#Programs for Certified Educators

[thestripiestshirts]

Back when I was majoring in elementary education we had to do these presentations of lesson plans in which people went up and gave a lesson as if the rest of us were the elementary students they were teaching. This one guy's lesson was about the phases of the moon, and he very confidently did his whole lesson... explaining to us that the moon's phases were caused by the shadow of the Earth on the moon. At some point I finally couldn't take it anymore and raised my hand to explain that that's not how the phases of the moon were caused. I forget the presenter's response to this, but good number of people in the class got annoyed with me for "ruining it."

I used to be a grader and an occasional substitute prof for an introductory astronomy lab. That means that the majority of the people in this lab are only taking it because it’s a requirement and about half of them think it’s an astrology class.

I was grading midterms and this one girl. She was so nice and I think she was a business major. Fuck. The question on the midterm was to draw a diagram of the solar system and this poor girl. This fucking girl had drawn a Mars-centric solar system. As in every planet and the sun were orbiting Mars. I now actually have a custom Cards Againsy Humanity card I got at a con that says “A Mars-centric solar system”

I had a boy argue with me that there was liquid water on the moon (this was around when they had found liquid water on Mars in ~2015) and he wouldn’t believe me that he likely meant Mars and not the moon. After I marked his answer to the relevant lab question wrong, he took it to the department head who had promptly laughed him out of the office.

And there was another boy who, during a lab in our observatory where we would look at certain things in the sky, asked where the sun was. At 10pm in November. After some questioning it was revealed that he thought the moon and the sun were the same thing.

[iamsecretlyabagel]

I get that they have to pay the instructors but why is it costing me almost $110 to get CPR certified

[academia04]

Medical Coding Course in Qatar

Our Medical Coding Course in Qatar is designed to provide students with comprehensive knowledge and practical skills in medical coding, a crucial aspect of the healthcare industry. This course is ideal for individuals who are interested in pursuing a career as a medical coder or those already working in the field who wish to enhance their skills and stay updated with the latest coding practices.

[cleveredlearning]

Empowering Educators: The Faculty Development Program and Certified Coding Instructor Program

Introduction:

In the rapidly evolving landscape of education, staying abreast of the latest advancements is crucial for faculty members. To meet this demand, educational institutions have recognized the importance of robust faculty development programs. Among the various specialized training initiatives, the Certified Coding Instructor Program stands out as a groundbreaking opportunity for educators to delve into the world of coding and programming. This comprehensive content explores the significance of faculty development programs, with a focus on the innovative Certified Coding Instructor Program.

Faculty Development Program:Need for Continuous Learning:

In the dynamic field of education, faculty members are required to adapt to changing methodologies, technologies, and pedagogies. A well-structured faculty development program ensures that educators remain at the forefront of the latest trends, equipping them to provide high-quality education to their students.

Professional Growth:

Faculty development programs contribute significantly to the professional growth of educators. These initiatives offer workshops, seminars, and training sessions that enhance teaching skills, research capabilities, and overall academic competence.

Innovation in Teaching Strategies:

A robust faculty development program encourages the integration of innovative teaching strategies. By fostering a culture of experimentation, educators can explore new approaches, ultimately enriching the learning experience for their students.

Collaboration and Networking:

These programs provide a platform for educators to collaborate and network with peers. Sharing experiences, best practices, and challenges create a supportive community that fosters a culture of continuous improvement.

Student-Centric Focus:

Ultimately, faculty development programs aim to enhance the overall student experience. By empowering educators with the latest tools and methodologies, students benefit from a more engaging and effective learning environment.

Certified Coding Instructor Program:Rising Importance of Coding Education:

In the digital age, coding and programming skills are increasingly crucial. The Certified Coding Instructor Program recognizes this trend and addresses the growing demand for educators who can impart these skills to the next generation.

Comprehensive Curriculum:

The program offers a comprehensive curriculum covering various programming languages, coding concepts, and best practices. Educators undergo intensive training to become proficient in teaching coding to students of all levels.

Pedagogical Techniques for Coding:

Unlike traditional teaching methods, coding instruction requires a unique set of pedagogical techniques. The program equips instructors with strategies to simplify complex coding concepts, making them accessible to students with diverse learning styles.

