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#ICC Outreach team in #Mali gearing up for a live screening of the verdict in the #AlHassan case. Ready to engage with civil society, journalists, diplomats, and students. #AccesstoJustice 📖 Learn more about the case: https://t.co/2FfcsUTzcC https://t.co/Ue5jmUEYC4

We've got a brand-new canvassing tool for you to use to get more #TeamWarren supporters in the fight, no matter where you are—and it's so easy to use! If you're ready to learn more and join us on Reach, sign up for our training now: https://t.co/TBuCCCoytl https://t.co/D7xyRlUIRQ Source: https://twitter.com/TeamWarren/status/1162821260025483267 Uploader: Warren Democrats

Stephanie McFadden-Evans joined Alaska Public Media in 2017 and serves as its Director of Education and Engagement. She brought with her a wealth of knowledge and expertise. Stephanie is a retired Navy cryptologist with over 30 years of experience working with the Department of Defense and other federal government and non-profit agencies. Stephanie holds a Master’s Degree in Education from Troy State University and two Bachelor’s Degrees from the University of Alaska Anchorage.  Stephanie works at Alaska Public Media because she enjoys diverse experiences and feels privileged to work with an organization and people that make a difference to viewers and listeners. She enjoys spending time with her husband and young children, playing racquetball, traveling, and being active in the community. Presentation in PDF - https://www.dropbox.com/s/52p0yscxzsocl7v/StephanieMcFaddenmPresentationAUUF_20220911.pdf?dl=0

September is National Public Safety Preparedness Month. We'll be adding videos about how to prepare for a disaster and a reminder to attend Public Safety Preparedness Day on October 2, 2010. Thanks to jim Gustafson of Nevada Multimedia Productions for the PSAs.

September is National Public Safety Preparedness Month. We'll be adding videos about how to prepare for a disaster and a reminder to attend Public Safety Preparedness Day on October 2, 2010. Thanks to jim Gustafson of Nevada Multimedia Productions for the PSAs.

September is National Public Safety Preparedness Month. We'll be adding videos about how to prepare for a disaster and a reminder to attend Public Safety Preparedness Day on October 2, 2010. Thanks to jim Gustafson of Nevada Multimedia Productions for the PSAs.

Every day that our students are in school on time and ready to learn is an opportunity for their success. #SchoolEveryDay

Every day that our students are in school on time and ready to learn is an opportunity for their success. #SchoolEveryDay

Every day that our students are in school on time and ready to learn is an opportunity for their success. #SchoolEveryDay

Noting that communities and states all across America are working to achieve the first National Education Goal--by the year 2000, all children in America will start school ready to learn--this paper provides information on efforts to meet that goal. The first portion of the paper presents a definition of readiness to learn devised by the Education Goals Panel that covers physical, emotional, language, and cognitive development, as well as approaches to learning. It then describes briefly several state programs to improve children's readiness, implemented at the infant as well as early childhood and preschool stages. This part also includes a checklist for evaluating childcare programs, and describes community and interagency collaborative efforts to ensure that those needing services can get them. The remainder of the document lists: (1) the policy recommendations of the National Governors' Association Task Force on Readiness dealing with education programs for at-risk children, parenting programs and in-home assistance for parents of high risk children, and structures that foster interagency cooperation; (2) contacts for programs mentioned in the text; (3) information on research and professional organizations; and (4) program referral and other sources of help as well as suggested readings. (HTH)

#OnThisDay 1970: "You've got an animal, and you're just sitting there ready to let it loose." Nationwide was at the Santa Pod raceway to learn more about drag racing. https://t.co/cY0kt944zT Source: https://twitter.com/BBCArchive/status/1151106708770451456 Uploader: BBC Archive

