Robert morgan educational center in miami fl matchcollege com

School Reviews

School Map

Robert Morgan Educational Center, located in Miami, Florida, was established in 1979 and received a name change in 2001. The school was established to provide career training opportunities to high school students and adults through its various academies and programs. The school is a public institution supported by the city and was established to meet post secondary educational needs and assist in specialized workforce training for the region. The school is named for Robert Morgan, a local Businessman and chairman of the Adult/Vocational Advisory Committee.

Career training programs provide students with an education a high demand industry or field. These programs can take up to two years to complete and are designed to assist students with entry into the workforce as qualified professionals upon graduation. Students will be given certificates once their program ends which demonstrates proficiency in the field and allows for employer confidence when seeking employment. Courses are taught by seasoned professionals with years of experience in the industry.

Programs offered include:

Admissions and FInancial Aid

The school admits both adults and high school aged students through separate programs of study. Adults interested in enrolling may do so by submitting an application and paying the associated fees. Some programs may have additional requirements, while others, such as the adult education programs, will admit anyone. Students applying for aid will do so by obtaining a Federal PIN and completing a Free Application for Federal Student Aid (FAFSA). Aid is awarded based on need as determined by the provided information.

Programs Offered

The program list below is organized by areas of study. The programs that have a link will direct you to the program’s profile page where you can learn more about education requirements and career pathways.

Get more information about the programs offered by Robert Morgan Educational Center by clicking the request information to the right.

(C) Certificate or Award | (A) Associate’s | (B) Bachelor’s | (M) Master’s Degree | (D) Doctorate (Ph.D.,M.D. )

Business and Marketing Studies

American educational research journal

AERJ -TLHD Submission Website

AERJ Editors

The American Educational Research Journal (AERJ ) publishes original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields; they are looking for clear and significant contributions to the understanding and/or improvement of educational processes and outcomes. Manuscripts not appropriate for submission to this journal include essays, reviews, course evaluations, and brief reports of studies to address a narrow question.

The AERJ ‘s section on Teaching, Learning, and Human Development (TLHD) publishes research articles that explore the processes and outcomes of teaching, learning, and human development at all educational levels and in both formal and informal settings. This section also welcomes policy research related to teaching, learning, and learning to teach. It publishes articles that represent a wide range of academic disciplines and use a variety of research methods.

The AERJ ‘s section on Social and Institutional Analysis (SIA) publishes scholarly research that addresses significant political, cultural, social, economic, and organizational issues in education. It welcomes analyses of the broad contextual and organizational factors affecting teaching and learning, the links between those factors and the nature and processes of schooling, and the ways that such “external” domains are conceptualized in research, policy, and practice. The editors invite articles that advance the theoretical understandings of the social and institutional contexts of education and encompass the diverse communities of schooling and educational research. They welcome research across a wide range of methodological paradigms, including ethnographic, historical, narrative, legal, experimental/quantitative, critical, and interpretive approaches; they also invite studies that make the nature and uses of educational research itself a subject of social and cultural inquiry.

AERJ- SIA Editorial Team Appointment for 2014-2015

AERA has announced the appointment of Teresa L. McCarty as editor, with Susan Faircloth, Gene Glass, James Ladwig, Stacey Lee, Stuart McNaughton, Laurence Parker, and Sofia Villenas as associate editors. The team is responsible for the 2014-2015 volumes of AERJ ‘s Social and Institutional Analysis section.

AERJ- TLHD Editorial Team Appointment for 2014-2015

AERA has announced the appointment of Harold O’Neil as editor, with Zenaida Aguirre-Muñoz, Mimi Bong, Li Cai, John Hattie, Eunsook Hong, Robert Rueda, and Brendesha Tynes as associate editors. The team is responsible for the 2014-2015 volumes of AERJ ‘s Teaching, Learning, and Human Development section.

Volunteer legal internships department of justice

Volunteer Legal Internships

Find Volunteer Internship Opportunities

Please search the volunteer internship oppportunities and apply directly to the hiring organization following the application instructions listed in the vacancy announcement.

How Many Volunteer Opportunities Are There?

Every year over 1,800 volunteer legal interns serve in Justice components and U.S. Attorneys’ Offices throughout the country. Approximately 800 legal interns volunteer during the academic year, and roughly 1000 volunteer during the summer.