Practical Application:

The Certified Coding Instructor Program places a strong emphasis on practical application. Educators not only learn theoretical concepts but also engage in hands-on coding exercises, ensuring they can effectively guide students in real-world coding scenarios.

Industry-Relevant Skills:

With input from industry experts, the program ensures that educators are equipped with the most relevant coding skills. This industry alignment prepares students for the demands of the job market, fostering a seamless transition from the classroom to the workplace.

Certification and Recognition:

Upon completion of the program, educators receive a recognized certification, validating their expertise in coding instruction. This certification enhances their professional profile and credibility in the educational community.

Conclusion:

In the ever-evolving landscape of education, faculty development programs play a pivotal role in ensuring that educators remain effective and relevant. The Certified Coding Instructor Program takes this commitment a step further by addressing the specific needs of educators in teaching coding and programming skills. Together, these programs empower educators to provide a high-quality education that prepares students for the challenges and opportunities of the digital age. As we embrace the future, investing in faculty development, particularly in areas like coding instruction, becomes essential for creating a well-rounded and forward-thinking educational environment.

[beardedmilkshakestudent-blog]

[reasonsforhope]

Paywall-Free Version

"Massachusetts’ so-called “millionaires tax” appears primed to actually deliver billions.

State officials said Monday that the voter-approved surtax on high earners has generated more than $1.8 billion in revenue this fiscal year... meaning state officials could have hundreds of millions of surplus dollars to spend on transportation and education initiatives.

The estimated haul is already $800 million more than what Governor Maura Healey and state lawmakers planned to spend from its revenue in fiscal year 2024, the first full year of its implementation. Most of the additional money raised beyond the $1 billion already budgeted would flow to a reserve account, from which state policymakers can pluck money for one-time investments into projects or programs.

The Department of Revenue won’t certify the official amount raised until later this year. But the estimates immediately buoyed supporters’ claims that the surtax would deliver much-needed revenue for the state despite fears it could drive out some of the state’s wealthiest residents.

“Opponents of the Fair Share Amendment claimed that multi-millionaires would flee Massachusetts rather than pay the new tax, and they are being proven wrong every day,” said Andrew Farnitano, a spokesperson for Raise Up Massachusetts, the union-backed group which pushed the 2022 ballot initiative.

"With this money from the ultra-rich, we can do even more to improve our public schools and colleges, invest in roads, bridges, and public transit, and start building an economy that works for everyone,” Farnitano said.

Voters approved the measure in 2022 to levy an additional 4 percent tax on annual earnings over $1 million. At the time, the Massachusetts Budget and Policy Center, a left-leaning think tank, projected it could generate at least $2 billion a year.

State officials last year put their estimates slightly lower at up to $1.7 billion, and lawmakers embraced calls from economists to cap what it initially spends from the surtax, given it may be too volatile to rely upon in its first year.

So far, it’s vastly exceeded those expectations, generating nearly $1.4 billion alone last quarter [aka January to March, 2024 - just three months!], which coincided with a better-than-expected April for tax collections overall...

State Senator Michael Rodrigues, the state’s budget chief, said on the Senate floor Monday that excess revenue from the tax could ultimately come close to $1 billion for this fiscal year. Under language lawmakers passed last year, 85 percent of any “excess” revenue is transferred to an account reserved for one-time projects or spending, such as road maintenance, school building projects, or major public transportation work.

“We will not have any problems identifying those,” Rodrigues said. “As we all know, [transportation and education] are two areas of immense need.”"

-via Boston Globe, May 20, 2024

[isbmainstitute]

Chartered Certified Accountant

At ISBMA institute, students can enroll in a chartered certified accountant program. Throughout the program, students will learn how to become experts in the accounts field. This certificate will enhance the student's career. In this course, we offer advanced accounting, management accountancy, cost accounting, auditing, and taxation. The eligibility for this course is two years for regular and six months for fast track. Also, the fee structure is available on the website.

[justinspoliticalcorner]

Ryan Adamczeski at The Advocate:

Donald Trump claims he has "nothing to do" with Project 2025, but he has a playbook of his own that would be devastating for LGBTQ+ Americans and other marginalized communities. The former president's reelection website features a section entitled Agenda 47, which hosts dozens of videos of Trump outlining his policies for if he returns to office. Several policies threaten the LGBTQ+ community, spanning across education, health care, and the military. In one video titled "President Trump's Plan to Protect Children From Left-Wing Gender Insanity," Trump promised to outlaw gender-affirming care for minors at the federal level, and “cease all programs that promote the concept of sex and gender transition at any age.” He also promised to ban transgender athletes from competing on teams that match their gender identity.

