Commonwealth of virginia department of motor vehicles

Driver Education Requirements

If you are a Virginia resident under age 19, you must complete a state-approved driver education program and hold your Virginia learner’s permit for at least nine months.

If you are a Virginia resident, 19 years of age or older and you have never held a license issued by any state, U.S. territory or foreign country, you must hold a Virginia learner’s permit for at least 60 days or show completion of a state-approved driver education program.

If you are under 18 years of age, your parent, guardian, or foster parent must provide his or her driver’s license or state-issued identification card number and sign the driver education completion certificate. By signing the certificate, they attest to your academic standing and certify that you have driven at least 45 hours (15 of which occurred after sunset) and that the statements made and the information submitted on the certificate are true and correct. Certifying false statements can result in prosecution.

About Driver’s Education

Driver education programs are available statewide to students, adults and out-of-school youths. Public and private school programs are approved by the Department of Education. Driver training schools follow the same course content and are licensed by DMV.

The program must present 36 classroom periods, including components about alcohol safety, drug abuse awareness, aggressive driving, distracted driving, pedestrian and bicycle safety, handicapped parking, fuel-efficient driving practices, motorcycle awareness, and organ and tissue donation awareness. The program must also include 14 in-car instruction periods – 7 periods of driving and 7 periods of observation.

The course must be taken at a public or private driver training school unless you are home-schooled .

You will receive a driver education completion certificate when you successfully complete a driver education program. The driver education certificate of completion is considered part of the driver’s license application. A copy of your certificate will be sent by your school instructor to DMV for issuance of a permanent driver’s license.

Exchanging Your Out-of-state License (Juvenile Applicants Only)

DMV may exchange your out-of-state license for a Virginia license if you meet the following conditions:

  • You are at least age 16 and three months but under age 19 and hold a valid license; and
  • You have successfully completed a driver education program while residing in another state and the program meets a minimum of 30 classroom hours and six in-car instruction hours; and
  • You can present proof of legal presence, identity, Virginia residency, and your social security number. Refer to “Acceptable Documents for Obtaining a Driver’s License or Photo ID Card” (DMV 141 ).

If you hold a current out-of-state driver’s license but do not have proof of driver education, you may be issued a Virginia six-month temporary license. This will give you time to obtain proof or to complete a state-approved driver education program.

The top 75 new york times best selling education books of 2013 nytimes com

The Top 75 New York Times Best-Selling Education Books of 2013

By DEBORAH HOFMANN December 18, 2013 12:48 pm

Prof. Randy Pausch’s “last lecture,” a talk he gave at Carnegie Mellon University in Pittsburgh in 2007, was made into a book. Though it was published in 2008, that book still sells strongly enough that it is No. 5 on our 2013 Education Best-Sellers list, below .

In lieu of a lesson on this last Wednesday before the holiday break, we asked Deborah Hofmann, the senior editor of the New York Times Best Sellers List, to create a special list for us of the top 75 best-selling education titles of 2013, and to explain how she defined and ranked books for this new category.

We hope it starts conversations, introduces you to new ideas and authors, and provides inspiration for teaching and learning well into 2014.

Reading List | The Top 75 New York Times Best-Selling Education Books of 2013

By Deborah Hofmann

Welcome to the debut of the New York Times Best-Seller List of Education titles.

This collection of eclectic and far-ranging titles is intended to get people talking and thinking about the many ways we discuss education, how we present sometimes arcane subjects, and how we think about teaching and learning at all ages and in many contexts.

The list was compiled by looking at every adult nonfiction title that was reported each week to the New York Times Best-Seller Lists though Dec. 7, in both print and electronic formats. This includes titles that were released in earlier years, but continue to enjoy sales; for this first experiment, we wanted to cast a wide net to see what turned up naturally.

I classified a title as “Education” after I examined multiple standard sources, including its industry identifiers, reviews and interviews, to create a sort of card catalog of titles that — to this editor’s sensibilities — spoke to an enduring appetite for books that try to teach the reader, or tell us how we learn or why we learn — or, sometimes, why we do not. There were no vetting experts or outside education consultants. Had that been the case, we might still be debating.