Where Are the Volunteer Opportunities Located?

Justice has a presence in almost every major city in the country. There are 94 U.S. Attorneys’ Offices and 95 U.S. Trustees’ Offices throughout the United States, Puerto Rico, Virgin Islands, Guam, and Northern Mariana Islands; and 59 Immigration Courts in 27 states and U.S. territories. Some organizations only offer employment opportunities in Washington, D.C. Other organizations, such as the Antitrust Division, the Federal Bureau of Prisons, the Environment and Natural Resources Division, and the Bureau of Alcohol, Tobacco, Firearms and Explosives, have field offices located in various cities across the country. Contact information for each U.S. Attorney’s Office is at www.justice.gov/usao/districts/index.html. More information about Department field office locations is available on the DOJ Offices by State Chart .

Who is Eligible for Volunteer Legal Intern Positions?

Any law student enrolled at least half-time, and who has completed at least one semester of law school is eligible to apply for volunteer internship positions at any time. First-year law students who have not completed their first semester may apply for volunteer internships after December 1. Part-time law students and joint-degree candidates may also apply for volunteer internship positions. Law school graduation terminates eligibility for volunteer positions except for graduate law students who are enrolled at least half time and not practicing law.

Is Course Credit or a Monetary Stipend Available Through My School?

Volunteer legal internships may qualify either for course credit or as part of a law school’s work-study program. In addition, some schools sponsor public interest fellowships or other programs where legal interns receive a stipend for public interest work. Interested students should contact their law school for specific information and requirements.

How Can Someone Apply?

Each participating office conducts its legal internship program independently and has its own internal deadlines and requirements. Students must apply directly to each office in which they have an interest. Although application requirements vary, offices typically request a resume, cover letter, and law school transcript.

Most Justice components and U.S. Attorneys’ Offices have early application deadlines, so interested law students should plan to apply at least four to five months in advance.

Additional Information

Smartphones and handheld computers the new battleground in uk schools education the guardian

Smartphones and handheld computers: the new battleground in UK schools

Teachers say that pupils using iPads regularly at Ysgol Glannau Gwaun in Fishguard has led to great improvements. Photograph: Dimitris Legakis for the Guardian

Children’s learning could “hugely improve” if all pupils were given smartphones to use in the classroom, technology experts say but, instead, the UK risks falling behind because “the government doesn’t seem that interested in it”.

Research shows that in many areas, the majority of pupils own a smartphone, but many schools ban the devices and the National Association of Head Teachers says they hold “potential for mischief and distraction”.

Earlier this year, a secondary school in Kent became the first in the country to equip each of its 1,400 pupils with an Apple iPad tablet computer. Longfield academy near Dartford said the iPads would help pupils’ learning. Honywood community school in Coggeshall, near Colchester in Essex. has also invested in 1,200 iPads for its pupils. Some schools, such as the Oldershaw academy in Wallasey on Merseyside. have created their own app so parents can check, via their mobiles, what homework their children have been set.

Miles Berry, a senior lecturer in the use of technology in education at the University of Roehampton, said schools needed to “capture the vast amount of informal learning going on outside the classroom”.

“The ability to access all the world’s information from a handheld device is transformative for learning and would make a huge difference to children’s learning from late primary school onwards,” he said.

“It seems wrong to deny this to children inside the classroom when so many already have this opportunity outside the classroom.”

Smartphones – mobile phones that offer internet access and apps – have been proven to help children maximise their learning from the age of nine, education experts say.

Berry said there was “huge enthusiasm” from pupils for using smartphones, but some schools still felt that they needed to be in control of children’s learning and that the use of these devices would prevent this.

Other experts fear the UK will fall behind competitors, such as India and France, unless children have access to a smartphone or similar device. But they acknowledge that schools need guidance to ensure their use does not lead to pupils misbehaving, for example by taking photos in lessons.

Recently, Michael Gove, the education secretary, acknowledged that the rate of technological change in education was “rapidly accelerating”.

In a speech to the qualifications regulator Ofqual, he said technology had the power to “transform the accuracy and authority” of assessment. “It also gives us the potential to generate yet more data, in order to know how our schools, how our teachers and how our whole system is performing,” he said.

