Tesoro High School http://tesorohighschool.com/ Sat, 18 Sep 2021 16:33:12 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://tesorohighschool.com/wp-content/uploads/2021/05/tesoro-high-school-icon-150x150.png Tesoro High School http://tesorohighschool.com/ 32 32 Portland public schools give employees more time to report if they are vaccinated https://tesorohighschool.com/portland-public-schools-give-employees-more-time-to-report-if-they-are-vaccinated/ https://tesorohighschool.com/portland-public-schools-give-employees-more-time-to-report-if-they-are-vaccinated/#respond Sat, 18 Sep 2021 14:31:14 +0000 https://tesorohighschool.com/portland-public-schools-give-employees-more-time-to-report-if-they-are-vaccinated/

Portland Public Schools have granted employees an extension of more than six weeks to report their immunization status, officials said this week.

The district announced in mid-August that it had reached an agreement with employee unions to require all employees to present proof of their immunization status by August 31, the day before students report to the hospital. the campus.

But district spokeswoman Karen Werstein said via email Thursday that district officials still did not know the immunization status of 12% of their workers, some 900 and more people. And she said the deadline for all workers to notify human resources of their status has been moved to October 18, the same deadline set by the state for employees in all school districts in Oregon.

Employees who are not fully vaccinated are expected to undergo weekly tests in the meantime, Werstein noted. But she did not answer questions about how many employees have been tested or explain how district officials apply the requirement to employees whose status they do not know.

The district also did not respond to requests for information regarding the frequency of testing for staff who are currently unvaccinated.

The district’s announcement in mid-August gave parents and the public assurance that no unvaccinated employees or contractors would be allowed on school campuses or interact with children unless they were submit to weekly COVID-19 tests.

But when the Oregonian / OregonLive asked him several times this week if district officials could guarantee that this was the case, district officials did not respond. Across the district, 21 employees tested positive and were sent home for isolation. But it is not known if any of these workers exposed a student to the virus.

As is the case with all school districts in Oregon, all Portland public school employees must show full proof of vaccination by October 18 or they will lose their jobs. Only unvaccinated employees who have medical or religious exemption will be guaranteed continued employment.

Karen Werstein, district public information officer, said via email that some of the employees who did not report their status may not be currently working.

“As we work through thousands of pieces of data, we know that some of those who did not respond are not currently working because they are on leave or are coaches who are not coaching this season,” Werstein said.

Of the 88% of employees who have shown the district proof of their immunization status, 95% are fully immunized, human resources director Sharon Reese told the school board.

Of the 5% who said they were unvaccinated, just over 2% are either partially vaccinated or plan to be vaccinated, officials said. Another 2% are currently in the process of asking for religious exemptions. Less than half of 1% requested medical exemptions, they said. Almost 1% failed to complete the verifiable data entry process, according to the district.

Those who cannot prove that they are fully immunized or have obtained exemption approval will no longer be qualified to work with the district, according to school officials.

Students aged 12 and over are not required to be vaccinated to come to campus. Jackson Weinberg, a student representative who spoke at Tuesday’s board meeting, is calling for such a mandate. He urged the district to follow the steps of the Los Angeles Unified School District, which last week announced a mandate to vaccinate students.

“For such a mandate to be successful, it would be important for the district to recognize that students and families may be reluctant to get immunized for a number of reasons. As a district, we have a responsibility to recognize these concerns and let families know that school safety is our priority, ”Weinberg said.

School officials said later in the meeting that the topic of vaccination requirements for students will be discussed at the next school board meeting scheduled for September 28.

Madison Temmel; mtemmel@oregonian.com; @MadisonTemmel

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OSU Receives Over $ 380 Million In Research Funding | Local https://tesorohighschool.com/osu-receives-over-380-million-in-research-funding-local/ https://tesorohighschool.com/osu-receives-over-380-million-in-research-funding-local/#respond Sat, 18 Sep 2021 13:00:00 +0000 https://tesorohighschool.com/osu-receives-over-380-million-in-research-funding-local/

TRACE-COVID-19, which helps measure the prevalence of the virus through wastewater testing, community surveillance sampling and viral sequence data, is a groundbreaking project OSU researchers are working on to help Oregonians get through this pandemic. The David and Lucile Packard Foundation gave $ 2 million to expand this project to other states.

The North American Nanohertz Observatory for Gravitational Waves is a $ 17 million National Science Foundation center that uses pulsar arrays to listen for wave signals from super-massive black hole mergers. OSU researchers aim to understand physics and astronomy through these mergers of black holes, which are several times the mass of the sun.

Research funding is intended for a myriad of projects, including artificial intelligence, agriculture, marine sciences, robotics, business, liberal arts and forestry.

OSU researchers are also working on their own startups. Pacific Vaccines aims to develop a vaccine against gonorrhea, Oligo Activity Enhancer aims to create a new delivery system for anticancer drugs, PediaNourish monitors glucose levels in premature infants and Microbiome Engineering rapidly assesses the impact of metabolites from the gut microbiota on autism, depression and cognition.