Although some titles are familiar for having made the traditional best-seller list that is published weekly in the Book Review, many of the titles are books that were reported, but perhaps often in quantities too low in any given weeks to qualify for the traditional rankings. Cumulatively over the months and in this subgroup, however, they emerge in clearer relief. They are ranked below by their relative reported sales, the same way we rank all books on the best-seller lists.

Please note that I chose not to consider for inclusion any titles that are actively tracked toward ranking among the Childrens’ Best-Sellers List categories. so you will not find classroom evergreens or coming-of-age narratives here.

One might argue that some of these titles are simply too narrow, too literal, or, in some cases, spoofery or farce. But isn’t argument what makes for lively hand-raising and calling out of turn?

What strikes you about the books on this list? Tell us, below.

1. America the Beautiful. by Ben C. Carson with Candy Carson

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Find Internships in North Carolina

Are you looking for an internship in North Carolina? Internship opportunities bridge the gap between the educational and professional worlds, making it easier to transition from academic life into a career. In fact, 7 out of 10 internships result in a full time job offer, which means interning in North Carolina can also serve as the foundation to landing a full time job after graduation. Many students find internships in their hometown, but they can also search for internship opportunities based primarily on location. There are tons of internship opportunities available in North Carolina, so it’s important to think about what kind of experience you’re looking for and what you’re hoping to get out of the internship as you’re beginning your search.

Thinking about moving to a new city after graduation? An internship in a new or unfamiliar city can provide hands on experience living in a city that captures your interest and will help you decide if launching a career in North Carolina is the right choice for you.

Being an intern in North Carolina can be an exciting and rewarding experience. Students can build a valuable network of colleagues and professional references that can help them get an internship or job in the future. If you’re not certain about where you want to live after graduation, then landing an internship in North Carolina offers an opportunity for you to test drive the area before officially moving.

Ready to get started? Search for internships in North Carolina below.

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College of Education

About the College of Education

The landscape of education is changing. As a new or current teacher, you must know how to individualize instruction, address Common Core State Standards and incorporate technology into your lesson plans. If you want to impact student learning and successfully navigate these issues in your classroom, you’ll find the resources and support you need in ours.

The College of Education offers degree programs ranging from elementary and secondary education to administration and corporate training. No matter which you choose, you’ll find programs taught by faculty members with an average 17 years of classroom experience. Prepare for certification in your state with curricula aligned with national standards. Then get to work shaping lives.

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*Maryland residents completing undergraduate degree programs will earn an emphasis rather than a concentration in a particular area of study.

University of Phoenix initial degree programs lead to teaching certification (Early Childhood, Elementary, Middle Level, Secondary and Special Education) in certain states. The College of Education offers state-approved initial programs in Arizona, California, Colorado, Florida, Hawaii, Idaho, Indiana, Missouri, Nevada, New Mexico, Oregon, Puerto Rico, Tennessee, Texas, and Utah. University of Phoenix advanced degree programs (Administration & Supervision, Curriculum & Instruction/Reading, and Teacher Leadership) may lead to certification in some states. The College of Education offers state-approved advanced programs in Arizona, California, Colorado, Florida, Idaho, Nevada, New Mexico, Puerto Rico, and Utah. Individual programs vary by state, and not all programs are available at all locations or in both online and on-campus modalities.

Candidates may request an institutional recommendation upon successful completion of their program (academic and program requirements). Candidates should check with their state agency for any state-specific requirements, including the acceptability of the University’s initial programs in any state in which they intend to seek licensure or certification. Program requirements are subject to change based on state certification requirements. Please speak to a campus representative for a listing of programs available at each campus location.

Finding an internship english department university of maryland

Finding an Internship

The following resources and considerations are intended to aid you in your search for the perfect internship.