The government has yet to announce its strategy for information and communications technology (ICT) in schools. A recent event hosted by the rightwing thinktank Policy Exchange concluded that the fact that technology had not “featured prominently” in ministers’ speeches has “fuelled fears in some quarters of a lack of clear policy direction in this area”.

The government disbanded Becta. the body responsible for promoting technology in schools, almost as soon as it came to power. According to Becta, between 1997 and 2007, Labour spent more than ?5bn on school technology.

Experts predict that within five years, all pupils will be learning on handheld devices. In some parts of California. the handheld devices have already replaced printed textbooks.

Ray Barker, director of the British Educational Suppliers Association, said the technology many pupils carried around with them was often more powerful than the equipment owned by their schools. He urged schools to lift their ban on smartphones.

Valerie Thompson, chief executive of the e-Learning Foundation, a charity that aims to equip disadvantaged children with technology at home and school, said the UK was falling behind, partly because the government had not yet shown clear direction on how it wanted schools to use technology.

“We have been a leader in the deployment of technology in education, but this is changing,” she said. “The government doesn’t seem that interested in it.”

Thompson suggested schools should buy computers, including smartphones, for their poorest pupils, using money from the “pupil premium” – a government grant for children eligible for free school meals or who have been in care for more than six months. Parents who can afford to, should buy smartphones for their children, she said.

The National Association of Advisors for Computers in Education. which includes teachers, technologists and policymakers, said that in many schools, the majority of pupils owned a smartphone. It cites research that shows the devices can have a “high impact” on students’ learning .

Another study. carried out in 2008 by Becta, found smartphones helped students to consolidate and reflect on what they had learnt outside lessons.

A separate study. by Futurelab, a charity that develops innovative approaches to learning, showed smartphones can improve group work.

However, Russell Hobby, general secretary of the National Association of Head Teachers, said the kind of learning that could take place on smartphones was “not all that exciting”.

“It should remain with individual schools to determine their policy [on whether they ban the device],” he said.

The government said it would be publishing a strategy on the use of technology in schools before Christmas.

The Department for Education said ICT could not be a substitute for good teaching, but ministers were “clear that its effective use can help raise standards”.

“The scale of digital technology in education is developing very rapidly, so we are developing our future approach working closely with industry, school leaders, professional bodies and other experts. ICT is well established in the education sector so we’re not going to micro-manage how schools use technology day-to-day. “

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Hospitality internships dream careers

Dream Careers Global Internship Programs

Watch our Internship

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Hospitality & Tourism Internships

The Dream Careers internship program provides college students with guaranteed internship placement in premier hospitality internships. You control the entire placement process, as you work with a Dream Careers Internship Coordinator as they assist in revising your resume, before scheduling interviews with our large network of hospitality companies. Before you begin the placement process, you must first apply and be accepted to a program and city to begin.

Hospitality and Tourism internships offer first hand experience in some of the most distinguished tourism destinations in the world. There are many aspects to a hospitality and tourism internship, such as: operation management, event planning, marketing, and customer service. If you have ever thought of working at a hotel, resort, or conference center, a hospitality internship is right for you.

Early childhood educators and assistants service canada

Unit Group 4214

Skill Type: Occupations in Social Science, Education, Government Service and Religion

Table of contents

Type of work

Early childhood educators plan and organize activities for pre-school and school-age children. Early childhood educator assistants provide care and guidance to pre-school children under the supervision of early childhood educators. Early childhood educators and assistants lead children in activities to stimulate and develop their intellectual, physical and emotional growth. Early childhood educators who are supervisors are included in this group.

For the full and official description of this occupation according to the National Occupational Classification, visit the NOC site .

Examples of Occupational Titles

  • child-care worker assistant
  • child-care worker, day care
  • day-care helper
  • day-care supervisor
  • day-care worker
  • early childhood assistant
  • early childhood education worker
  • early childhood educator
  • early childhood educator assistant
  • early childhood program staff assistant
  • early childhood supervisor
  • pre-school helper
  • pre-school supervisor
  • pre-school teacher

Outlook

Job prospects in this occupation are good.

(Update: February 2013)

Over the past few years, the number of early childhood educators and assistants has increased sharply. The increased participation rate of women and the Quebec government's Places at the reduced contribution program are the main factors behind this surge. Since these trends are expected to abate a little, the number of early childhood educators and assistants should increase significantly over the next few years, but at a slower pace than before.