Trump stated that he "will ask Congress to pass a bill establishing that the only genders recognized by the United States government are male and female — and they are assigned at birth.” He then claimed that being transgender was "invented" by the "radical left," though he did not use the term "transgender" once throughout Agenda 47. “No serious country should be telling its children that they were born with the wrong gender — a concept that was never heard of in all of human history — nobody’s ever heard of this, what’s happening today," Trump rambled. "It was all when the radical left invented it just a few years ago.”

[...] As for public education, Trump vowed to "cut federal funding for any school or program pushing critical race theory, gender ideology, or other inappropriate racial, sexual, or political content on our children." He also promised to "create a new credentialing body to certify teachers who embrace patriotic values."

While Donald Trump may claim to have “nothing to do” with Project 2025, it and Agenda 47 are practically like-for-like in many key policy areas. #Agenda47 #Project2025

[mdsdentalassistingacademy]

Check out this article to know the key role of dental leaders on empowering dental assistants.

[christenalux]

Pilot Training Career Options

Many young girls and boys want to be pilots in commercial & private. Many aviation schools and flying institutes have been started across the country. To get admission you must first pass individual entrance and aptitude tests, after which you must complete multiple levels of pilot training. Private Pilot Licence is a certified education program. This pilot aviation certificate course is offered by various aviation institutes and academies. These days there are more rush to the pilot training courses with an increase in the number of applicants. When it comes to pilot training.

[comical-wheelchairs]

How I Work with Pre-K Kids as a Wheelchair User

I've given these tips to enough other wheelchair users that I figured I could make a post about it, and this blog is aligned enough with it that I figured I could post it here.

I've spent time as an administrator for a pre-K and school age programs, and I am also in my final year to be dual certified as a special education/general education elementary school teacher in America. I am also an ambulatory wheelchair user, but cannot safely move without a mobility aid, even when I am standing/walking. SO. Here's a guide/rundown of how I personally talk about disability with the kids I work with!

When First Meeting a Class

You do not need to explain/justify your wheelchair, and any adult who believes you do is probably doing it for their own curiosity and not an interest in the kids.

My personal recommendation is to say you are always happy to answer questions about yourself, and leave it open ended.

If the class had to be rearranged for your wheelchair and you feel comfortable saying so, I will sometimes say "I'm really grateful that you moved the furniture so I could get around. I can't wait to meet everyone!" It makes it clear why the need is there, and if a kid accidentally blocks you you can always ask them to move so you can get through and remind them.

When They Ask Questions

"Why do you use that?"

I respond by asking them what is 'that' - being careful to speak with a curious tone. For young kids, they might not know the word, and will probably point. From there you can say "oh! this is my wheelchair! have you heard that word before? i use it to get around since walking is [very hard/impossible/not something my body does]."

"Why don't you walk?"

I respond by telling them walking is something I can do for a little while, but it really hurts. Link it to a concrete example. "Have you ever gone into a super hot car, and you could do it for a little, but you wouldn't want to be in there all day?" "Have you ever tried to hold snow (or an ice cube) without gloves, and you could do it for a little but then it started to hurt your hands because it was so cold?" Make it personal, specific, and simple - developmentally they may still need support understanding that other people have different experiences (or might be totally unable to yet).

"How'd you get into that?"

I typically respond silly - "Well, I sat down!" If you want to, and you do not need to, you can make this into a (short, keep it short, their brains are so interested in everything and switch very quickly) lesson on transfers/how people get in/around with their wheelchairs.

"What happened?"

I respond by asking them what they mean. This typically leads to another question which I mentioned above. Alternatively I sometimes say "I realize a wheelchair helps me get around safely!"

"How do you use the bathroom?"

My strategy that's worked best is being calm and friendly while saying "I don't like talking about how I use the bathroom." If you can redirect after that (point out something for them to do, change the subject to something they'll find more interesting) it'll make it easier. If they ask why, you can say that everyone has stuff they don't like talking about and for you it's the bathroom.