Are you embracing your biblical womanhood by being in tune with your body? Did you know that your hormonal health largely impacts your overall health? For you to be in the best health of your life as a Christian woman, you have to learn how to tap into your hormonal cycle and take advantage of it to do what's good and productive for you. In this episode, we have BriAnne Bell, the founder and host of The Passive Income Nurse podcast, a registered nurse for 14 years, and a stay-at-home mom for 5 years. BriAnne is passionate about empowering and encouraging women to create healthier lifestyles. Listen in to learn about the four phases/seasons of your monthly cycle and how you can productively embrace each one. \"What we put in our bodies affects how we feel.\" ~ BriAnne Bell Top Takeaways:How to use the follicular phase to be creative, to dream, and to set intentions.How to use the ovulatory phase to socialize, connect, and have conversations. How to use the luteal phase to accomplish your goals and to nature. Use the menstrual phase to rest and be reflective on all the amazing things you've done. How to tap into your hormones and use your cycle to your advantage.The benefits of a clean diet and especially a plant-based diet to promote better health during your hormonal cycle. What you will learn:Get to know BriAnne and her efforts in promoting health.The follicular phase- this is the spring season for your body.The ovulatory phase- this is the summer season and when you can get pregnant. The luteal phase- this is the fall season and where you get things done. The menstrual phase- this is the winter season of your body.A list of different foods and healthy habits to form for each cycle to help optimize your day.Understanding when your hormonal cycle begins as opposed to your menstrual cycle. The impact of birth control on your hormonal cycle and how to manage it. The other birth control options available outside of synthetic birth control.The next season BriAnne has planned with her family. Relevant Links: Website: https://briannebell.com/ Instagram: https://www.instagram.com/brianne_bell_/ DOWNLOADABLE Monthly Hormonal Cycle Graphic (for the visual learners) Episode 18: Seed Cycling - 4 simple Foods To Balance And Support Hormones Episode 20: 2 Common Things That Could Be Hurting Your Hormonal Balance __________________ FREE INNER HEART HEALING SESSIONSHave emotional hurts that aren't yet healed? Living with broken-heartedness to one degree or another? Soul wounds can manifest in many ways including sadness, anger, depression, fear, anxiety, un-forgiveness, disunity, self-rejection, and self-hatred. The Lord is after the whole heart in connection and in relationship with Him. For a limited-time, I am offering free prophetic heart healing sessions to meet my mentorship requirements. BOOK your free Prophetic Heart Healing session at calendly.com/healthywholemom __________________ WORK WITH HEIDICONNECT >>> [email protected] >>> https://www.facebook.com/groups/coveredbelovedLISTEN >>> iTunes: https://tinyurl.com/coveredbelovedWEBSITE >>> https://heidibramm.comESSENTIAL OILS >>> https://bit.ly/oilsmadeeasyworkshopPROPHETIC HEART HEALING >>> https://bit.ly/prophetichearthealing __________________ MONTHLY GIVEAWAY -- RATE, REVIEW, AND SUBSCRIBE ON ITUNES TO ENTER TO WIN!Go to iTunes and rate Covered Beloved with 5 stars, then click to leave a written review (be sure to screenshot it before you submit or you won't be able to view it!)Subscribe to the podcast!SHARE your screenshot review in your IG stories, or share an episode screenshot, talk about why you loved the episode, or mention this give-a-way AND be sure to TAG me @heidibramm and #CoveredBeloved (This is how I will see and save your entry). You can enter multiple times per month! If you've already left a review, leave another! Or share a screenshot of a recently listened-to episode and why you loved it. You'll also get a BONUS entry by joining the FB group! So many chances to win beloved!