Sources of employment

Job opportunities will mainly come from staff turnover, positions vacated by retiring early childhood educators and assistants and employment increase. In addition, employers offer temporary positions on a regular basis to replace staff on maternity, parental or illness leave.

Labour pool

College and university graduates (see Training section) will be given preference to fill educator positions, and educator assistant opportunities will go to candidates who meet the basic requirements of the position, usually a high school diploma and child care experience. In either case, few positions will be filled by unemployed early childhood educators and assistants with experience, as the unemployment rate in this occupation is very low. A number of positions may be filled by immigrants. The fact that the percentage of immigrants in this occupation in 2006 was slightly higher as that of all occupations (15% compared with 12%) shows that positions are accessible to newcomers.

This kind of work with children usually attracts many candidates. Regulations, however, require early childhood centres, still commonly referred to as “day care centres”, to increasingly hire candidates with very specific training (see the Training section). Thus, the placement rate for graduates with a Diploma of College Studies (DEC ) in early childhood education is excellent and their unemployment rate is very low, according to the Quebec Department of Education, Recreation and Sport's Relance survey. Moreover, the proportion of graduates working in education-related jobs is one of the highest among technical programs in general. However, their salary is significantly lower than the average.

According to the Relance survey data, the number of graduates with attestations of college studies (AEC ) linked with a DEC in Early Childhood Education is significantly higher than the number for the DEC (on average, more than 65% higher from 2005-2006 to 2009-2010), and their labour market situation is nearly as good.

The labour market situation for graduates of these programs is expected to remain just as positive over the coming years. There are a number of reasons for this:

  • the number of child care spaces continues to rise at a healthy pace

regulations were adopted in 2006 requiring private daycare centres to attain the two-thirds ratio for qualified educators (as opposed to less than 50% in 2006 and only 55% in 2010).

  • the birth rate continues to be higher than 10 years ago
  • the number of new students in these programs has increase only slightly in recent years
  • Industries

    According to census data, in 2006 approximately 82% of early childhood educators and educator assistants worked in early childhood centres (family day care included). Large numbers could also be found in primary schools (14%).

    Trends

    Job growth in this occupation depends on demographic, economic and political factors.

    In terms of demography, jobs in early childhood occupations depend on the number of children between the ages of 0 and 4 years for early childhood centres and home day cares and between the ages of 5 and 11 for primary schools. After falling each year from 1990 to 2000 (total decline of 27%), the number of births subsequently rebounded, rising 23% between 2000 and 2012, with close to 75% of that increase after 2004. Since that recent rise coincided with the introduction of Quebec's parental insurance plan in 2006, this upward trend may continue in the next few years, but there is no certainty that that will be the case. Depending whether the recent increase in the birth rate continues, demographic factors will thus be either moderately or sharply beneficial for employment in this occupation in our forecast period (2012-2016).

    Economic factors

    In economic terms, the need for day care services depends to a great extent on the number of women in the labour market. This factor, moreover, has been one of the major reasons for job growth in this occupation over the last few years. The labour force participation rate of women with children under the age of 6 has increased more than 160%, going from 30% in 1976 to 79% in 2012, according to data from Statistics Canada's Labour Force Survey. Given that the participation rate of women with children should scarcely increase over the next few years, this factor is forecast to stop to have a positive impact on early childhood educators' and assistants' jobs.

    Political factors

    Politically, the implementation of funding programs for child care services or decreased costs have a major influence on access to these services and the decisions of parents to send their children to child care centres or day care services. This factor may also result in children being transferred from home day care services to family day care and day care centres that will benefit childhood educators and assistants but be to the disadvantage of babysitters (see 6474). For example, the Places at the reduced contribution program (“$7.00-a-day”) has contributed significantly to the sharp increase of educators and educator assistants since its implementation in 1997. The effect of this program should decline in the coming years. Although the government has announced new child care spaces, the rate of increase in the number of available spaces has considerably slowed since the government reached its previous objective of 200,000 spaces in 2006. Although the number of spaces rose an average of 12% per year between 1998 and 2006, it increased only 3.4% per year between March 2006 and 2012.