Physical Interactions With Your Chair

They touch your chair

We had a big thing about this in my pre-K rooms - what we would do is if a kid tried to touch my chair (or did) I would tell them "It's so cool that you want to explore my wheelchair, but I want to make sure you're safe, because there's a lot of moving parts that can pinch you! Can I give you words for when you want to touch my wheelchair?" If no, then let them know you can't let people who can't be safe touch your wheelchair. If yes, give them a script to ask for permission - you will have to repeat it. A lot. Gentle repetition is your friend and within two months my kiddos were asking everyone permission to touch them at school. My script went "Teacher Pecan, can I touch your wheelchair?" "No, now it's a safe time, because [I am moving a lot/I am tired/I need a break/you have a task to do]. We can check in again [when it is a break time/when I feel better/when you finish your task." "Yes, it is safe to touch my wheelchair right now. Can you point to where you want to touch?"

They kick your chair

Every time a kid kicks/hurts your chair, say "ouch! that hurt! my wheelchair is part of my body, it helps me get around!" Repetition and speaking clearly are your friends. If a kid keeps kicking your chair, finding another thing for them to kick (for example, a ball) can help divert the kicking need into something safer for everyone :)

They (try to) sit in your lap

Gently use your hands to get them off or keep them off. Calmly say "Oops! My wheelchair isn't big enough for the two of us!" If they complain/protest, validate and then explain. My script is "I know it looks like a cool place to sit, but my wheelchair is just for me."

They (try to) push your wheelchair.

My last two chairs had no push handles, but my second one did! It can make sense to panic when I kiddo pushes you - I've had them try to push me into walls (by accident). Here's what I did that worked great: Immediately lock my breaks/grab my pushrims, and calmly say "oops! We don't push wheelchairs without permission!" If they stuck around/didn't immediately run away, I would ask them if they remember a time an adult picked them up and took them somewhere they didn't want to go (typically a car). If they say yes, and even if they say no, I explained that pushing my wheelchair feels just like that, and makes me scared. Most children never pushed it again, and everyone stopped after the second try.

Miscellaneous Tips

"Isn't that cool?" is your friend. Any time a kid is first learning about your wheelchair, end the sentence with it. Any time a kid is nervous about your wheelchair and you explain something, end the explanation with it. "It helps me get around, isn't that cool?" "These are called spokes. Aren't they cool?"

Wheelchairs can be grounding tools when you have a good handle on the class and boundaries! Only if you would like to. My spokes on my last chair were rainbow, and I would use my chair to physically get between them and the emotional trigger, and ask them questions about my spokes. "What colors are next to green?" "Can you point to which one is your favorite?" "Hmmm which color do I get if I mix red with blue?"

"Why doesn't [limb(s)] work?" My left foot is (mostly) paralyzed due to nerve damage, and my script is "My brain can't talk to my foot and tell it to move." You can say whatever you'd like, just try and keep it to basic body parts unless the kiddo is super into anatomy.

If they imply/say wheelchairs are bad, or you might be sad for being in one, you can correct them by telling them how cool your wheelchair is! Get them to compliment it too, if their attention span allows. "I don't feel sad about my wheelchair, I love it! I love the color! Do you? What color do you think I should get next?"

In conclusion - talking calmly, positively, and using repetition of the same words/scripts is a great way to not just exist in a classroom hassle free, but to get kids comfortable with disability/mobility aids at a young age. I have had kids get pinched by my chair (he grabbed my axle from behind), and luckily I had my higher ups on my side and they agreed that I made every effort to keep the kids safe (plus he learned his lesson lol, he always asked permission after that). Your mileage may vary based on admin and their attitudes, so play it by ear, and change any of my tips as needed. Feel free to send questions to this blog too. :)

[academia04]

Early Childhood Education Course in Qatar

The Early Childhood Education Course in Qatar emphasizes the importance of creating a safe and inclusive learning environment that fosters creativity, curiosity, and a love for learning. Participants will learn how to effectively communicate and collaborate with parents, guardians, and other stakeholders to ensure the overall well-being and development of each child.