2006

This report presents results from the "CPB-PBS Ready To Learn PEG+CAT" Content Study. "PEG+CAT" is a unique transmedia property that emphasizes early mathematics and problem solving. Each episode is structured around a specific mathematical problem the characters are trying to solve together. It includes video episodes, interstitial video, online games, and a tablet-based app, that allows children and their families to engage with the same characters, settings, and narratives on multiple devices, across various physical and social settings. The study examined how a sample of 59 four-year-old children engaged with and learned from selected sets of "PEG+CAT" videos and interactive games over five less-than-hour-long interactions. These five independent, unmediated interactions took place in a controlled learning laboratory setting. This study is one of an interrelated series of studies included in the Ready To Learn summative evaluation, being conducted by EDC's Center for Children and Technology and SRI Education's Center for Technology in Learning (EDC/SRI). EDC/SRI are serving as the external summative evaluators on behalf of the Ready To Learn partnership among the US Department of Education, the Corporation for Public Broadcasting, and PBS. [For the executive summary, see ED599706.]

The study presented here addresses the question of how time spent viewing and playing with PBS KIDS educational, non-commercial media at home, in family settings, can foster positive outcomes for children and parents/caregivers. The study focused on PEG+CAT, a first-generation transmedia program designed to promote children's mathematics and approaches to learning (ATL) skills. Target mathematics skills included patterns, geometry (2-D and 3-D shapes), ordinal numbers and counting, and measurable attributes and spatial relationships. Target ATL skills included problem solving, perseverance, and self-regulation. The full report and highlights of the report's findings are also available. [For the full report "Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready to Learn Initiative," see ED594292.]

Leaders of the CPB-PBS "Ready To Learn" Initiative understand the important role parents and caregivers play in ensuring young children's healthy development and academic learning. In order for young children, especially those living in traditionally underserved communities, to succeed at school and thrive outside of the classroom, educational involvement by the adults who care for them is essential. Therefore, like other respected public media programs that seek to support and educate families and their young children, "Ready To Learn" has made parents and home experiences an integral part of its work from the very beginning. The research reported in the Parents and Caregivers Study (Parents Study) builds on work that Education Development Center, Inc. (EDC), and SRI International (SRI) began in Year 1 of the Ready To Learn Initiative through the Context Studies and have continued through Year 2 with the Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content, infusing technology and transmedia into early childhood classrooms. The purpose of the Parents Study, especially when paired with the Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment, is to make sense of what we are learning about transmedia in the classroom by considering and exploring connections to technology and media use at home. As the researchers discuss in detail, respondents to their parent survey and their focus group participants provided insight into and explanation of technology and media use in homes with young children. In particular, they learned that parents associate technology--and some devices more than others--with potential for learning. Researchers also discovered the varied and sometimes conflicting roles parents play when monitoring, limiting, or supporting technology use at home. Likewise, they attempted to uncover what it means for parents to find an experience with technology beneficial for learning and how they decide which activities are best for learning. These findings are only the beginning in understanding the truly complex and dynamic experience of families using technology and media at home, and how that use relates to in-school learning experiences. Individual sections contain footnotes. (Contains 10 figures.)

For many western Hennepin County families struggling with unemployment or the increasing costs of basic necessities like groceries and gas, back-to-school shopping puts significant stress on the household budget. To ease some of that stress, the Western Communities Action Network (WeCAN) is starting its annual collection of new school supplies for K-12 students in its service area. For more information: www.wecanmn.org Copyright 2016: LMCC Community TV All Rights Reserved

2006

In knowing hands, public-media resources can help young children growing up in socially and economically disadvantaged circumstances become better prepared to succeed in school. This vision, which has held steady since the original authorizing legislation for the program was written, continues to guide the work of the Corporation for Public Broadcasting (CPB), PBS, and other partners as they continue their Ready to Learn work with support from the US Department of Education's most recent program grant. While the Initiative's overarching goal remains constant, the current project is unique in two important ways. First, the project has a sharp focus on early mathematics and literacy learning. Second, the Initiative is delivering resources on new and emerging digital platforms, such as tablet computers, interactive whiteboards, and smartphones, that complement better established technologies such as computers, video displays, and gaming consoles. This report presents findings from the first year of the summative evaluation of CPB's Ready to Learn Initiative. The summative evaluation team includes researchers from the Center for Children and Technology at Education Development Center (EDC), and researchers from the Center for Technology in Learning at SRI International conducted the research.