    The same phenomenon can be seen in in-school daycare. According to data obtained by the Quebec Department of Education, Recreation and Sport, which was compiled by the Quebec Superior Council of Education in its 2006 document entitled “Les Services de garde en milieu scolaire: inscrire la qualité au coeur des priorités”, the clientele for these services, which grew an average of only 8% a year between 1991-1992 and 1996-1997, suddenly rose three times as rapidly over the following four years, increasing 25% per year. This considerable growth rate then declined, returning to an annual increase of 8% between 2000-2001 and 2003-2004 and then of 1.3% per year between 2003-2004 and 2010-2011. This weaker increase was not due to a decline in popularity for these services, but rather a drop in enrolments at the elementary level (see Outlook section for occupation 4142, elementary and kindergarten teachers). Given the significant increase projected for the school population, the number of educators in daycare services in schools will likely increase significantly during the forecast period (2012-2016).

    Conclusion

    On the whole, the impact of those factors should lead to a significant increase in the number of early childhood educators and educational assistants during our forecast period (2012-2016).

    Employment characteristics

    According to census data, women held more than 95% of the jobs in this occupation in 2006, a percentage that has been fairly stable since 1991. This percentage should at least stay stable over the next few years, because approximately 98% of the new graduates child care education are women. The annual employment income ($22,399) shown in the “Characteristics” section of the “Statistics” applies only to the 46% of people in this occupation who worked full time and full-year in 2005. The average employment income for those who did not work full time and full-year was $15,740. Those working in primary schools are unemployed during July and August every year. Thus the number of employment insurance claimants is about ten times higher in August than between September and June.

    Education and Training

    Government regulations require that at least two thirds of educators in early childhood centres (CPEs) in a facility (excluding day cares in a home or school setting) and in private day cares must be qualified. The ministère de la Famille et des Aînés specifies these conditions on its website (french only).

    For educator assistants and other educators, a secondary school diploma is normally required as well as experience in child care (babysitting) and first aid certificate.

    With experience, workers can advance to positions as child care centre coordinators.

    Useful References

    Important Considerations

    The number of early childhood educators and assistants should increase significantly over the next few years.

    The labour market situation for the graduates of the diploma of collegial studies (DEC ) in child care education and of the attestation of collegial studies (AEC ) in child care education should remain very good over the next few years.

    Summer jobs for students ontario ca

    Information For Employers

    About Employment Ontario offices

    Ready.Set.Work.

    Learn about government job funds, programs and online tools available to help people under 30 build skills, find a job or start businesses all year round.

    The 4-1-1 on summer jobs

    The Ontario government – and its partners – offer many programs to help students find summer jobs. You need to apply for most programs. In some cases, the government can connect you to people who can help you with your job search.

    The deadlines and what you need to apply depend on the program.

    Get help finding a job

    We can help you:

    • find a job placement
    • get work experience
    • build your resume
    • connect with potential employers

    Summer Jobs Service offices offer these services in 100+ communities across the province.

    If you are a teen living in certain parts of the province, you could also be eligible for a separate program – called Jobs for Youth – that provides 8 weeks of paid employment, along with training.

    If you are 16 years old turning 17 in 2014, you could apply to be a Stewardship Youth Ranger and work on natural resources management projects for 8 weeks this summer.

    Through the Summer Employment Opportunities program, students are hired each year in a variety of summer positions across the Ontario Public Service, its related agencies and community groups.

    Aboriginal students

    If you self-identify as an Aboriginal, you can also apply for an 8-week summer job exchange, offered through the Ministry of Natural Resources.

    Who is eligible

    These programs are designed for students.

    Students: 15-30 years old, who are planning to return to school in the fall.

    Colorado parks amp wildlife hunter education

    Hunter Education

    ?????????Enroll Today?

    Colorado Parks and Wildlife (CPW) Hunter Education Courses, led by trained and certified volunteer instructors, are offered throughout the year and throughout the state. Enroll -  find a course at a place and time to fit your schedule! ?

    Clicking the link, above, opens the CPW’s Events Calendar, showing all available hunter education courses. Page through the calendar for one that’s offered nearby, then click on it to learn the details—class dates and times, registration and contact information, fees, and any special instructions. (Remember, it’s always a good idea to pre-register early for the course of your choice—it can fill up quickly!