“Our entrepreneurs consistently and aggressively drive innovation toward commercialization because of their commitment to maximizing OSU’s impact, and through the help of Oregon State’s world-class research capabilities, University Venture Development Fund and Support for OSU Advantage Programs, “said Brian Wall, OSU Associate Vice President for Research, Innovation and Economic Impact.

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St. Mary’s College Recognized as Tree Campus 2020 Higher Education Institution by the Arbor Day Foundation | thebaynet.com | TheBayNet.com https://tesorohighschool.com/st-marys-college-recognized-as-tree-campus-2020-higher-education-institution-by-the-arbor-day-foundation-thebaynet-com-thebaynet-com/ https://tesorohighschool.com/st-marys-college-recognized-as-tree-campus-2020-higher-education-institution-by-the-arbor-day-foundation-thebaynet-com-thebaynet-com/#respond Sat, 18 Sep 2021 09:02:51 +0000 https://tesorohighschool.com/st-marys-college-recognized-as-tree-campus-2020-higher-education-institution-by-the-arbor-day-foundation-thebaynet-com-thebaynet-com/

ST. MARY’S CITY, Maryland – St. Mary’s College of Maryland has been recognized as a 2020 Tree Campus Higher Education Institution by the Arbor Day Foundation. Tree Campus Higher Education, a national program launched in 2008 by the Arbor Day Foundation, honors colleges and universities and their leaders for promoting healthy trees and engaging students and staff in the spirit of conservation.

“It was a team effort that included the hard work of all members of the Arboretum Committee, including Arboretum Intern David McDaniel, Sustainability Specialist Madeleine Beller ’20, our Campus Arborist. Justin Mattingly, our field staff led by Steve Gregory and Director of Facilities Planning Maurice Schlesinger. They each deserve praise and I am extremely proud of the work they have done and the recognition we have received, ”said Thomas Brewer ’05, Head of Environmental Health, Safety and Sustainability Programs and Committee Chair. of the arboretum.

To achieve this distinction, St. Mary’s College adhered to the five fundamental standards for effective forest management on campus, including the establishment of a tree advisory committee, evidence of a tree maintenance plan on campus. the campus, dedicated annual spending for its on-campus tree program, a celebration of Tree Day, and sponsorship of student service learning projects. St. Mary’s College has been recognized by the Arbor Day Foundation for several years.

Arbor Day Foundation President Dan Lambe said in a letter to the College: “Over the past year, many people have been reminded of the importance of nature to our physical and mental health. The trees on your campus provide places of refuge and reflection for students, staff, faculty and the community. Thank you for your contribution to this work.

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Albuquerque Public Schools See Increase in Bad Behavior https://tesorohighschool.com/albuquerque-public-schools-see-increase-in-bad-behavior/ https://tesorohighschool.com/albuquerque-public-schools-see-increase-in-bad-behavior/#respond Sat, 18 Sep 2021 04:00:00 +0000 https://tesorohighschool.com/albuquerque-public-schools-see-increase-in-bad-behavior/

ALBUQUERQUE, NM (KRQE) – The superintendent of the state’s largest school district says violence and bad behavior are on the rise in schools. Now Albuquerque Public Schools are sharing this warning with parents: Keep an eye on your kids.

APS Superintendent Scott Elder says that while they’re not sure why the kids are suddenly taking more action, they have their ideas and need the community’s help to stop them. This comes after more than a year of virtual and blended learning since the start of the pandemic.

“I think it’s probably related to the fact that for a lot of these kids, for example our freshmen, the last time they had a full year of school, they were in 7th grade,” he said. said Elder. “They lost a lot of time socializing, they lost a lot of time to adapt. Many of these students have received specialized services from us which may have been more difficult during the pandemic. “

District says ‘extreme behavior’ is on the rise – from brawls to shootings like the one that killed a Washington Middle School student the first week of the school year, and even vandalism, fueled by a new media trend social. That’s part of the reason Superintendent Elder sent out a letter on Thursday, speaking directly to parents and guardians in the district.

“I don’t think parents are really aware of this,” Elder said. “The letter was sent to help parents find out what is going on so that they can have conversations with their children.”

While the district isn’t exactly sure why this is happening, they believe coming back in person is emotional for the students – and they release that emotion in both positive and negative ways. Elder says this reflects behaviors seen across the country during the pandemic.

“Our city is struggling with problems, the schools are a reflection of the community,” Elder said. “Our students see the same thing we see in the news and they reflect it.”

Elder, who has served in the district as a teacher for years, says staff monitor student behavior and conduct welfare checks. However, they still need the help of those at home who see the children outside the classroom.

“I also think we should encourage our students and teach them how to better manage conflict and respond to concerns. The school and the staff are there to support and work with these children, ”Elder said. “We don’t want to punish children. We want to work with them and educate them, but we have to have a safe environment to do it, so some of our kids choose to make it a little less safe and it has to stop. “

Despite a rocky start to the first school year to begin in person since 2019, Elder believes students and schools will pull through in time, but says school safety is a shared responsibility. APS says that, like many law enforcement agencies in the region, they are also short of workers – 11 officers and 18 campus security assistants. Elder encourages students and employees to report any possible threats to Crime Stoppers, where they can remain anonymous.

