The Victorian Government has this week invited Expressions of Interest (EOIs) for the delivery of 13 new schools under the $223 million New Schools Public Private Partnership (PPP) project. The PPP will see the selected consortium finance, design and construct 13 new schools and maintain them over a 25 year period. The schools will be built in two tranches, with the first tranche opening to students in 2017 and the second in 2018. The Victorian Government will retain responsibility for teaching and curriculum, with the Government stating that the structure will allow teaching staff to focus wholly on educational outcomes.

Event Begins: Thursday, November 14, 2024 4:00pm
Location:
Organized By: University Career Center

Take your coffee break with our recruitment team via live chat to learn about our positions at Miami-Dade County Public Schools!Join us every 2nd & 4th Thursday of the month from 4-6pm! Be sure to register here: https://app.brazenconnect.com/a/miami_dade_county_public_schools/s/Xdbb3/0JBLr

Denver Public Schools adds new technology to improve communication during school crisis responses  Denver 7 Colorado News

Ensuring Digital Accessibility in K-12 Schools in a Technology-Driven Era  Center For American Progress

Phones had become kids' entire worlds: their classrooms, entertainment and their primary connection to friends and peers. (slMacleans)

Spoiler alert: there is no easy solution!

Five schools have received the internationally recognized Green Flag award, which is the highest level of achievement in the Eco-Schools program. A spokesperson said, “The Bermuda Underwater Exploration Institute [BUEI] is excited to celebrate the achievements of twenty-one Bermuda schools for their outstanding work as part of Eco- Schools Bermuda this year, of which five […]

The 7th Annual Bermuda Shakespeare Schools Festival, scheduled to be held at the Earl Cameron Theatre this week is cancelled, as the students had missed too many practice times due to both Tropical Storm Fay and Hurricane Gonzalo. A spokesperson said, “We sincerely apologize for any inconvenience this will cause. “We spoke with the teachers at […]

More than 700 books were removed from Florida school library shelves for the 2023-24 school year, according to the state Department of Education. But the department claims no books are banned.

Rhode Island's largest public school district agreed to ensure all immigrant students receive suitable English language instruction from properly trained and qualified teachers.

1. Delhi air pollution: AQI ‘severe’ again; thick smog reduces visibility. Schools to be closed soon?  Hindustan Times
2. Delhi air in ‘severe’ category with AQI of 426 — worst in India  The Hindu
3. Flights Impacted, Trains Running Late As ‘Severe’ Smog Chokes Delhi, Visibility Dips  News18
4. Delhi air pollution: City chokes as AQI level reaches 'severe' category  The Times of India
5. Delhi Covered In Toxic Smog, Visibility Low At Airports Across North India  NDTV

The city experienced heavy rainfall on Wednesday night, and the IMD bulletin indicates that several isolated areas of the capital are expected to see heavy downpours on Thursday.

Rajya Sabha MP Veerendra Heggade urges parents to get their wards admitted to government schools as they now have better facilities

Parts of Spain are bracing for more dangerous flooding on Wednesday as a fresh storm system is set to release huge amounts of rainfall.

The torrential downpours come just 15 days after a storm system triggered catastrophic flooding, killing at least 223 people and devastating the province of Valencia.

Once again, the affected area is under orange alert for heavy rainfall.

In Valencia, dozens of municipalities have cancelled classes.

While the meteorological agency does not predict Valencia will get the worst of this storm, sewage systems are still full of mud from the last floods, which could complicate drainage.

This time, the areas under red alert are around the Malaga and Tarragona regions.

In Malaga, around 3,000 people have been evacuated from their homes on the banks of the Guadalhorce River. The same area also experienced flooding two weeks ago.

Residents of the province of Malaga received cell phone alerts on Tuesday night, warning of an “extreme risk of rainfall” and advising them to avoid travel.

Schools will not open on Wednesday across all of Malaga and the Granada coast. Meanwhile, some roads are being blocked, schools are closing, and rail lines are being cancelled in Tarragona, in the south of Catalonia.

The preventative measures on Wednesday stand in contrast to the lack of an early warning in Valencia two weeks ago.

There, despite being on red alert for rainfall, residents were generally not advised to stay home or seek higher ground until the flooding had already reached catastrophic levels.

Both storm systems were caused by a weather phenomenon known as a Dana in Spain or a “cut-off low.” These occur when low-pressure areas get cut off from the westerly winds of the jet stream. Since they are isolated from the jet stream, they can move slowly and erratically, releasing huge amounts of rain over small areas.