Health problems impede the academic performance of many children. Schools are in a unique position to help their state's Medicaid and children's health insurance programs connect with parents who lack health insurance for their children. This guide provides suggestions for identifying eligible children, informing parents of free or low-cost insurance programs, and referring parents to their state's insurance program. Designed to help school districts participate in the outreach effort, the guide offers plans for several levels of involvement, from supporting the outreach efforts of others to conducting their own campaign. Part 1 of the guide outlines how schools can make health insurance available to students through: (1) distributing information about health insurance for children and adolescents; (2) identifying children who need health insurance; and (3) partnering with other agencies to secure health insurance for students. Part 2 lists resources for finding more information on developing health insurance outreach programs, including state contacts for Medicaid and state children's health insurance programs. Part 3 of the guide contains numerous tools, such as sample letters, tips on implementation, and prototype documents to support a district's selected outreach approach. (KB)

Health problems impede the academic performance of many children. Schools are in a unique position to help their state's Medicaid and children's health insurance programs connect with parents who lack health insurance for their children. This guide provides suggestions for identifying eligible children, informing parents of free or low-cost insurance programs, and referring parents to their state's insurance program. Designed to help school districts participate in the outreach effort, the guide offers plans for several levels of involvement, from supporting the outreach efforts of others to conducting their own campaign. Part 1 of the guide outlines how schools can make health insurance available to students through: (1) distributing information about health insurance for children and adolescents; (2) identifying children who need health insurance; and (3) partnering with other agencies to secure health insurance for students. Part 2 lists resources for finding more information on developing health insurance outreach programs, including state contacts for Medicaid and state children's health insurance programs. Part 3 of the guide contains numerous tools, such as sample letters, tips on implementation, and prototype documents to support a district's selected outreach approach. (KB)

Are you the ONE? Our next educator.

2007

2007

What will the Common Core mean to our nation's struggling schools? It sets a high and necessary bar, but the challenge before us is to ensure that every teacher and child is fortified with the skills to hurdle it. How do we build a foundation so that all kids are ready to learn? Featuring Pamela Cantor, Ross Wiener, and Jim Shelton

What will the Common Core mean to our nation's struggling schools? It sets a high and necessary bar, but the challenge before us is to ensure that every teacher and child is fortified with the skills to hurdle it. How do we build a foundation so that all kids are ready to learn? Featuring Pamela Cantor, Ross Wiener, and Jim Shelton

In recent years, there have been calls in many countries to ensure that children come to school "ready to learn." This study explored what is meant by this term by different groups of people and the ways in which the beliefs underpinning such a term influence decisions such as when children start school, the classes they enter, and whether or not they progress annually. In this investigation, groups of parents, school teachers, and children associated with two schools in suburban Sydney, Australia participated in focus groups asking them to identify elements of school readiness, the ways in which they could be identified, and who bears responsibility for preparing children for school. Results showed that parents and teachers were clear in their belief that the major responsibility for getting children ready for school rests with parents and guardians; respondents felt teachers bear some responsibility for children's school readiness, however, especially related to the transition to school. Teachers and children emphasized the importance of talking with children and describing what school would be like. While parents also regarded this as important, many indicated that they also thought it important for children to have some knowledge and skills related to learning and school before they start. While children seemed clear on the distinctions between preschool and school, adults seemed to understand this least of all. Teachers in preschool and school settings seemed unaware of the skills and expertise of their colleagues in different settings, and while there was an acceptance of the importance of talking and working together, this seemed to happen only rarely. (Contains 29 references.) (EV)

Do you want to learn how to be successful in online trading? Then, you can still use these easy online trading tips by Mario Bellomare , an expert in trading.  Always take the time to learn about the markets and the different trading strategies. For further knowledge, you can visit our website.