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Iowa regents consider more private collaboration https://tesorohighschool.com/iowa-regents-consider-more-private-collaboration/ https://tesorohighschool.com/iowa-regents-consider-more-private-collaboration/#respond Fri, 17 Sep 2021 23:03:50 +0000 https://tesorohighschool.com/iowa-regents-consider-more-private-collaboration/

Regents listen to an Iowa Board of Regents meeting at the Levitt Center for University Advancement in Iowa City on Thursday, June 3, 2021. The regents heard from the three presidents of the public universities during the open session. (Rebecca F. Miller / The Gazette)

As the Board of Regents’ latest five-year strategic plan draws to a close, higher education across the country, such as in Iowa, is experiencing widespread disruption and is ready for a fresh start.

“It’s time to say, ‘We have been really touched, we have to make changes,” Paul N. Friga, University of North Carolina-Chapel Hill professor and higher education consultant, told the Nine Volunteer Regents. of Iowa for a five-hour meeting Friday to develop a 2022-2027 strategic plan.

“Make big, big changes while you can,” he said. “Then you come out positive with new investments, new programs, new energy, and you can capture a bigger share and be a lot better prepared for the future. “

Some of the disruptions Regents said they need to address in their new five-year plan include declining enrollment, declining state investment, increased reliance on digital learning, growing demand for mental health services, changes demographic and the need for programmatic efficiency.

“I think we need to start looking at higher education differently when it comes to sources of income, because I don’t see state funding going back to where it was in previous years,” Regent Jim said. Lindenmayer. “And I don’t think we can continue to depend on tuition fees like we are. I think we need to start looking for private resources.

He noted that “private” has “always been kind of a dirty word” in public higher education. “But I think if we’re going to fund them adequately, we’re going to have to look at these types of flows somehow,” he said.

University collaborations with private entities – like the $ 1.165 billion public services partnership the University of Iowa recently entered into – cannot entirely replace state credits and tuition revenue, which must continue to be part of the funding formula, said Regent David Barker.

“Higher tuition fees will have to be part of the mix,” Barker said. “If credits don’t go up and our costs go up, tuition fees are going to have to go up.

But with access and affordability still a top priority, the board’s next strategic plan could allow revenue streams “to be a bit more dynamic,” said the board’s executive director, Mark Braun. “But don’t shy away from state support or moderate tuition fee increases.”

Highlighting the UI’s ‘incredibly successful’ public-private partnership for the operation of its public services – which has enabled the UI to secure funds for the creation of an educational endowment – Braun asked the regents to they had to promote the concept more explicitly in the strategic plan.

Noting that this term can be applied broadly, not only to operational collaboration, but also to research and collaboration with industry, Regent Nancy Dunkel said, “If you put that into our strategic plan, it gives universities the green light to do even more. “

This would show that the board encourages appropriate and supervised public-private partnerships that foster research, financial and operational collaboration, said board chairman Mike Richards.

Nonetheless, Dunkel urged caution. “We don’t want the biggest prize pool to influence education,” she said. “So it has to be sort of weighed, monitored appropriately and transparently. “

Better communication

Citing a recent survey the board circulated to its own members as well as some students, faculty, staff, administrators, legislators and others questioning the board’s mission and priorities, Braun stressed the need for more transparency or communication.

“Is this something we need to step up in the next strategic plan? ” He asked. “Communicate more, provide more material, more opportunities for engagement, not only with legislators but with the public, with faculty, staff and students.”

The board received the lowest scores for appropriate stakeholder engagement, according to the survey, which found that only half of respondents agreed that the board had done so. Looking specifically at how the council engages external stakeholders – like lawmakers and the governor – only half of lawmakers or state employees who responded said the regents did so in an appropriate manner.

‘Be ruthless’

Highlighting trends in higher education that the board will need to take into account when developing the strategic plan, consultant Friga warned that enrollments were down; more and more campuses are freezing tuition fees or slowing increases; and many have oversized facilities.

“Most higher education institutions have over-invested in physical infrastructure, over-invested in enrollment,” he said. “We have oversupply… We already have millions and millions of built-in excess capacity. “

Friga warned that the regents will have to make sometimes difficult decisions to weather the coming storm. He urged the board to diversify its universities – to make them stand out and expand their pool of student perspectives in the adult and working population.

“I would advise you to get into the associate’s degree business,” he said of the four-year campuses in Iowa that offer bachelor’s, master’s, and doctoral degrees. “And tackling the adult population as a serious effort,” advised Friga, urging the elimination of redundant services and programs.

“We have a lot of transactional people on our campuses, and a lot of new technology will allow you to eliminate these kinds of positions,” he said. “So you must be ruthless with this.”

Academic program reviews “will require even more courage.”