[ms-demeanor]

Hi! My employer's workplace wellness program was recently revamped, and I'm trying to assess whether it's slid into the nonsense side of wellness-world. Specifically, there's a webinar being offered by a guy named Abra Pappa on using an "anti-inflammatory diet" to "battle against chronic diseases… including heart disease, diabetes, arthritis, and even certain cancers." This sounds… sketchy to me, but I know you have both expertise in nutrition and a strong bullshit detector, so wanted to ask what you make of it.

Okay long story short never trust anyone who got their degree from a university that started off as a school for chiropractors.

Abra Pappa got her MS in Functional Medicine and Human Nutrition after getting a BA in Theater; I checked the requirements for that degree and the school's whole catalogue is throwing red flags but what's throwing the most red flags for me is that if I wanted to get a degree in nutrition from an ACEND accredited program I'd need to take a hell of a lot more than one bio class, one anatomy OR one physiology class, one medical terminology class, one nutrition class, and one biochemistry class in order to get into a master's program.

It's funny because she went from a BA in theater arts to an MS in Functional Nutrition and Human Nutrition and I've been trying to go from a BA in Theater Arts to an MS in nutrition and *aside* from the whole private school costs thing one of the major barriers is that I'd basically need to re-do all of my undergrad to get in a lot of chemistry, some calculus, and MANY nutrition classes before I qualified for a Master's program. But based on the program she took I'm only one medical terminology and one biochemistry class away from a Master's program instead of more like ten to fifteen classes (primarily in nutrition, chemistry, and physiology) away.

Anyway she says she's a Licensed Dietician Nutritionist. There are some states that allow LDN certification, New York is one of those states. *BUT* to be an LDN in New York you have to

Complete a program in dietetics-nutrition that culminates in a bachelor’s degree that qualifies for certification in dietetics-nutrition or has been accredited by the Commission on Accreditation for Dietetics Education (CADE).[Note: CADE is now ACEND] The program must include at least 45 semester hours of coursework in dietetics/nutrition and must include at least 20 semester hours of coursework in the area of human biological sciences and social and behavioral sciences

Pappa went to the University of Western States in Oregon, and the only ACEND accredited school in Oregon is at OSU, so if she's an LDN it's from someplace that isn't New York, where she lives and works.

She also claims to be a CNS, a Certified Nutrition Specialist, but in order to qualify for THAT you need to have an MS with some pretty rigorous coursework

And this is what the school required for her MS program:

And given that she didn't have a science degree for undergrad it seems pretty likely that she wasn't doing anything close to what an undergrad nutrition program looks like:

For the record, here are the MS requirements for an MS in nutrition with a health and wellness emphasis at that same school:

In order to get accepted to the MS in nutrition program in that school you either need to have a BS in nutrition or a BS in biology or chemistry and take all the undergrad level nutrition requirements ON TOP OF that BS.

I don't think that a theater degree and an MS from a woo-y correspondence school really count, even if you do pay $45k for your diploma.

If you go look at the requirements for any ACEND accredited school and compare them to the MS program from University of Western States it leaves UWS looking pretty shitty in comparison. Like, nowhere in her requirements is there a statistics class! Stats is required even for an associate transfer certificate in nutrition! EVEN AT THE 2-YEAR LEVEL FOR REAL NUTRITION DEGREES YOU HAVE TO DO STATS AND SHE DIDN'T HAVE TO TAKE A SINGLE STATS CLASS FOR HER MS. You will note that the cal poly MS program has one entire MS-Level class on vitamin metabolism and one entire MS-Level class on mineral metabolism for any of the three MS in Nutrition emphasis courses; her school required neither.

This shit makes me want to climb the walls.

I'm just going to start calling myself a nutritionist. California will let anyone call themselves a nutritionist, there are absolutely zero protections on that term and I can get myself a piece of paper for like three hundred dollars from a diploma mill that has some kind of bullshit accreditation.

Here are the programmatic accreditations her school has:

Compare with the Cal Poly programmatic accreditations (I cite cal poly a bunch because it was the program I was hoping to get into eventually so I researched it the most; that's where I got my BA, go broncos):

Note that the website for her school is listed with the department of education as wschiro.com because it was called Western States Chiropractic College until 2010.