This storm system began affecting Spain on Tuesday and is expected to last until at least Friday, according to Spain’s meteorological agency.

Speaking at COP29 on Tuesday, Spanish Prime Minister Pedro Sanchez linked the intensity of these weather events to climate change. “Climate change kills,” he said, urging more action to reduce greenhouse gases to prevent future natural disasters.

Last week, hundreds of residents of a Valencia suburb particularly badly hit by last week’s deadly floods protested during a visit by Spanish King Felipe and Prime Minister Sanchez, with some throwing mud at them.

Chanting “Murderers, murderers!” they vented pent-up anger over what has been widely perceived by local residents as tardy alerts from the authorities about the dangers of the storm and flooding in the Valencia region, and then a late response by the emergency services when disaster struck.

“It was known and nobody did anything to avoid it,” a young man told the king, who insisted on staying on to talk to the people despite the turmoil, while the prime minister had withdrawn.

1. Evening brief: BJP asks Delhi govt to close schools amid rising AQI; IMA condemns attack on doctor in Chennai; and more  Hindustan Times
2. Smog Blanket Over North India, Air Quality Drops To "Severe" Level  NDTV
3. BJP targets govt on pollution, AAP says don’t play politics  The Times of India
4. Delhi overtakes Lahore to become world's most polluted city  The Economic Times
5. City In Greyscale: Season’s First Fog, ‘Severe’ Air Day  The Times of India

Conext Engages with Aviation Institute of Maintenance, Centura College, and Tidewater Tech Family of Schools for Improved Processes for Students, Faculty, and Administration

As more and more people desire flexibility while getting their education so they can keep their full-time jobs or raise their family, many are pursuing online programs. Though some people are skeptical about their effectiveness, online programs have mastered the use of technology to ensure that students have easy access to learning. That said, there are a few techniques employers can use from online programs that can help during new hire training, especially for remote workers.  Let’s take a look at these techniques.

[The Herald] Triathlon Zimbabwe national coach Pamela Fulton believes the Junior Schools Series which got underway on Sunday at Mount Pleasant pool could be a game changer in the country's efforts to increase the sport's participation.

1. How will Donald Trump’s plans for education affect Chicago Public Schools?  Chicago Tribune
2. Trump pledged to close the Education Department. What would that mean?  The Washington Post
3. Could Donald Trump eliminate the Department of Education?  WCNC.com
4. So You Want To Abolish The Department Of Education? Here’s What You Need To Know.  Forbes

Fr. John announces some new missions, highlights the potential for growth within home school networks, and plugs a growing online homeschooling program. Great news during these challenging days!

A total of 152 secondary school students were excluded during the 2023/24 academic year.

The campaign aims to increase speed awareness and improve road safety around schools.

Three mainstream schools in Herefordshire will benefit from the grant and a SEND school will be built.

In the perspective of institutional theory, business education is an institutional field, in which two major institutional forces are accreditations and rankings. In this context, French business schools (BS) have adopted an isomorphic response by starting to engage in research and publishing in academic journals. Studies have discussed their research as a new institutional trajectory. However, what remains unknown is how they differ from each other in such research dynamics. To bring new insights to the discussion, this quantitative study examines, over the period of 2008-2018, the evolution of research of French BS by systematically comparing the 'best' schools with other schools in all analyses. The results indicate a strong isomorphism in terms of publication quantity and productivity, scale of research collaboration and the internationalisation of research. However, these schools are heterogeneous in terms research quality and scale of international research collaboration, reflecting the diversity in their research strategy.

Students in teaching-focused business-schools need a level of assistance and advisement broader and more profound than what is needed in R1&R2 schools. We investigate the informal interdependencies among marketing, finance, operation, and management core courses in these schools. By conducting hypothesis tests on a large dataset, we identify a flexible network showing the preferred sequencing of these courses to improve students' performance as measured by the course grade. Better performances in this context may also lead to higher retention-rates and lower time-to-degree. We recommend taking Finance or Finance and Management as the first course(s). Marketing should be the next course before or concurrent with Operations Management. Regarding the lower division courses, it is recommended to take Statistics before Economics and Accounting courses and Accounting before or concurrent with Economics. We also consider the significant role of a milestone course that links the lower division and core courses.

Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students.