“Let’s say 10 percent is going to be cut off,” he said. “And you’re going to use criteria like enrollment, spending per student, direct and indirect costs, market demand.”

Encouraging the regents and their universities to also launch new innovative programs, Friga told them to be “aggressive about this”.

“And, by the way, they’re going to be really unhappy with that,” he said. “Because, once again, no faculty wants their program to be eliminated. But some of them should be eliminated. It’s just that we have a hard time saying no to programs once they start.

Regents and staff will then draft a new strategic plan focusing on its public service, civic responsibility, and academic and research missions with the hope of bringing something to public attention in November.

Comments: (319) 339-3158; vanessa.miller@thegazette.com

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Federal Relief Act Provides Funding to BSU and NTC Students https://tesorohighschool.com/federal-relief-act-provides-funding-to-bsu-and-ntc-students/ https://tesorohighschool.com/federal-relief-act-provides-funding-to-bsu-and-ntc-students/#respond Fri, 17 Sep 2021 22:40:25 +0000 https://tesorohighschool.com/federal-relief-act-provides-funding-to-bsu-and-ntc-students/

Thanks to the American Rescue Plan Act, a third round of financial aid is available for students at Bemidji State University and Northwest Technical College who have been affected by COVID-19.

In May 2021, the US Department of Education announced that ARP funding was available for higher education institutions to serve students and ensure continued learning during the Covid-19 pandemic. ARP allocated $ 164,042,000 to the Minnesota state college and university system, $ 4,585,381 allocated to the state of Bemidji, and $ 692,257 to Northwest Tech.

There will be three stages of distribution of ARP funds. The distribution of the prizes began on August 9 to students enrolled in the 2021 summer courses and will continue throughout the fall 2021 and spring 2022 semesters.

Due to the success of the summer 2021 distribution, the leadership of the BSU Student Senate chose to distribute the remaining ARP dollars between the fall and spring semesters using a 50/50 ratio, while the leadership NTC’s Student Senate elected to split the money between fall and spring semesters using a 60/40 ratio.

Students eligible for Federal Pell Grants will automatically receive $ 1,115 if enrolled in BSU and $ 940 if enrolled in NTC. Students whose expected family contribution is less than $ 15,000 will also receive scholarships of $ 860 at BSU and $ 670 at NTC. Funding will be mailed or distributed to BSU student accounts on September 23 and NTC accounts on September 24.

BSU students can also apply for individual relief scholarships of up to $ 1,000, while NTC students can apply for up to $ 750. Individual ARP scholarships are also available for DACA eligible and international students. The application for individual ARP scholarships will be available on September 17 and will be distributed to eligible students as they arise.

To be eligible for fall 2021 ARP funding, students cannot have dropped out, withdrawn, or had a last day of attendance before September 4.

Lakeland News is member-supported content. Please consider supporting Lakeland News today.

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2021 Alexandria District A School Board Candidates https://tesorohighschool.com/2021-alexandria-district-a-school-board-candidates/ https://tesorohighschool.com/2021-alexandria-district-a-school-board-candidates/#respond Fri, 17 Sep 2021 17:22:22 +0000 https://tesorohighschool.com/2021-alexandria-district-a-school-board-candidates/

In November 2021, voters in Alexandria will choose from 15 candidates for nine positions on the Alexandria City School Board. There are five candidates vying for three seats in District A, which covers the eastern part of Alexandria.

Click here to access the profiles of candidates running in other districts of Alexandria, see the district map and find out more.

The following candidates run for the District A school board. They are presented in alphabetical order of last name.

Willie F. Bailey, Sr.


Bailey is no stranger to Alexandria. He is the product of the Public Schools of the City of Alexandria and served on the Alexandria City Council from 2015 to 2018.

He is no stranger to service, either. He spent 21 years in the service of the United States Army and spent over 30 years as a firefighter in Fairfax County where he is currently the Deputy Fire Chief. Bailey founded the nonprofit Firefighters & Friends to the Rescue, which works with local schools, shelters and churches to identify children in need and donates thousands of winter coats, bags to back and school supplies every year. In addition, he is a coach and involved with a number of other charities and organizations including Carpenter’s Shelter, Operation Warm, Toys for Tots, and Alexandria Redevelopment Housing Authority (ARHA).

“I have supported the education of children in our community for decades and come to the school board to make sure we are doing what is right for our children,” Bailey told Alexandria Living magazine. “What sets me apart the most as a candidate is that I will always do what’s right for our students with a track record to prove it. “

Bailey said if he is elected to the school board, he is committed to doing what is in the best interests of those he represents, including parents who have lost faith in CSGA over the last few years. year and a half.

Bailey’s main priorities are:

  1. Navigate safely in situations of COVID-19 and its impacts on students, parents and educators.
  2. Expanding access to preschool education, developing mentoring programs and closing the achievement gap so that all of our students have the chance to succeed.
  3. Prioritize addressing capacity issues to ensure our facilities keep pace with our growing number of students.
  4. Fight to ensure that our teachers and support staff receive fair compensation for all they do for our community.