Every time i dig into something like this it makes me want to stare into space for hours. No wonder college students are getting fucked on their loans and going to bullshit schools. No wonder everything is a scam these days. People bitch about credentialism but you know what maybe this lady is a CNS; sure, for some people that requires passing board certification tests, getting 1000 hours of clinical supervision, and becoming a Nurse Practitioner with real actual nutrition study from a solid program, but for other people it requires zero understanding of statistics, a theater degree, and three *whole* units of anatomy. Maybe she clears the bar on that one! She doesn't have the qualifications for an LDN in New York, she's not an RDN because she sure as fuck didn't take the classes required for a *VERY SERIOUSLY* protected title, but maybe you can be a CNS with an online diploma from the western states chiropractic college.

I fucking hate everything.

You know the whole reason I wanted to get a degree in nutrition was to yell about shit like this online, but fuck it. Fuck it, I'm a nutrition-isht because i live in california and I can say I am and who's going to check? Who's going to look up whether I took classes in public health or anatomy or the metabolism of micronutrients before they hire me to do corporate seminars on healing your relationship to food? I am legally allowed to do that so I might as well, right? If all I have to do is be charismatic and convincing I'm pretty sure I've got that down, actually, so who's going to check?

Nobody! Nobody is going to check and everything is a scam and I hate everything.

ANYWAY

The relationship between nutrition and inflammation and the relationship between chronic disease and inflammation are two different, complicated things that are difficult to point at and say definitively what the connections are.

I am of the opinion that any time you're getting deep into things like an anti-inflammatory, ketogenic, or PH-Balancing diet without a specific condition that calls for the avoidance of certain foods for very clearly scientifically reported reasons, you're dealing with a woo-woo biohacker who's looking to sell a diet plan.

The thing about nutrition science is that it seems like for most people the "answers" are pretty basic: eat enough food, get enough macro and micronutrients, eat a variety of food, avoid processed meats, try to eat more fruits and vegetables, get enough water, and stay as active as possible NOT for weight loss reasons but for metabolic health and joint/muscle maintenance. It's really, really, hard to sell that though, which is how you get people like Abra Pappa in 2013 writing out this bugfuck "Food and mood" handout with a midday snack that is so bonkers in the way the calories are distributed that I'm sitting down and doing math about it (it looks like about a third of the calories that day are supposed to come from the mid afternoon spinach, mint, cocoa nib, and coconut milk smoothie which is, as I said, bugfuck nuts).

It's hard to sell "please eat more fruits and vegetables, which is difficult because actually most places don't grow enough vegetables for the population's nutrition needs and it's cheaper to eat grains and industrially produced meat than it is to eat five cups of vegetables that you need to prepare daily and also maybe skip the bacon" but it's much easier to sell "five anti-inflammatory superfood milkshakes that will fill your belly and fight cancer" because it's packaging nutrition as a product and not as a massive systemic issue that happens to have very specific requirements for a large number of individuals who *do* happen to have disorders that are based on nutrition and inflammation (celiac disease! I've got one of them! Eating the wrong foods definitely causes inflammation in my body as the result of an autoimmune disorder! but that doesn't mean that the things that are inflammatory for me are inflammatory for everyone!)

Anyway I think like about 97% of workplace wellness programs are largely bullshit based, or at least import bullshit a lot of the time, and nutrition is a science that has, just, so much bullshit in and around it.

So I would take anything they say with a grain of salt, and hopefully less than 255% of your RDV of saturated fat (seriously that meal plan is ludicrous).

Side note: there is a subset of nutrition people who looked at the way that we got fat wrong in the 80s and flipped it and reversed it and went "actually you can have as much fat of any kind that you want as long as it is natural and you will have no issues" and this is how you end up with people on 100% natural clean keto diets who have cholesterol levels over 600. Abra Pappa recommends "clean/natural" eating and has taken continuing education on keto and has a recipe for a single-serving smoothie that calls for 8oz of coconut milk I think she's very much in the "'good' fat truther" camp (or at least she was in 2013 which is maybe why New York has a requirement for people to have some kind of nutrition certification for giving out nutrition advice and maybe she should have done that because she didn't even go to her bullshit "grad school" until 2017).

(We DID get fat wrong in the 80s and total avoidance of all fats is bad for you and there are 'good' fats that you should eat and everybody needs to eat some level of fat for proper nutrient absorption but even if you're only getting fat from nuts and avocados that's not going to prevent your arteries from forming plaques if you're having nearly triple the recommended daily value of saturated fat as part of your afternoon snack)