Internship experience can help students stand out in today’s crowded job market. English majors and minors have acquired reading, writing, and research skills which a variety of employers find highly desirable. If a student doesn’t have any experience in a particular career field, an internship can provide the experience needed to make a successful entry into the workforce. A semester-long stint at a publishing house, law office, media outlet, or government or nonprofit agency allows students to:

  • Take their skills outside of the classroom and into a specific company or organization
  • Make important contacts
  • Acquire references to use as they apply for positions in the future
  • Try out possible fields of interest before they graduate
  • Gain valuable skills to list on their resumes
  • See the value of an English degree beyond the obvious path of teaching
  • Narrow down the type of writing they’re interested in doing in their careers
  • Learn how to interact with colleagues
  • Get an early chance to experience the world of work firsthand

Important Considerations

  • Many internships only require a semester-long commitment.
  • Supervisors are often quite willing to work around a student’s academic schedule.
  • Students can earn college credit while they intern (see below).
  • Junior year is the ideal time to complete an internship, but opportunities exist for everyone.
  • Even if students don’t have any related experience, an enthusiastic, eager attitude can help them receive an internship.
  • Students can complete more than one internship during their undergraduate years.
  • Internship experience can serve as a powerful navigational tool. It will allow students to focus their interests and uncover professional strengths and weaknesses.

Finding an Internship

Past interns have worked for magazines, newspapers, literary agencies, publishing houses, public relations firms, law firms, television and radio stations, museums, theatres, non-profits, and more.

www.careercenter.umd.edu .

Receiving Academic Credit for your Internship

The English Department offers academic credit for pre-professional internships through ENGL388P, our Pre-Professional Internship Course. Please visit the ENGL388P page for additional information on applying academic credit.

In addition, the English Undergraduate Studies Office offers internship advising on an individual basis to introduce students to internship opportunities inside and outside of the English Department. To make an appointment to see the internship advisor, call the English Undergraduate Studies office at 301-405-3825. or stop by 1128 Tawes Hall .

What is the human right to education nesri national economic amp social rights initiative

What is the Human Right to Education?

The right to education ensures access to quality schools and to an education that is directed towards the full development of the human personality. NESRI uses six priority human rights principles in our work that are fundamental to guaranteeing the right to education and are of particular relevance to education reform efforts in the United States:

Individual Rights: Every individual child must have equal access to a quality education adapted to meet his or her needs.

Aims of Education: The aims of education must be directed toward the development of each child’s personality and full potential, preparing children to participate in society and to do work that is rewarding and reasonably remunerative, and to continue learning throughout life.

Dignity: Schools must respect the inherent dignity of every child creating an environment of respect and tolerance in the classroom, preventing practices and disciplinary policies that cause harm or humiliation to children, and promoting self-confidence and self-expression.

Equity: There must be equitable distribution of resources in education across communities according to need.

Non-Discrimination: The government must ensure that the human right to education “will be exercised without discrimination of any kind as to race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.”

Participation: Students, parents and communities have the right to participate in decisions that affect their schools and the right to education.

The Right to Education is protected by:

There are also United Nations committees (“treaty bodies”) made up of experts that oversee the implementation of particular human rights treaties. These committees oversee the treaties by, among other things, receiving government reports on the implementation of the treaties, making comments to the government reports, and issuing general comments about the treaties or specific rights contained therein.

Both the Committee on Economic, Social, and Cultural Rights and the Committee on the Rights of the Child have issued general comments on education.

  • The United Nations Committee on Economic, Social, and Cultural Rights – See General Comment 13
  • The United Nations Committee on the Rights of the Child – See General Comment 1

Additionally, United Nations Special Rapporteurs are appointed to investigate human rights issues in countries around the world. In October 2001, the UN Special Rapporteur on the Right to Education made a country visit to the United States and issued a report to the Human Rights Commission about education in the United States.

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Introduction to Aptech Computer Education

Aptech Computer Education is one of the premier education institutes with 27 years of experience in the field of IT training. It has trained over 65 lakhs professional in over 40 countries.

The institute provides a wide variety of career, professional, short term and certification courses, designed by our expert academicians after careful market study and research. All the courses are taught by experienced and certified faculty. Our trainers constantly update their technical skills to maintain their expertise. Read more…

Aptech Computer Education has alliances with leading computer technology companies like Microsoft, Red Hat, Java and Oracle to offer courses that are globally recognized. These global certifications help professionals enjoy better salaries and career prospects.

The institute organizes various events like Techno Minds, placement workshops, job fairs, and seminars to encourage student interaction and prepare them for job interviews and make them industry-ready.