When it comes to student and educator safety, Bailey said, “I am committed to an evidence-based approach that relies on advice from the CDC and medical experts, and I will do what is right. for all stakeholders in our education system. . As a health and safety officer, I understand what it takes to keep our community safe. “

Aloysius “Ish” Boyle


Boyle has lived in Alexandria for over a decade. His two sons are students at Alexandria City Public Schools (ACPS) and his wife was a finalist for Fairfax County Public Schools Teacher of the Year.

Boyle served as a Marine for seven years and now works in cybersecurity. He has served on the board of directors of the Travis Manion Foundation and Dog Tag Bakery.

According to Boyle, he will bring strong leadership, common sense and the ability to ask and solve tough questions if elected to the school board.

“I offer diversity of thought to the school board, immense respect for teachers and administrators and the perspective of a parent who wants the best education for their children and all the children of Alexandria. “

Boyle said some parents have expressed frustration and a loss of confidence in CSGA leadership over the past year.

“Parents of CSGA students can trust me because I have a record – as a parent myself, a member of this community, and as a Marine Corps and business leader – to serve with transparency. , responsibility and purpose. “

Boyle’s three main problems are:

  1. Improve academics. “We need to address the learning loss that has occurred over the past 18 months, but also look for ways to improve academics at all levels. We need to make sure that every learner is challenged and thrived and has access to differentiated courses. “
  2. Keep school resource officers (SROs). “I stand in solidarity with our directors and administrators. We need to create an atmosphere in which our teachers and students are safe and can do their best. “
  3. Retention of teachers. “We will never attract or retain the best talent in our schools if we cannot provide a safe and positive learning environment where teachers feel supported and empowered. “

The COVID-19 pandemic is a dominant topic in this school board election and Boyle has said he supports law enforcement, social distancing and having lunch outside. However, he believes that students should be able to get medical exemptions for wearing the mask and that parents should be given the option to pursue distance education, if they have safety concerns.

“We can navigate this pandemic together safely AND provide our students with a high quality education. Let’s tap into our community’s well of innovation, intelligence and problem-solving ability, and work together to find solutions that meet everyone’s needs, ”Boyle said.

Deanna MR “D” Ohlandt


Ohlandt is the parent of three CSGA students who attend the Cora Kelly School for Mathematics, Science and Technology and a long-time resident of the Lynhaven neighborhood.

“I also have experience in administration in educational and non-profit contexts, and I have specific experience in forming leadership teams in policy-based governance, which is the system. governance used by the Alexandria City School Board, ”Ohlandt told Alexandria Living Magazine. .

Ohlandt knows firsthand what it has been like to address the unique challenges the COVID-19 pandemic has posed for CSGA students and families. “As a member of the school board, I will advocate for clear communication and transparency in decision making at the highest level. “

Ohlandt has four priorities if she is elected to the school board:

  1. Give parents a voice within the school board.
  2. Promote clear and transparent communication with families, students and teachers about school division policies.
  3. Ensure equitable access to resources.
  4. Connect our communities to our schools and schools to our communities.

Ohlandt strongly supports maintaining an in-person option for students as we continue to fight the COVID-19 pandemic and its variants. At the same time, she is committed to making school buildings as safe as possible and to following the most recent guidelines to include wearing masks, social distancing, asymptomatic testing and clear quarantine procedures until. all school-aged children are eligible for the vaccine and transmission rates drop.

Michelle rief (incumbent)


Rief has been a member of the school board since 2018 and has lived in Alexandria for 15 years. Her three children attend public schools in Alexandria. She is a former university professor and an executive in the nonprofit education field. She got a doctorate. in African American Studies and taught history and sociology at the Borough of Manhattan Community College in New York, and later at Northern Virginia Community College.

When asked why voters should re-elect her, Rief said, “I have worked hard to represent students, families and teachers while guiding our school systems through the pandemic. The crisis has highlighted the importance of informed, trustworthy and responsive leadership. I will continue to ask tough questions and push for viable solutions to the challenges that lie ahead. “

Rief plans to continue to prioritize communication and collaboration with families and the community.

Its main priorities are:

  1. Protect the health and safety of CSGA students and staff.
  2. Support the transition to in-person learning for students and staff.
  3. Complete capital projects on time and on budget and ensure routine maintenance of existing school buildings.

Rief believes in following the guidelines provided by the CDC, the Virginia Department of Health, and the Alexandria Health Department. This includes masking, vaccination promotion, and physical distancing. “I think children learn best in person,” Rief explained, “but I support giving families the opportunity to learn virtually during a public health emergency.”

Jacinthe Greene (incumbent)


Greene is currently completing her first term at the School Board and has lived in Alexandria since 2002. She started her own business as a freelance market consultant and meeting planner after working 10 years in Corporate America.

