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Reverse Phone Lookup

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Using Kerbside Caddies For Waste Management

Try as one might, there is just no way to live without generating a certain amount of waste, and taking care of this in a prompt and simple fashion is a good way to keep both the house and neighborhood clean. There are many ways of taking out the trash, and one of the best is through the use of kerbside caddies. These bins can hold loose trash or entire bags of trash, and have many convenient features that take the hassle out of trash removable.

Special Ed Teacher Tips To Try At Home

From figuring out how to help a child with a learning disability manage their homework to dealing with public behavior outbursts on even the best of days, raising a child with a disability is challenging. Special education experts have years of expertise when it comes to handling academic and behavior situations. Use our expert tips to handle everything from homework to dinnertime.
Homework Help
Set Structure. Ellen Arnold, education consultant, suggests using a visual schedule with movable parts to help your child see what’s going to happen, and any changes in the routine. Choose a daily Picture Exchange Communication System (PECS) or a more general magnetic calendar depending on what your child needs (both options found at
Set Structure Within Structure. When it’s homework time, Dr. George Giuliani and Dr. Roger Pierangelo, executive directors of the National Association of Special Education Teachers, suggest ranking assignments to help kids prioritize. Have your child check in with you every five problems or five minutes so you can check their progress and correct mistakes early, without pressuring them.
Use a Timer. For easier transitions, Mary Z. McGrath, PhD, former special education teacher and author, recommends using a Time Timer. This timer has a red section that shows time passing and gives kids a visual idea of how much time they have left.
Figure Out Your Child’s “Smarts”. Figure out which kind of “smart” your child is by watching him play. What toys does he choose? Which activities is he most successful at? If he’s older, ask about a time when he was successful and how he stayed focused enough to succeed. Once you figure out how kids learn and what keeps them focused, says Arnold, you can adapt any homework assignment or project to make them more successful.
See the Big Picture. If your child gets stuck during homework time, don’t worry as much about the details of the assignment as what your child is supposed to do, says Arnold. Once you know what skill your child is supposed to demonstrate, adjust the assignment so your child can meet the same learning objectives using her strengths.
Make it Multi-Sensory. “Research indicates that the more sensory input children receive, the greater the chance the information will be retained,” says Giuliani. Find audio books, record textbook passages, or invest in a set of math manipulatives to help kids get more information into their brains.
Behavior Busters
Acknowledge the Disability. The first key to understanding your child’s behavior is to understand him as a person, including his disability, and set behavior expectations he can meet. It isn’t fair to expect that if your child works hard the disability will disappear, says Arnold. But, he can learn how to compensate for his disability and succeed.
Take Notes. Special education teachers use notes to track patterns of behavior and come up with ways to change them. Take notes on the behavior you want to change and answer these questions: What is the purpose of the behavior? What need does it meet? What environmental conditions might affect the behavior? What socially acceptable things could your child do to meet that need? Once you have your answers, use them to create a plan to address the behavior.
Keep Your Cool. If you do get into a behavior “situation” (think: public tantrum), breathe. “I tell teachers to breathe every time they hear the bell,” says McGrath. When you hear your child starting to get upset, take it as a cue to breathe. Then, give clear, calm directions and explain what will happen next. Your calm voice will tell your child that you’re in control.
Use Limited Choice. Instead of open-ended questions (What do you want?) give your kids two acceptable options to choose from (Would you like to drink from a pink cup or a blue one?).
Don’t Over Invest. Save energy and pick your battles by treating energy like money, advises Giuliani. Decide which behaviors are worth $2 and which are worth $200 and you’ll deal with the behaviors that matter the most.
Use Punishment Effectively. Make sure that punishments aren’t too harsh or too long (one minute of “time out” for every year of a child’s age, for example). And, make sure you bring the punishment to a close with a debriefing so your child understands how to behave differently the next time.
Choose to Wait. Instead of dealing out consequences when you’re fuming, Giuliani and Pierangelo recommend waiting. Use this script to buy yourself some cool off time: “I am so angry now that I don’t want to deal with this situation. Go to your room and I’ll deal with you in 15 minutes.”
Special education professionals know the tricks to keep kids like yours moving in the right direction. Use these tips, and you’ll be tapping in to a lifetime of ready solutions that will make your life easier, and your child more successful at school and at home.

