is totally mismatched - by far the least effective way of achieving a satisfactory result from any viewpoint. Provided there is adequate compromise, understanding and agreement between the client and the training provider, nevertheless, the sponsored-group scenario can work well, so long as all the parties concerned ensure that each group selected for training comprises trainees of the same aviation specialization, individuals of similar experience and personnel with comparable English-language proficiency skills. The real key to success, however, is that prior to course commencement, the training objectives and learning outcomes are clearly defined and that, importantly, they are agreed in advance between the client and the training provider. Within such a package, professional trainees can then negotiate their own learning programme and achieve precise and specific learning outcomes both efficiently and effectively.

Those dominating dominant sevenths

Musicians love their dominant sevenths. Why do they love them so much? Do dominant sevenths deserve so much attention at the expense of other hard working tax paying seventh chords like major and minor sevenths? To start with, let’s examine what a dominant seventh chord is. In its basic form, this chord has four different notes sounding simultaneously, with the spacing of three, three and four semitones between each of its notes (going from the lowest note to the highest note). Here is a list of twelve different dominant seventh chords: G, B, D and F G#, B#, D# and F# A, C#, E and G Bb, D, F and Ab B, D#, F# and A C, E, G and Bb C#, E#, G# and B D, F#, A and C Eb, G, Bb and Db E, G#, B and D F, A, C and Eb F#, A#, C# and E The above twelve chords belong to the following major and minor keys respectively: C, C#, D, Eb, E, F, F#, G, Ab, A, Bb and B. The chords are called dominant sevenths because their bottom note starts on the fifth degree (called the dominant) of the scale. They also have a top note placed seven letters above the bottom note; hence, the word seventh appears in dominant seventh. For example, our first above listing is G, B, D and F. G is the fifth note in C major or C minor. As well, the F is seven letters above the bottom G (G, A, B, C, D, E and F… we count all of the letters including the G and F). Dominant seventh chords are popular for a number of reasons. They are versatile in that they can be effectively stacked into a more complex chord. Again, let’s use the first listing to demonstrate this. If we add another note overtop of our first chord, we get the following: G, B, D, F and A. This is called a dominant ninth chord. Similarly, we can build eleventh and thirteenth chords by using the same stacking technique. Dominant chords of this variety, when arranged skilfully, open the door to a whole new harmonic vocabulary in many styles of jazz. Dominant sevenths also play a significant roll in different types of cadences. A cadence is a chord progression at the end of a music phrase, section or composition. The most common progression involving a dominant or dominant seventh chord is a 5-1 (called a perfect) cadence. Other common chord sequences involving dominant and dominant seventh chords include the following: •2-5-1 •1-4-5-1 •3-6-2-5-1 The five in the above chord progressions signifies a dominant chord, which is often substituted with a dominant seventh, ninth, eleventh or thirteenth chord. As a final note, dominant seventh, ninth, eleventh and thirteenth chords are easily altered by raising or lowering the fifth and/or ninth note degree of the chord.

Cincinnati schools face layoffs

Cincinnati Schools have recently endured an increased number of teacher and staff layoffs. The changes being made are noticeably affecting the function of schools; many parents have perceived the losses and been able to pinpoint the changes these departures have made in the Cincinnati Schools. Before teachers, other workers in Cincinnati Schools are considered for layoff and the absence of these much-needed classroom helpers has had a debilitating impact on the learning environments. After careful budget examination in previous years, the district has made efforts to save money and escape its financial difficulties. The budget, which rang in at a resounding $428.6 million, was seen as unacceptable. Cincinnati Schools have since been exposed to radical changes. Spending efforts have been seriously scrutinized and it has been determined that $39 million of the general budget needs to be saved. $39 million would total 9 percent of the overall budget and give the Cincinnati Schools a considerably healthier budget. Schools officials are taking the brunt of the force when it comes to layoffs. Conditions are brutal as these teacher’s assistants, cafeteria monitors, and special-education aides are lost to the systems. Cincinnati Schools are experiencing increased mayhem in the larger classrooms where these aides were particularly needed. Keeping the order often becomes a dual effort of both teacher and assistant in a room full of thirty children. Cincinnati Schools in particular have large classrooms and utilized the position of classroom aide to benefit a structured learning environment. Unfortunately, the layoffs in Cincinnati Schools are seriously impacting the students in other ways. While the absence of teachers’ aides may prove to be an incredible inconvenience, it pales in comparison to the shocking neglect that the music departments in Cincinnati Schools are now facing. Schools are returning instruments and losing their music programs in general as music teachers are considered for lay off as well. The VH1 Save the Music Foundation has given $1 million in instruments to 39 schools but will no longer fund band unless a school has hired a certified music teacher. This kind of selectivity will serve to injure the student public educational experience. The arts are being disregarded as unimportant in the Cincinnati School budget reconfiguration and the effects are devastating. Studies support the existence of a strong connection between arts courses and academic achievement. These studies point especially to the dramatic improvement in student math scores when music is placed into the curriculum. Over time, the more that music and math are studied along side one another, the more elevated the math scores becomeparatively, students who did study music scored 61 points higher on the math section of the SAT and 63 points higher on the verbal than did students who were never exposed to music courses in their time at school. This shocking statistic, provided by the 2001 College Bound Seniors National Report, should give Cincinnati Schools’ District Officials a pause as they consider which programs and instructors to cut next from their places of learning.