When asked why she should be re-elected, Greene said: “I firmly believe that every child in Alexandria deserves a high quality education, regardless of where they live, their family’s economic status, their race. , ethnicity, gender or unique learning traits. “

Her passion is defending underprivileged women, children and civil rights for all, which she believes her record at the school board demonstrates. She fought for equity in education for all students, increased salaries and professional development for teachers, and the retention of long-term custodial staff as CSGA employees instead of l outsourcing.

She intends to continue to provide opportunities for parents, teachers, community members and students to engage in their native language, including outside of working hours, and to effectively communicate expectations about life. learning of their child.

The main issues that Greene runs on are:

  1. Closing the achievement gap that has been exacerbated by the COVID-19 pandemic which has particularly affected Latino, black and disabled students.
  2. Create community schools by listening to the voices of students, parents, teachers and community members.
  3. Achieve educational equity for the most vulnerable students in Alexandria.
  4. Commitment to our teachers by ensuring that Alexandria is competitive enough to retain and attract the best educators and support staff for our children.

Greene believes in keeping students in school in person and supports all mitigation efforts to keep students, teachers and staff safe.

Click here to access the profiles of candidates running in other districts of Alexandria, see the district map and find out more.

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Public schools can display the crucifix, Italian court rules – Catholic Philly https://tesorohighschool.com/public-schools-can-display-the-crucifix-italian-court-rules-catholic-philly/ https://tesorohighschool.com/public-schools-can-display-the-crucifix-italian-court-rules-catholic-philly/#respond Fri, 17 Sep 2021 14:24:14 +0000 https://tesorohighschool.com/public-schools-can-display-the-crucifix-italian-court-rules-catholic-philly/

ROME (CNS) – Italy’s highest court of appeal has ruled that classrooms in public schools can approve the presence of the crucifix because it does not discriminate against anyone.

The court, however, clarified that all religious symbols can also be “welcome” as long as this is decided in a democratic, civil and “gentle” way by students and faculty together.

This means, he says, that all decisions regarding their attendance should never be imposed and should seek “reasonable accommodation” between the different positions or beliefs of those in the school community, which includes respect for freedom of religion. of somebody; in essence, decisions cannot come from the “tyranny” of the majority or the veto of an individual.

Italy’s Supreme Court of Cassation – the country’s court of last resort – released its 65-page brief explaining its ruling on September 9 in an appeal against the display of the crucifix in classrooms involving an Italian high school teacher whose claims were first dismissed in a lower court in 2013 and before an appeals court in 2014.

The full-time Italian literature teacher said his freedom of conscience had been violated and that he wanted the freedom to teach without the presence of a crucifix on the wall behind him.

According to court proceedings, the teacher would walk into the classroom, remove the crucifix from the wall for the duration of his lesson, and then hang it up when he had finished teaching.

The teacher also claimed he was discriminated against for not accepting the presence of the crucifix when the school principal suspended him without pay for 30 days. The suspension came about for not having followed a mandate issued by the principal ordering all teachers to respect the presence of the crucifix in the class in question because it was a decision approved by the majority of the students during the ‘an assembly.

The Supreme Court said it seized the appeal because it represented a question of “paramount and particular importance”, that is, what is the best way to “balance” a number. of freedoms and rights in a public classroom, especially in a secular country where Church and State are separate.

The case was also different from other previous but similar cases involving the presence of a crucifix because a group of students wanted it displayed, not government officials or school administrators, and the aggrieved party was not. not a student or a parent, but an employee of the school.

In its final decision, the court dismissed part of the teacher’s appeal, saying the presence of a crucifix in a classroom is not a “discriminatory act” against a person. without faith or of a different faith. The court cited the 2011 Grand Chamber decision of the European Court of Human Rights on Lautsi v. Italy, which determined that nations are free to regulate religious symbols as they see fit as long as state authorities do not seek to indoctrinate or violate basic rights. with their decisions.

The court also reiterated that the crucifix does not indoctrinate because it is a “passive symbol” in which there is no evidence that its presence has any influence on impressionable students, let alone on an adult teacher.

The Supreme Court noted that there is no real legislation that provides for or makes compulsory the presence of a crucifix in public schools and that it would be unconstitutional for any public “power” – official or entity – to do so. make mandatory.

What does exist is a series of decrees issued during the Italian fascist period in the 1920s, which includes the crucifix among a list of recommended school furniture and decorations.

The Supreme Court has said that such standards can always be interpreted in a way that does not run counter to the current constitution guaranteeing religious freedom by allowing the school community – not a government or public institution – decide which symbols are displayed. The state must be neutral towards different faiths, but it is legitimate that its people be allowed to express or practice their own beliefs, including atheism, in the public sphere and respect this right for all others. .

What is essential in this decision-making process, the tribunal said, is that it is an open, respectful and “good-humored” process of discussion and discernment that involves the entire school body and provides “reasonable accommodation” for all positions.

This is why the court determined that although the teacher was not discriminated against by the presence of the crucifix, the warrant and the sanctions issued by the principal were illegitimate as it was a warrant based on a majority vote that ignored all sides. – in particular that of the dissident teacher.