Aim/Purpose: This study aims to develop a theoretical model based on the SOR (Stimulus – Organism – Response) framework and GETAMEL, which cover environmental, personal, and learning quality aspects to identify factors influencing students’ acceptance of the use of LMS in high schools, especially after COVID-19 pandemic. Background: After the COVID-19 pandemic, many high schools reopened for in-person classes, which led to a decreased reliance on e-learning. The shift from online to traditional face-to-face learning has influenced students’ perceptions of the importance of e-learning in their academic activities. Consequently, high schools are facing the challenge of ensuring that LMS can still be integrated into the teaching-learning process even after the pandemic ends. Therefore, this study proposes a model to investigate the factors that affect students’ actual use of LMS in the high school environment. Methodology: This study used 890 high school students to validate the theoretical model using Structural Equation Modeling (SEM) analysis to deliver direct, indirect, and moderating effect analysis. Contribution: This study combines SOR and acceptance theory to provide a model to explain high school students’ intention to use technology. The involvement of direct, indirect, and moderating effects analysis offers an alternative result and discussion and is considered another contribution of this study from a technical perspective. Findings: The findings show that perceived satisfaction is the most influential factor affecting the use of LMS, followed by perceived usefulness. Meanwhile, from indirect effect analysis, subjective norms and computer self-efficacy were found to indirectly affect actual use through perceived usefulness as a mediator. Content quality was also an indirect predictor of the actual use of LMS through perceived satisfaction. Further, the moderating effect of age influenced perceived satisfaction’s direct effect on actual use. Recommendations for Practitioners: This study provides practical recommendations that can be useful to high schools and other stakeholders in improving the use of LMS in educational environments. Specifically, exploring the implementation of LMS in high schools prior to and following the COVID-19 outbreak can offer valuable insights into the changing educational environment. Recommendation for Researchers: The results of this study present a significant theoretical contribution by employing a comprehensive approach to explain the adoption of LMS among high school students after the COVID-19 pandemic. This contribution extends the GETAMEL framework by incorporating environmental, personal, and learning quality aspects while also analyzing both direct and indirect effects, which have not been previously explored in this context. Impact on Society: This study provides knowledge to high schools for improving the use of LMS in educational environments post-COVID-19, leading to an enhanced teaching-learning process. Future Research: This study, however, is limited to collecting responses exclusively from Indonesian respondents. Therefore, the replication of the finding needs to consider the characteristics and culture similar to Indonesian students, which is regarded as the limitation of this study.

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners: The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research A comparative study between different high school grades and genders as well as between different countries or cultures.

Power in business schools is ubiquitous. We develop individuals for powerfull positions. Yet, the way we deal with power is limited by our utilitarian focus, avoiding the visceral nature of power. In relation to this we address two questions business schools don't ask: what is the experiential nature of power? How are we teaching power? We use experiential, aesthetic developments on power in the social sciences to critique the rational-utilitarian stance on power found in business schools, drawing on the work of Dewey and French philosopher Levinas to treat power as a lived phenomenon. We overview and critique approaches to teaching power in business curricula informed by our own research on Executive MBA students learning through choral conducting. Taking an appreciative-positive stance, this research showed students developing new, non-rational, non-utilitarian understandings of power. They developed nuanced learning on the feeling, relationality and responsibility of exercising power. Coming out of this we argue for more experiential and reflexive learning methods to be applied to the phenomena of power. Finally we shine a reflexive light on ourselves and our 'power to profess', suggesting ways we can change our own practice to better prepare our students for the power they wield.

This article examines how and why business schools might be complicit in a growing disconnect between leaders, people supposed to follow them, and the institutions they are meant to serve. We contend that business schools sustain this disconnect through a dehumanization of leadership that is manifested in the reduction of leadership to a set of skills and its elevation to a personal virtue. The dehumanization of leadership, we suggest, serves as a valuable defense against, but as poor preparation for, the ambiguity and precariousness of leadership in contemporary workplaces. This article proposes ways to humanize leadership by putting questions about the meaning of leadership—about its nature, function, and development—at the center of scholarly and pedagogical efforts. Reflecting on our attempts to do so, we argue that it involves revisiting not just theories and teaching methods but also our identities as scholars and instructors.

Contemporary business schools are expected to educate their students to embrace ethical and pro-social values. But can business schools rise to this challenge? Comparing a business school to another professional school that encourages pro-social values, social work, we investigated value profiles as reflected in school websites and among their students. The findings show that the business school expresses self-enhancement values (power and achievement) more, and pro-social values (benevolence and universalism) less than the social work school. We further investigated self-selection and socialization as complementary organizational processes that may lead to, and sustain, the value profile of each school. Our findings show that as early as the first week of studies, freshmen's values are congruent with the value profile of their department, indicating a value-based self-selection process. To investigate socialization, we compared freshmen and seniors and conducted a yearlong study among freshmen. The findings revealed a small change in students' values throughout their training, providing only some support for value socialization. Altogether, our findings suggest that business schools that are interested in pro-social students should attract and select students that emphasize these values, rather than rely on socialization attempts.