    Courses are offered in several formats. Depending upon your requirements, you can choose a course given in a format other than the traditional classroom setting: 

    • Home-study
    • Internet-based
    • CRASH course (CRASH courses are intended for, primarily, non-residents.) And, some are offered especially for women and youth.

    Learn more about each of these alternatives: see the internet-based courses page, CRASH courses page, or contact a course instructor for home-study details.

    Colorado Parks and Wildlife furnishes hunter education manuals, equipment, and ammunition. Instructors are permitted to collect a small fee to help defray classroom expenses, though free classes are not uncommon. The fee for regular classes may not exceed $10, and the fee for crash courses may not exceed $20. 

    Note: If you have a valid hunter education card/certificate from another state, and it can be verified, it will be honored in Colorado. Certifications from other countries may also be accepted. For more about this, see the "Proving HE Course Completion" section of the HE Card Replacement Page .

    If you need special accommodations as a result of a disability, please contact the Hunter Education Instructor or the Hunter Education Office at (303)291-7233 or (303)291-7470. If you are hearing impaired and need Sign Language Interpretation, please download the Accommodations Form ?  and send an e-mail to kris.eng@state.co.us or a fax to (303)-291-7113 to request the Hunter Education Interpreter(s). We request that you contact us with at least 15 days notice prior to the event. To know more about how we provide opportunities to individuals with disabilities see our Disabled Accessibility page.

    See the 2011 Hunter Education Annual Report for a complete summary of the state-wide program.

    Course Completion Required

    To Apply For or Buy A License?? or Preference Point and To Hunt

    By Colorado statute, everyone born on or after January 1, 1949 who applies for a Colorado hunting license or preference point must have successfully completed an approved hunter education course . 

    Why?  To make hunting safer. 

    Colorado hunters experienced an average of nine fatal and 24 non-fatal hunting accidents each year during the 1960s. Noting this, the Colorado legislature took action and passed the hunter education course completion requirement in 1970. The effect? In the ’90s, the averages went down to 1.3 fatal and 11 non-fatal hunting accidents. The latest five years, through 2004, averaged 1.6 fatal and 10 non-fatal hunting accidents. 

    Hunting is safer in Colorado. Since 1970, over 600,000 students have taken and passed Colorado’s hunter education course. And hunting is now safer across the United States, too, as all states have hunter education programs similar to Colorado’s. (Canada does, also.) 

    Safe Hunting Is No Accident

    The most basic purpose of a hunter education course is to teach safe, responsible firearm handling in the field, in the vehicle, and in the home after hunting. Through lectures, hands-on activities, and videos, students learn about firearms and ammunition, firearm safety, shooting fundamentals, and firearm and wildlife laws. 

    While hunter education courses enable safer hunting, they also help hunters be more successful in their hunts—and emphasize ethical hunting behavior. Subjects covered include hunter responsibility, wildlife identification and management, game care, outdoor survival, and more. Students also receive introductions to hunting with bows and black powder firearms. 

    Hunter education courses are recommended for anyone who spends time in the outdoors, whether or not they intend to hunt. Basic outdoor skills acquired in a hunter education course can be invaluable during any outdoor activities. For example, survival basics can help you prepare for and deal with emergencies. And wildlife management lessons provide insight into how and why wildlife agencies manage the resource, particularly by using hunting as a management tool. 

    To cover these topics adequately, courses consist of at least ten hours of instruction (as mandated by the law). A Hunter Education Card (or sometimes called a ‘certificate’) is awarded to students who have attended all classes and who pass the final exam and ‘live fire’ exercise.

    Volunteer Instructors Make It Happen?

    ?Become an Important Part of the Program

    Skilled, highly trained and certified volunteer Hunter Education instructors—about 500—teach approximately 700 classes each year, with support from CPW personnel and other professionals. Potential volunteer instructors are rigorously screened, interviewed, and investigated through background checks before being accepted for training. After successful completion of training and testing, instructor candidates are required to do ‘student teaching’ with certified instructors; they may then, themselves, be certified as a Colorado Parks and Wildlife Hunter Education Instructor.

    Taking periodic training refreshers and skills improvement seminars and workshops is also required of all certified instructors to maintain their classification. But, through these advanced training opportunities, a certified instructor can become a Senior Hunter Education Instructor—and even advance to the Master level!