2007

2006

I am excited to announce #CampKamala, an 8-week nationwide online volunteer training program. You’ll learn how to be an organizer in your community and drum up support for our fight. Ready to get involved? Sign up now: https://t.co/EakvAEyUhi https://t.co/BGHGCOnKJK Source: https://twitter.com/KamalaHarris/status/1125732011958784000 Uploader: Kamala Harris

Alphablocks - Getting Ready for School! | Learn to Read | Phonics for Kids | Learning Blocks

This report was developed in partnership with Ready At Five. It lays out the critical importance of children starting school fully prepared to succeed in kindergarten. Most importantly, the report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children: statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Some of the highlights are: (1) The percentage of Maryland kindergarteners fully ready to start school increased to 81% in 2010-2011, up 3 points from 2009-2010. This met Maryland's expectation for this year's again, and it continues the remarkable 32-point increase of the past 10 years, which began with school readiness at 49% in 2001-2002; (2) Maryland experienced pronounced gains in school readiness across all Domains of Learning. In the core cognitive Domains, the State saw a 35-point increase from 2001-2002 in Language and Literacy (71% fully-ready for 2010-2011), a 35-point improvement in Mathematical Thinking (75% fully-ready), and a 44-point jump in Scientific Thinking (68% fully-ready); (3) African American kindergartners made statistically significant increases: 76% of African-American children are fully school-ready, up from 37% in 2001-2002 and 71% in 2009-2010; (4) The percentage of kindergarteners from low-income households (as indicated by Free and Reduced Price Meal status) who are fully school-ready rose from 34% in 2001-2002 and 69% in 2009-2010 to 73% in 2010-2011; (5) Children with disabilities made substantial progress: 56% are fully-ready, gaining 5 points from last year--2 points more than the statewide gains; and (6) Kindergartners attending public PreK the year prior to entering school continue to be well-prepared: 81% fully school-ready in 2010-2011. (Contains 9 footnotes.)

The most important thing that parents can do to help their children become ready to read and to learn is to read aloud to them. This brief provides guidance for parents in facilitating their child's emerging abilities. Suggestions for parents include talking with infants and young children before they learn to read, setting aside a reading time every day regardless of their child's age, taking their child to the library, and pointing out printed words to the child in the home and in the community. The brief also lists strategies for creating strong readers, including specific strategies used during reading sessions with children, such as discussing new words and asking questions. (KB)

2007

2007

2007

2007

2007

The new standard of premium tablets is here! Get ready to discover the unbeatable #GalaxyTabS9 Series now. #GalaxyUnboxing #SamsungUnpacked​ Learn more: https://t.co/rg9tQN5Jak https://t.co/1QvREXFBC4 Source: https://twitter.com/SamsungMobile/status/1684178847967723521?s=20 Uploader: Samsung Mobile

Background: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach initiative, ''Healthy and Ready to Learn,'' aiming to identify and enroll uninsured kindergarteners in areas of high economic need in 16 counties in North Carolina. Methods: Regression discontinuity design and difference-in-differences analyses were used to estimate the effect of the initiative on Medicaid and CHIP enrollment (primary outcome) and preventive care use (well-child visits; secondary outcome). Focus groups and key-informant interviews were conducted to assess best practices and identify barriers to outreach for child enrollment. Results: The initiative increased enrollment rates by 12.2% points and increased well-child exam rates by 8.6% points in the RD models, but not differences-in-differences, and did not significantly increase well-child visits. Conclusions: Findings demonstrate the potential benefits of using schools as a point of intervention in enrolling young children in public health insurance and as a source of trusted information for low-income parents. [This article is published in "Journal of School Health" (EJ1163159).]