Freedom of religion and religion does not call for banning religious symbols in classrooms, he said, however, explaining that “public space cannot be occupied by a single religious faith, even if it is in the majority “.

At the same time, the crucifix is ​​part of Italy’s vast cultural heritage and part of its history and popular tradition, he added. As such, the cross and the passion of Christ also came to represent certain universal values ​​such as human dignity, peace, brotherhood and solidarity, for non-believers as well, he said.

The school community can and must come together and decide, “at the grassroots” and in complete autonomy of the influence of the State, the symbols it chooses to welcome and in a way that promotes fruitful and respectful coexistence. of people of different faiths and faiths, the court said.

State neutrality does not mean “denying or ignoring the contributions that religious values ​​can make to the growth of a society,” he said; it is open and inclusive to different cultures, religions and beliefs, without canceling them out, and it seeks to guarantee their equal place and dignity.

In fact, he says, any “request for the elimination of any element or representation that does not coincide with an individual’s personal religious belief is a request that suffers from rigidity.”

Public school must be “an open place that fosters inclusion and promotes the encounter between different religions and philosophical convictions, and where students can learn more about their beliefs and traditions and those of others,” he said. declared.

Allowing the display of different religious symbols in a classroom through civil dialogue and deliberation, he added, teaches everyone how vital and fundamental mutual respect is.

It teaches how a democratic society requires a constant and mutual ‘balancing’ of principles and rights to find concrete solutions so as to avoid falling into a ‘tyranny of the majority’, chaos and conflict of competing values ​​or the law. veto of one or a strong minority, he said.

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Vaccinations against Covid-19 on the rise for higher education employees https://tesorohighschool.com/vaccinations-against-covid-19-on-the-rise-for-higher-education-employees/ https://tesorohighschool.com/vaccinations-against-covid-19-on-the-rise-for-higher-education-employees/#respond Fri, 17 Sep 2021 10:49:17 +0000 https://tesorohighschool.com/vaccinations-against-covid-19-on-the-rise-for-higher-education-employees/

The rate of employees getting vaccinated for COVID-19 in the higher education system in Nevada has increased in recent weeks.

Of the 23,883 employees at NSHE, more than 18,000, or 75%, have been vaccinated against COVID-19, the system said on Wednesday.

“I am extremely proud of all of those who have chosen to be vaccinated,” said Chancellor Melody Rose. “This effort will go a long way in making our campuses safe for our students and colleagues.”

The percentage of employees vaccinated has increased by 35% since the percentage rates were first reported the previous week, the system said in its statement.

The Great Basin College had a rate of 66.1% for its 398 employees across Nevada, which equates to 263 employees vaccinated and 135 who are not, according to the system’s report on Wednesday.

Jennifer Sprout, executive director of institutional advancement and communications at Great Basin College, said in an email that the rate encompasses all GBC campuses, including Pahrump, “for employees considered fully vaccinated.”

“Vaccination rates are constantly changing depending on new hires, employees considered to be fully vaccinated, etc. Sprout said. “Fully vaccinated is considered to be two weeks after the second dose of Pfizer or Moderna or a single dose of Johnson & Johnson. “

As of September 15, the GBC’s Pahrump campus had a 69.2% vaccination rate among its employees, according to Sprout.

Six of the eight NSHE campuses reported vaccination rates above 70%. Including GBC, Western Nevada College also had lower than 65.2% vaccination rates on Wednesday among its employees.

NSHE saw its vaccination rates among its employees drop from 56.1% the previous week to 75.6% now among its “academic and administrative faculty, classified staff, graduate assistants, student workers and others,” said one system release.

NSHE gave several reasons for the recent increase: an increase in the number of employees vaccinated; State WEBIZ update by NSHE and institutions; “Clarify a discrepancy in the total number of employees, which originally added 81 volunteers, agency workers and independent contractors, who are not directly paid by NSHE”; and the decision by the State Health Council to require all NSHE students to get vaccinated before the spring semester.

“We have seen tremendous gains from all of our institutions, and I would like to thank the Presidents of NSHE and their teams for all their hard work in supporting immunization efforts and updating the database of the NSHE. State, ”said Chancellor Rose.

Rose is confident of the continued growth in NSHE vaccination rates.

“I remain confident that NSHE employees recognize the importance of vaccination and I believe we will see continued growth in our vaccination rates in the weeks to come,” said Rose. “Science and data have always shown that receiving COVID-19 vaccines continues to be the safest, safest, and most effective way to end the pandemic and continue to learn in Nevada. “

Last week Chancellor Rose was authorized by the Board of Regents to develop a COVID-19 vaccination policy for all NSHE employees. The board is to hold a special meeting on September 30 to discuss and possibly act on the proposed policy.

“I continue to encourage every NSHE employee and student to get vaccinated as quickly as possible, not only for your health and well-being and that of your family, but also for your colleagues and students,” said the footmuff Rose.