    Colorado Parks and Wildlife is always interested in recruiting new instructors. If you are enthusiastic, want to share your knowledge, like teaching, and are committed to making hunting safer, read the Applicant Information Sheet. then complete the Certification Application to start the process of becoming an Instructor. 

    If you have any questions, contact the CPW Hunter Education Office ** or any Colorado Parks and Wildlife office ? . We thank you, in advance, for your interest in the program! (Please know that August-November and January-April are very busy times for the Hunter Education office. Processing of applications received during these periods may take longer than usual.)

    ** This mailbox may not be checked daily. If you need immediate assistance, please call your closest CPW office   or 303/291-7470 or 303/291-7233. 

    International development jobs with ngos charities

    Leprosy & HIV / AIDS medical support volunteers, India

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    Whether you’re an employer or a recruitment agency, as long as the jobs that you’re advertising align with OneWorld’s world view, we will be happy to help.

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  • 10 free online educational game sites mindshift

    10 Free Online Educational Game Sites

    By Ryan Schaaf

    Web-based games can prove to be a treasure trove of learning opportunities, and there are a variety of content-areas, age ranges, and skill levels to choose from. The true pay dirt for browser-based learning games can be found on large online digital game hubs. Here are 10 game hubs players that teachers can use to as one tool in their arsenal.

    1. Sheppard Software

    Headed by Brad Sheppard, Sheppard Software hosts hundreds of free, online, educational games for kids. The site organizes its games into categories, which allow students and teachers to easily navigate by subject area and find a suitable game that caters to either an instructional need or a child’s sense of curiosity and thirst of knowledge and challenge.

    2. PBS Kids Games

    PBS KIDS creates curriculum-based entertainment. The games site hosts a number of browser-based gaming experiences based on popular literary and media franchises such as The Cat in the Hat, Curious George, Sesame Street, and more. Games are organized by subject-type, which includes math, healthy habits, science, reading, and teamwork.

    3. Mr. Nussbaum

    Created by Greg Nussbaum, a Virginia public school teacher, Mr. Nussbaum boasts over 3,500 content pages with a wide variety of learning games organized by content type and grade level. This site is also optimized for use on a tablet and an interactive whiteboard.

    4. National Geographic Kids

    The world-famous National Geographic hosts over 100 fun, engaging, and interactive science, action, adventure, geography, quiz, and puzzle games. For a free game hub, the production quality on games or interactives such as Wildest Weather. On the Trail of Captain John Smith. and The Underground Railroad: Journey to Freedom is truly remarkable.

    5. Poptropica

    Under the creative direction of Jeff Kinney, author of Diary of a Wimpy Kid, Poptropica® is a virtual world in which kids explore and play in complete safety. Every month, millions of kids from around the world are entertained and informed by Poptropica’s engaging quests, stories, and games.

    6. Funbrain

    Funbrain, created for kids ages preschool through grade 8, offers more than 100 fun, interactive games that develop skills in math, reading, and literacy. Plus, kids can read a variety of popular books and comics on the site, including Diary of a Wimpy Kid. Amelia Writes Again. and Brewster Rocket .

    7. BBC Schools: Games

    The British counterpart of our PBS, the BBC, offers interactive digital games and activities involving subjects such as literacy, numeracy, history, mathematics, music, and the arts. The games are also categorized into age ranges. The cartoon graphics are very appealing for children, but the content is stellar for teachers and parents that want children to play to learn.

    8. Primary Games

    With games and activities that meet curriculum needs for math, science, language arts, and social studies, Primary Games houses over 1,000 game titles. The site includes curriculum guides for teachers to use in conjunction with the games.

    9. ABCYa.com

    This game site offers teacher-created and approved educational computer games for elementary students to learn math and language arts on the web. Featured by The New York Times, Apple, and Fox News, ABCYa.com provides young children well-crafted games and activities.

    10. Arcademic Skill Builders

    Arcademic Skill Builders are online educational video games that offer a powerful approach to learning basic math, language arts, vocabulary, and thinking skills. Arcademic games challenge students to improve their scores through repetitive, timed learning drills that provide immediate feedback.

    Ryan Schaaf is Assistant Professor of Technology at the School of Education at Notre Dame of Maryland University.