This booklet emphasizes the importance of National Education Goal 1, which states that all children should be ready to learn when they start school. The booklet also explains the educational and social effects that early childhood programs can have on young children, and shows how the Nebraska State Board of Education, citizen groups, and school districts have responded to National Education Goal 1 in Nebraska. Nine projects that involve collaborative efforts between school districts, social service agencies, and private corporations are highlighted. These projects are examples of effective ways for communities to respond to National Educational Goal 1. It is recommended that communities provide comprehensive support for young children from birth through age 4, and that they improve support for young children and families in public school. A Community Report Card checklist is provided for individuals or community planning groups to rate their own community's performance in relation to certain key indicators of school readiness, such as access to high-quality early child care and education, parent education and involvement, and health and nutrition. (MDM)

2006

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2006

Ready to Learn is an outreach initiative designed to increase the potential of PBS children's television programs to teach children cognitive and social skills. The program funds workshops for parents and teachers, materials supplementing children's television programs, children's book distribution, and "PBS Families" and "PBS para la Familia" magazines. One hundred thirty-nine participating PBS member stations implement the Ready To Learn initiatives goals. This report describes the findings of a 2001 evaluation of Ready To Learn, which used a survey and site visits to document the activities conducted by 20 Ready To Learn stations and study outcomes for Coordinators, workshop participants, and the children in their care. Following an introductory chapter, Chapter 2 describes the surveyed sites, noting factors such as geographic region, urbanicity, license type, type of market, and station budget. Chapter 3 looks at Ready To Learn Coordinators educational background, skills, dedication, turnover, and professional development. Chapter 4 focuses on community partnerships with Ready To Learn types of partners, roles they play, and the nature of the relationships between the partners and Ready To Learn staff. Chapter 5 explores the nature of outreach workshops, who attended them, their content, their length, and how they were delivered. Chapter 6 describes outcomes that Coordinators expect from their programs, specifically, more parents reading to their children, teachers viewing television as a learning tool, and children developing a positive attitude toward reading and books. Chapter 7, the final chapter, provides lessons for stations, partnership and outreach. Recommendations include reducing Coordinator turnover, developing partnerships with multiple roles for partners, making workshops organized yet flexible, and focusing on outcomes when planning workshops. (Contains 12 tables and figures.) (KK)

Gad A Troop Ready For War Learn The Truth Of His History Of What The White Man Did To His People

Educators are well aware that in order to positively impact children's learning, media and technology must be integrated into the teaching and learning activities of instructional environments. In order to be a powerful catalyst for learning, media and technology resources must complement the learning goals, the instructional practices, and the curricular materials used in a learning environment. By conducting a series of observations and interviews for the CPB-PBS "Ready To Learn Initiative" in settings where PBS KIDS transmedia were available to a diverse group of young children in a range of out-of-school learning environments, Education Development Center, Inc. (EDC) and SRI International (SRI) collected evidence about children's experiences, educators' approaches, and parents' perspectives with respect to transmedia and the use/potential of PBS KIDS transmedia for supporting children's learning. The authors' analyses highlighted the following findings: (1) Children perceived PBS KIDS transmedia and digital games to be fun and engaging, though they usually could not identify the learning content within a game and may have needed adult facilitation to recognize the learning goals embedded in a transmedia game; (2) Parents and educators reported that PBS KIDS transmedia games from the PBS's KIDS Lab provided both educational content and an opportunity to practice 21st-century skills; (3) The learning and game play environments, including technical supports and logistics, played a substantial role in determining the nature of children's experience with the PBS KIDS transmedia; (4) PBS KIDS transmedia game environments can be modified in ways that will keep children from wandering from one environment to another through random clicking; (5) PBS KIDS transmedia game design can encourage sustained engagement by providing increased challenges as play proceeds and by facilitating children's log-in ability so that each return to a game does not require a return to the game's first level of play; and (6) Different social and technical accommodations are needed in PBS KIDS transmedia game environments to successfully support different levels of development in children's cognitive, social, and motor skills. In this paper, the authors elaborate on these issues and present more information about how educators made use of the PBS KIDS transmedia, what parents had to say about their children's use of transmedia, and what children did during game play. (Contains 2 tables and 1 footnote.)

"I Am Ready" Series Part 2 - Ready To Learn