Combining On Campus And Online Education

Ten years ago, the students enrolled in online education courses came from all over the country. Many of them were beginning degrees for the first time, finishing where they left off, or taking selected courses in order to enhance their career options.
In most cases, these students were “nontraditional students.” They were older than the students on campus, and they took courses online because their careers and families made it difficult for them to add regular classroom meetings and assignments to their busy schedules. Online education offered nontraditional students flexibility. They could do the work for their courses whenever and wherever they wanted.
Often the term “online education” was synonymous with “distance education.” This reflected the fact that most students taking courses from an online degree program didn’t live or work in geographical proximity to the university in which they were enrolled. Online education isn’t as distant anymore. In fact, it is becoming an increasingly important component of every student’s college education as more and more campus-based students enroll in online courses that are offered by their universities.
A new survey indicates that one in five college students is currently taking at least one course online, and this number is predicted to continue to rise. From ivies, to large state universities, to small liberal arts colleges, more campus-based students are taking online courses as part of their traditional college education. Many universities are now claiming that increased demand from on campus students fuels the expansion of online education programs as well as technological innovations in education.
Campus-based students are attracted to online courses for many of the same reasons that “distance students” once were: they allow greater flexibility, especially when it comes to balancing work and study. The cost of a college education continues to rise and surpass inflation, government aid, and household income.
Not surprisingly then, more students need to work while in college to help pay their tuition. Elizabeth Farrell reports that a survey conducted by the Higher Education Research Institute of UCLA revealed that “almost half of college freshmen — a record 47.2 percent — said there was a ‘very good chance’ that they would have to work during the academic year.” For these students, now almost half of all students, online courses free up their course schedules and make it easier to balance work and education.
Additionally, universities now find themselves with more students and less classroom space. Providing instructors and classrooms to meet the demands of more students has proven difficult. As a result, many students are frustrated over conflicts in their schedules that can slow their progress towards graduation. For example, the only open section of English 101 may conflict with the only open section of Business 101, and the student will have to choose which requirement to take now, and which to defer until next semester.
Consequently, many students would welcome having the option of taking one of those courses online. Traditional bricks and mortar universities are responding to these problems by increasing the number of courses students can take online. Some universities now require students to take online courses as part of their degree requirements because there just isn’t enough classroom space to accommodate increased student enrollments.
Financial difficulties have also driven increases in online education offerings at the high school level. Michigan has recently passed legislation that requires all high school students to take at least one online course. Other states are sure to follow Michigan’s lead. Many legislators recognize that online technologies allow students to have access to educational opportunities that are under-funded in their own local school districts. Additionally, educators and legislators alike are confronting the fact that online education is the way of the future. The sooner high school students can become familiar with the technologies they will encounter in their college-level courses, the better.
Universities with traditional on campus programs continue to create more opportunities for online education. Even students who meet in classrooms for traditional face-to-face instruction will find themselves engaged in online course activities. These can range from downloading lectures as podcasts, to posting responses to course material on a discussion board, to completing and submitting assignments online.
Some classes are simultaneously conducted in virtual as well as bricks and mortar classrooms. These hybrid classes allow students to choose from a set of prescheduled face to face meetings while still completing a portion of the course online. Students get the best of both worlds: face time with the instructor and other students in the class, and the convenience of online learning.
In some exceptional cases, classrooms have entirely moved to virtual reality. For example, a recent survey found that over one hundred universities have campuses in Second Life. Peter J. Ludlow at the University of Toronto recently taught a course in Second Life to real life students enrolled in a real life university. As avatars, they met in a virtual classroom on a virtual campus in a virtual world to discuss the philosophical and social aspects of online worlds. They were assigned real grades that counted towards their real degrees.
While Professor Ludlow found the educational experience in Second Life somewhat dissatisfying, he nonetheless acknowledged that students’ personal learning preferences fuel technological advances in education. College students, referred to as “millennials,” are coming to universities “wired,” eager to use their technological skills for educational purposes.
Professors are increasingly seeing the value of a hybrid education. Many instructors find that by adding online aspects to their classroom courses, creating hybrid classrooms, and in some cases transforming their courses into entirely online courses, they create more opportunities for students to master the course material. For many, this is because students themselves extensively rely on web technologies for entertainment and education, and businesses will expect their new college graduate employees to have an unprecedented familiarity with technology.