The burgeoning economic inequality between the richest and the poorest is a cause of concern for social, political, and ethical reasons. While businesses are both implicated and affected by growing inequality, business schools have largely neglected to subject the phenomenon to sufficient critique. This is, in part, because far too many management educators rely on orthodox economic perspectives—often represented by neoliberal capitalism—which have dominated the curricula and the teaching philosophy of business schools. To address this issue, this article underscores the need for business schools to critically examine the relationship between neoliberal capitalism and economic inequalities, and to overtly engage with this nexus in pedagogical practice. The article concludes by revisiting the concepts of relationality and answerability as paths by which to address the current predicament. Relationality and answerability collectively offer: i) conceptual and reflexive tools by which to re-imagine business school education, and, ii) space for business schools to debate important questions about the taken-for-granted, but problematic, assumptions underlying the ideology of neoliberal capitalism

MADRID: Schools in flood-hit towns in eastern Spain will be closed on Wednesday as the region braces for more torrential rains, officials said.

National weather office AEMET on Tuesday placed parts of Valencia as well as Catalonia in the northeast and Andalusia in the south and the Balearic Islands on orange alert -- the second highest level -- for strong or torrential rains until Thursday.

The alert comes two weeks after an exceptional Mediterranean storm caused Spain's deadliest floods in decades.

The October 29 storm killed 223 people, the bulk of them in the Valencia region, according to the latest official tally.

Dozens of town halls in Valencia, including Chiva, one of the worst-hit sites, suspended classes and closed public gyms because of the threats of more heavy rain.

“In response to the information provided by the emergency services, school and sports activities will be SUSPENDED from tomorrow until further notice,“ Chiva town hall wrote on X.

A military vehicle drove through towns in Valencia using a megaphone to warn of the expected storms and urge people not to make “unnecessary trips,“ images broadcast on Spanish public television TVE showed,

While the amount of rain that is forecast to fall in Valencia is less than what fell two weeks ago, local officials warned sewage systems are clogged with mud and could struggle to cope with significant precipitation making more flooding possible.

Outrage at the authorities for their perceived mismanagement before and after the floods triggered mass protests on Saturday, the largest in Valencia city which drew 130,000 people.

Classes were also suspended on Wednesday in parts of southern Catalonia as well as some towns and cities in Andalusia, inclusing Malaga.

Welcome to Ask Clark, a column designed to answer your financial questions, by money expert Clark Howard. How Can I Find an Affordable and Legit Online School? Tim from Georgia asks: “I’ve heard you a few times in the past few months say to consider skills and knowledge that may be outside of a career job position. […]

The post Where Do I Look for Affordable and Legitimate Online Schools? appeared first on Clark Howard.

CM Bugti ordered that all closed schools in the district be reopened by December 14.

CM Bugti ordered that all closed schools in the district be reopened by December 14

Students wearing face masks walk along a street amid smoggy conditions in Lahore on November 21, 2023. — AFP

RAWALPINDI: As intense smog continues to choke residents across Punjab, the provincial government on Tuesday ordered the closure of public and private schools and a...

Learn the answer to prayer in public schools that's so simple, it surprises many Christians, but carries the promise that God will back it with all His power.

Earlier this month, PEN issued a report that expands upon numbers released in September for Banned Books Week, when libraries and stores around the country highlighted censored works.

The post Jodi Picoult’s ‘Nineteen Minutes’ tops PEN America of books banned in schools appeared first on Boston.com.

A working party of Charity Law Association members said the government plans risked ‘eroding a long-established principle that all charities have equal status under the law’.

By upgrading 66 older metal halide lights in its schools’ parking lots and grounds to energy-efficient low-voltage LED illuminators from Raytec, the Western Quebec School Board, Gatineau, Quebec, has achieved energy savings of more than 90 percent.

Everything online in the industry, from white papers to webinars

ZeroEyes’ software has been integrated into the Aegix AIM active incident management platform since spring 2023.

Sarasota County Schools already completed a successful deployment in one of its high schools the past year, which received overwhelmingly positive results and response from parents and staff, according to the announcement.