In a nutshell, Aptech Computer Education creates skilled IT professionals through a variety of courses delivered using the latest teaching methodology.

Planning a successful and educational field trip

Planning a successful (and educational) field trip

The world can be your classroom — but ensuring that your field trip is a productive learning experience for students takes planning. This article helps you prepare your students, yourself, and others for a successful field trip.

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The world is your classroom. Learning can — and should — happen everywhere. Field trips have been a part of education for thousands of years. But valuable learning experiences outside the classroom are not trivial to plan, execute, and follow up on — let alone to pay for or to convince a principal or superintendent that they’re valuable. But despite these challenges, a carefully planned and integrated field trip offers tremendous learning potential for all students.

Why take this field trip?

How does your field trip support the curriculum? If you can’t answer this question, then don’t expect great support from your administration for taking the trip! Before you request permission to take the trip, take the time to identify the following instructional elements in a document you can share with colleagues and with your students:

  • Curriculum materials or guides that have been developed by staff members from the site you will visit.
  • Learning outcomes for the trip
  • Standard Course of Study alignment
  • Essential concepts underlying the content and structure of the trip
  • Key vocabulary that will be a part of the trip

Preparing students

This phase of any field trip is perhaps the most demanding and time consuming, but is crucial to the success of the experience for everyone. Research has shown that students given pre-trip instruction learn and retain more from a field trip than those who receive no preparation. 1 The following suggestions will make a difference in your next field trip:

Introduce the trip as a part of a lesson. LEARN NC offers lesson plans that have been designed around a visit to a museum or to the zoo. While you may not find a lesson that exactly suits your needs, the examples in the sidebar will at least give you ideas about how to integrate your trip into the curriculum.

Stimulate students’ interest for the trip. Use artifacts from previous trips to this site such as photos, brochures, or videos. Consider inviting students who previously participated on this field trip as guest speakers to talk about their experience. This is especially useful for overnight trips to distant places, where students will want to know what to expect.

Discuss your expectations for learning and behavior. Students may have certain expectations of your trip based on previous trips taken with other teachers or organizations. Prepare them mentally for the experience by reviewing a schedule of activities or itinerary. Explain what and how they will learn and what tools they will use. Don’t assume that students possess the observation and exploration skills necessary to conduct the activities you or someone else has designed. Campsilos.org suggests having students practice these skills in the classroom by describing common objects to one another, such as a clothespin, a paper clip, or a paintbrush. If the result of the field trip is a product such as a multimedia presentation, report, or dramatization, consider giving students a rubric before the trip to guide their exploration. And remind students of the consequences of inappropriate behavior during the trip.

Prepare students with a twenty-four hour “staging period.” Remind students to get a good night’s rest and to eat a nutritious breakfast prior to departure. Ask students to mentally prepare themselves for the experience by thinking about how their behavior at school might not be appropriate in public spaces like museums or historic sites. Remind them to dress appropriately, which means taking into consideration the weather and the venue. Like behavior, clothing that passes the school’s dress code may not be appropriate in another location.

Develop a schedule of activities or itinerary. Review this with students and ask them to agree to follow this schedule. You can ask them to sign the itinerary as they would a learning contract.

Create a packing checklist for overnight travel. For overnight travel, create a packing checklist for boys and one for girls. Most students tend to overpack, which can be disastrous if you are traveling long distances. If students are paired to share rooms, encourage them to decide who will bring electric appliances that can be shared. (If you’re planning a trip abroad, the American Council for International Studies Website provides advice for teachers and their students.)

Preparing others

Obtain prior approval from your school or school system. Though you may have standing permission from your administration, there may be other events that require students to be present on that day. Check your school’s calendar before you schedule your trip.

Obtain parental permissions. Your school may have a standard form for permissions. Remember to carefully describe why the field trip is important and how it relates to the curriculum. Consider using the permission form as a recruiting tool for chaperones.

Complete medical permission forms. Unless you are traveling with an insured travel company, you may have to create your own medical permission form which includes all information related to student health, insurance, and parental permission for medical treatment in the case of an emergency. For example forms, conduct a web search for “medical permission form” and “travel” or a search on “medical release form.”