Psychological Climate In An Online Course

“We had started calling the program the “The Revolving Door,” because things had gotten so bad. Students would take a few classes, disappear, and then reappear. We never had any idea why.” Kelsen, the manager of the department’s online programs was describing the situation in the office. The tension in her voice was notable, and she twisted a piece of paper in her hands.
“It didn’t make sense. Enrollments were at an all-time high, we were getting all sorts of positive publicity, and we had been approved for an increased budget. We had money for more activities, online textbooks, faculty training. But, the students did not seem to be happy.”
Why is morale bad when online courses are getting better and better? Many institutions experiencing a boom in their online course enrollments are confronting this issue. Because of the rapid growth and rate of change that characterize most online learning programs, morale within the student body may be very low. No one knows about it until it’s too late. Vroom’s expectancy theory helps explain it, as does the concept of “psychological climate.” This article explores the theory and applies it to the online learning program.
For many years, V.H. Vroom’s 1964 classic, Work and Motivation, has been pointed to as a model for how the expectations that individuals have of their workplace, their coworkers, and their employer, can deeply influence motivation. In the second edition of Work and Motivation, Vroom writes that “the choices made by person among alternative courses of action are lawfully related to psychological events occurring contemporaneously within the behavior” (Vroom 1982: 14-15). In other words, there are psychological “laws” that govern the way a person feels and acts.
Kelsen’s experience supported what Vroom found. “It starts with students starting to email their advisors. They start by blaming the recruiter. Later, they say it’s not like the experiences they have with FaceBook MySpace, and their iPhones. The were hoping for something like the things they’re used to.”
“In the past, though, students had low expectations. They were always happy — perhaps because they found the courses better than they thought they would. Now, in the age of iPhones and BlackBerry, everyone thinks they should be able to access their courses any time, any place. They also expect raw, spontaneous video clips, like the ones you might find in YouTube.”
Vroom goes on to articulate his “expectancy theory”: “The force motivating a person to exert effort or to perform an act in a job situation depends on the interaction between what the individual wants from a job (valence) and the degree to which he/she believes that the company will reward effort exerted (expectancy) on that job with the things he/she wants. Individuals believe that if they behave in a certain way (instrumentality), they will receive certain job features (Vroom 1982).” This definitely helps explain why it is so important to not arouse expectations unnecessarily, and that if managed well, expectations can be huge motivators, and can connect to one’s behavior and/or performance.
Recent studies have expanded Vroom’s expectancy theory, and have pointed out that expectations have a great deal to do with how the “psychological climate” is formed in the workplace, classroom, or even virtual meeting space. The psychological climate, which can be positive or negative, is made up of various aspects which contain expectations. Lawler and Suttle (1973) developed various categories of expectations, and many researchers, such as Darden, Hampton and Howell (1989) and Sims, Szilagyi, and McKerney (1976), further connected them to leadership qualities. According to Litwin and Stringer (1966), leadership style is critical in managing expectations and one of the most important determinants of psychological climate.
In 1988, researchers Good and Sisler conducted a study of individuals in retailing to determine the components of psychological climate. Here are the resulting categories:
Note that these can also apply to online learning.
Role clarity
Role harmony
Task autonomy
Task variety and challenge
Task importance
Role assignment
When Kelsen heard the description of psychological climate, she gave a wry smile. “Yes, that’s precisely it. We have a very toxic psychological climate. I’m not proud of it, but that’s what it is. I’d like to know what to do.”
She also related to later studies. For example, Woodard, Casill, and Herr (1994) completed a study which required employees to rank the components of psychological climate and to assign relative importance to each one. The results are strikingly applicable to the management of an online program team which includes support staff, administrative personnel, faculty, and administration. Here they are, with comments that make connections between the original results and apply them to the online learning organization:
#1 — Role Assignment: Team members are given sufficient time, training, and resources are provided to perform an assigned task so that it is clear what outcome is expected of them.
#2 — Role Harmony: Student receives information about what is expected of him or her in the execution of the job, and it is compatible with job expectations; and later, when detailing the behaviors involved in the performance of the job, expected behaviors are consistent with the employee’s understanding of the job. The expectations, requirements, and desired outcomes are clearly spelled out and updated regularly. Models of successful behaviors and outcomes are provided.
#3 — Role Clarity: Expected role behaviors have been clearly defined to the employee, and everyone involved has the same expectation.
#4 — Organizational Identification: In reviewing his or her role in the organization, the student believes his/her organization performs an important function, and in doing so, offers unique opportunities for growth and reward, resulting in the fact that the employee takes pride in the organization. Risk-taking is encouraged, and if an idea does not work, team members are encouraged to explore how their expectations were different than the outcome, and how lessons learned can help salvage or repurpose the results.
#5 — Leader Goal Emphasis and Work Facilitation: The instructor encourages and stimulates individuals to become personally involved in meeting learning goals by stressing high performance standards, creating an atmosphere that rewards high performance, and then participating in the work himself or herself, therefore setting an example. The leaders does not co-opt or deliberately outperform the individuals.