COVID-19 vaccination rates for NSHE employees will be updated weekly on the NSHE website at nshe.nevada.edu

Contact editor Jeffrey Meehan at jmeehan@pvtimes.com

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Stop undervaluing small institutions https://tesorohighschool.com/stop-undervaluing-small-institutions/ https://tesorohighschool.com/stop-undervaluing-small-institutions/#respond Fri, 17 Sep 2021 09:40:52 +0000 https://tesorohighschool.com/stop-undervaluing-small-institutions/

Small to mid-sized institutions, such as Randolph-Macon College in Ashland, Virginia, can offer a more inclusive experience than leading large universities.Credit: Jay Paul / Getty

Although we both grew up in separate oceans, we both attended a small undergraduate institution in North America before moving on to a large research-intensive university for our doctoral work. We take pride in our work in smaller institutions, but too often we – and others we have worked with – perceive a bias against them in academia.

We are not the only ones to be proud and a little protective of the smaller institutions in which we have been formed. When one of us (DL) tweeted, in 2019, about our experiences, we couldn’t have predicted the huge engagement the tweet would receive. Among the responses were suggestions that finding a niche and achieving a work-life balance may be easier in a small institute, and that coming out of a large establishment allows you to find a place that values ​​the same things as you. .

Countries and ranking matrices have different ways of defining ‘elite’ or ‘research intensive’ institutions. In the United States, they are designated “R1” under the Carnegie Classification of Institutions of Higher Education – administered by the Indiana University School of Education at Bloomington – on the basis of “very high research activity” . This classification is based on a combination of parameters, including the amount of federal research funds received each year. In the UK, self-selected ‘Russell Group’ universities account for 15% of the country’s higher education institutions, but attract around three-quarters of research funding and often top the rankings established by the UK. Times Higher Education.

Unfortunately, in our opinion, there still seems to be an assumption that scientists from non-elitist institutions are there as “back-up” because they are not good enough for R1s. This bias indirectly sends a message to early-career researchers: unless they come from a top institution or find a job there, they are not good scientists. We and our peers has been upon receipt of this message. Considering that the Carnegie Classification lists some 4,324 higher education institutions in the United States, and only 131 of them are R1s, the bias is absurd and damaging.

The message that small institutions are not good enough takes many forms. One of us (KG) recalls that one of the principal researchers in her doctoral program told her that the program was intended to prepare candidates for research positions; therefore, it did not provide significant teaching experience, which is very important in small establishments.

Funding implications

This bias can also undermine funding allocations. A US National Science Foundation Graduate Scholarship Analysis, Posted in Science in 2019, found that these awards are disproportionately won by students at R1 institutions.

And in Canada, many Federal Research Fellowships for faculty members and graduate students are awarded based on their institution’s track record in securing funding. Some might argue that the ability to attract funding is the result of meritocracy, but the reality is that when an institution’s historical performance and prestige are taken into account, funding simply breeds more funding.

This effectively means that faculty members at smaller institutions To lose, and Wrestle to carry out research programs and train the next generation of scientists. This, in turn, makes it more difficult for post-docs, graduate students, and undergraduates at these institutions to thrive and make meaningful contributions to their field, and could mean they lack training and education. the expertise that faculty members have to offer. Such a bias can create a self-fulfilling prophecy, with highly qualified researchers at all stages of their careers flocking to larger institutions.

We believe that the status quo does not recognize that small institutions can provide excellent research training, not in spite of their size, but because of their size. At large universities, an undergraduate student may work with a graduate student who, in turn, may report primarily to a post-doctoral fellow. This hierarchy can often distance undergraduate students from the professor who runs the lab. In contrast, smaller universities might better allow undergraduates to work directly with faculty members early on and in small groups.

Incredible potential

Undergraduates in the KG lab, for example, design and fully implement research projects presented at international conferences and published in peer-reviewed journals; thus, their experiences are very similar to those of graduate students at the beginning of their cycle. In smaller institutions, the faculty mindset pays particular attention to incredible potential budding scientists, to better enable them to grow and prosper. Indeed, this was our experience as undergraduates and we both believe that this environment was fundamental to launching ourselves into careers in neuroscience.

Leading institutions remain privileged places, because reported by The New York Times, among many other media. Studies have documented the ‘hidden’ programs of academia1, easily accessible to relatively privileged students, but less accessible to others. The advantages of small and medium-sized establishments, especially those that are culturally appropriate and have a long history of targeting ethnic minority groups – are obvious, in terms of strengthening social mobility and representation, for example.

Additionally, small institutions can sometimes be the only option for post-docs and students with disabilities, who may not be able to find a replacement elsewhere for the local healthcare team they rely on. Not everyone has the luxury of funding or other support to uproot and relocate. We need to recognize that the ‘lower’ perception of smaller institutions fails to recognize their role in equity, diversity and inclusion, as well as the exceptional training they provide to diverse students entering the sciences, technology, engineering and mathematics.

Scientists were born and raised in different ways and in different environments. The mentality that good science only exists in large, research-intensive universities is damaging the field. Small and medium-sized institutions offer invaluable experiences for many. Don’t count them.

Competing interests

The authors declare no competing interests.

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