Fundraising: just say no! Educators are kind-hearted individuals who want to ensure equal access to educational opportunities for everyone. If the trip includes costs to individual students, consider other options for funding aside from fund-raising activities. It is most likely that students have already participated in numerous fund-raising activities and, depending on their age, door-to-door sales may not be a safe option. Consider asking parents to fund the trip or make a tax-deductible donation to the school to make the trip possible.

Prepare chaperones for their role. Send a letter or hold a meeting with chaperones prior to the trip to establish agreement of chaperone role and responsibility. Don’t take for granted that adults will intuitively know their role. Review your expectations of how they will assist you to ensure student learning and safety.

Hold a meeting with bus driver(s). Whether you are using your school system’s buses or traveling with a private bus company, make sure to introduce yourself as the lead teacher to all drivers. Thank them in advance for helping you to make the trip run smoothly. Make sure they know where you are going and that they have a copy of the itinerary which should have departure and arrival times for all activities.

Preparing yourself

Conduct a pre-visit to scout the site. Do you know where the restrooms are located? Are there any possible distractions nearby like a music store or candy store? What do you know about accessibility of the site for your physically challenged students? What spaces are available for students to take notes, make sketches, or take pictures or video? Can you obtain a map of the visit to share with students in advance? What can you discern about crowd control within the visit space? How will students with special needs be affected by various noises, people, lighting, and other environmental factors?

Develop a participant checklist. Develop a system for accounting for everyone on the trip, including chaperones. This may be a checklist with everyone’s name that you can check off as you depart for various stages of the trip. You might also consider assigning a number to each participant and conduct a “count off” before leaving.

Check the weather in advance. Check weather conditions of your destination at least a week in advance and then again one day prior to the trip so that you can prepare yourself and your participants accordingly. See weather.com for current weather information for your destination.

Reconfirm travel and accommodations. If you are planning overnight travel, reconfirm flights, hotel bookings, tickets, and so on just prior to departure.

What to bring along

Each field trip will dictate its own supply list, but there are some common considerations that are worth noting before you leave. When you discuss this aspect of the trip, remember also to caution students about what not to bring on the trip. Tour guides won’t be motivated to do their best job when they notice some students are equipped with headphones and portable music players!

For students:

  • Hard surface like a clipboard for note-taking or sketching
  • Container (zip-lock bag, grocery bag, etc.) for collecting artifacts
  • Recording device like pens, pencils, crayons, markers, and paper; handheld devices; laptops; cameras, video cameras or digital cameras; and a tape recorder. (For tips on how to best capture the experience through images or video, see The Elements of Digital Storytelling )
  • Students might bring some money for purchasing memorabilia to use in class presentations. You might encourage students to purchase postcards which can better capture sites of interest and allow students to focus their attention to the site itself. Carefully monitor students in museum gift shops and stores since some students may spend too much time shopping rather than exploring!
  • For young students and overnight trips, equip students with a small note card containing the lodging contact information and/or cell phone number of lead teacher/chaperone.

Name of campus or department goes here

The Adult Continuing Education is a department of Brownsville Independent School District and the fiscal agent for Cameron County, which includes Los Fresnos, Port Isabel, Rio Hondo, Santa Maria and Santa Rosa. BISD Adult Continuing Education provides services to a multicultural population who are educationally and economically disadvantaged adults, 17 years and older. 16 year olds are received as court-ordered.

BISD ACE provides technical support, training, data management, materials, assessment, registration and FTE’s to Co-Op Sites and satellites within the community.

Our program is funded primarily through Federal and State grant dollars.

Our classes run from: 8:30am-11:30 am, 1:00pm to 3:30pm, Monday – Thursday and 5:30-7:30 pm on Monday – Wednesday for GED and ESL. Friday mornings are reserved for tutorials from 8:30am to 10:30am.

Distance Learning: Distance learning is an extension of instruction. It assists in providing services for students who cannot commit to regular class schedules and allows for students to accumulate their 60 hours more quickly.

Two ACE teachers are responsible for distance learning. Each student is provided with a

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We serve GED students with Skills Tutor and PLATO, and our ESL students with English Discoveries Online.