CANNES, France (Reuters) – The "Arab Spring" is the focus of two movies at Cannes this year as film makers present tentative steps towards democracy on the big screen, one year after political upheaval in Libya and Egypt. While both films deal with contemporary events in the Middle East, "The Oath of Tobruk" ("Le Serment de Tobrouk") is a French-language documentary about the Libyan war with a highly subjective slant. "After the Battle" ("Baad el Mawkeaa") is a fictional account of the uprising in Cairo from Egyptian director Yousry Nasrallah. …
26-May-2012
19-Feb-2012
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Cyber, Virtual in addition to Online High Schools are widely for sale in 29 states and they are funded through each california’s department regarding education. High School students could get free course load, often some sort of loaned laptop or computer and compensation for net charges. If you do not have the time period or prefer to home school nevertheless need an alternative solution to open education, these cyber high schools can be a viable alternative as well as a better future for the disenchanted in addition to disheartened spanish student. Parents survey higher self-confidence, more strong learning and far happier children using a Cyber High School knowledge.
Your youngster has one particular shot at like a high school student inside traditional age groups. In way back when, if open school has not been working in addition to private school sent someone to the weak house, you must settle for getting through along with your eyes closed and hoping the child had a greater experience with college or perhaps community school. Or you happen to be one of several now lots of people who stated enough and also home-schooled the children at their very own expense. Whether these kind of brave souls who’ve been splitting faraway from public school with record amounts, scared the actual schools in to realizing they’d to want to do something creative can be anyones think. Colleges creating distance education and independent firms creating High School packages have increased the club so training departments knew they to be competitive.
It’s a new slow process nonetheless they are acquiring there along with the results, no matter whatever you read inside the polls, are beneficial and recovering daily. Cyber or even Online learning could be the answer for many people teens which can’t take a class room situation or even are sick and tired with the thrown away time spent within the traditional school morning. Maybe you have seen most of these kids currently being interviewed regarding national stories dealing with how a lot they including being finished with their school evening in 5 possibly even hours. With research done, they are on a remorse free night time with pals, art instruction, dance courses…. it’s his or her time, not moment for loads of busywork research.
Each state incorporates a different construction, some greater, some simply beginning so you’ll need to call your state’s DOE to become more information. Most states now take over an on the internet or hire school section on the state internet site, so the web school information need to be there. Make sure and get about the loaner laptop or computer and connection to the web costs and if thez district allows your adolescent to be involved in high school sports activities or okay arts. Often they’ll because that you are still connecting thus to their district with the cyber or perhaps online high institution. But bear in mind, districts dislike online school given it takes students out of the rolls nevertheless they still should pay this bill. Most districts will not be helpful within this process and so bypass these and call a state Department regarding Education. Many states employ a charter school coordinator who nothing but take care of charter as well as online programs when you contact, ask with the specific particular person.
Lastly, good luck and give upwards. In a decade cyber rent schools is definitely the norm as opposed to the exception because public schools burst in inhabitants and troubles. There is no requirement to feel disappointed about research, bad professors, No Child Found lacking and simply no school assist. There usually are finally options in Cyber High School education and they’re going to get greater and far better with each and every passing yr.
Mark Wise the Author is a really good web-master who talks regarding High Schools
06-Dec-2011
In the Middle of a Kiss — ‘College Scandal’
Category : Teen
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29-Sep-2011

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“Back to School” for Parents? 6 Tips to Survive and Thrive During Your Teen’s Transition to Middle and High School
Acton, MA (PRWEB) July 20, 2005
Kids transitioning into middle and high school deal with anxieties about friends, expectations, schedules and rules. Their parents share these stresses PLUS worry about their teenÂÂs changing behavior, new communication patterns and changes in the parent-teen relationship.
Sue Blaney says: Parents need to prepare for these big family transitions, too.
Successful parents of teenagers are knowledgeable, confident and connected — with each other and with their teens. Here’s what parents can do:
1. Parents need to be their teenager’s biggest supporters. Teens go to school where they face intense peer scrutiny, sometimes resulting in feelings of inadequacy. While holding kids accountable, parents need to bolster their teenÂÂs confidence, and provide a safe haven for their teenagers when at home.
2. Parent involvement in teenagers’ school life is essential, and it is directly associated with increased academic success. Parent involvement changes at the secondary level, as kids take on more responsibility. But parents need to be careful not to pull back too much, and find appropriate ways to stay involved.
3. Parents must proactively learn to know other parents in the community. Working parents may need to work extra hard on this as teens’ social circles widen. Connected parents, in a connected community, provide a safety net for teens, and parents must take responsibility for creating this.
4. Parents need to gain the confidence it takes to say “no” and to make tough decisions at times. (Parents really can “just say no” to IM.)
5. Parents need to stay connected despite the fact that communication may change. Teens may not always tell their parents everything that is happening in their life, or what they face. Parents should try not to take this personally, as it can represent a positive developmental step for kids. However, smart parents find ways to share quality time with their teenagers so they have a good sense about what is going on.
6. Parents need to increase their active listening … listening for names of new friends and classmates, listening for comments about new behaviors and interests, listening for clues about changes, being sure to support the positive ones.
Sue Blaney, the author of Please Stop the Rollercoaster! How Parents of Teenagers Can Smooth Out the Ride, provides this resource guiding parents to examine the range of issues they are likely to face while raising their teens. In her work with parents and school educators, Sue observes that parents of teenagers are often isolated and lacking the confidence and knowledge it takes to set necessary limits while providing appropriate support. To provide effective answers, Sue offers a variety of tools including a learning and discussion group program for parents, complete with a Leader’s Guide, and a comprehensive website (http://www.PleaseStoptheRollercoaster.com). As a communications specialist, she advises parents and secondary schools in how to increase parent involvement and improve school-parent communication. She is a certified Professional Behavior Analyst, with a degree in communications from Northwestern University, and has spent 25 years in training and development, marketing and sales.
For a full media kit, a review copy of Please Stop the Rollercoaster!, or to arrange an interview with Sue Blaney, contact Kate Bandos at KSB Promotions. 800-304-3269, kate at ksbpromotions.com.
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27-Nov-2010
New York (Vocus) September 25, 2009
Middle school LGBT (lesbian, gay, bisexual and transgender) students are significantly more likely to face hostile school climates than high school LGBT students, yet have less access to school resources and support, according to a new research brief from GLSEN, the Gay, Lesbian and Straight Education Network, released as the New York Times Magazine publishes a cover story on students coming out in middle school.
The research brief, the first national research report to look specifically at the experiences of LGBT students in middle school, is based on data from 626 LGBT middle school students who participated in GLSEN’s 2007 National School Climate Survey of 6,209 secondary school students.
“The findings should be a wake-up call to school officials and policymakers across the country that we can no longer ignore one of the biggest school climate issues facing middle school students, regardless of sexual orientation,” GLSEN Executive Director Eliza Byard said. “GLSEN has worked for many years to provide educators/schools with evidence-based solutions that they can implement to address anti-LGBT bullying and harassment. For the sake of all of our students, schools must take action to address these issues in the critical middle grades.”
More than 9 out of 10 LGBT middle school students (91%) said they experienced harassment at school in the past year because of their sexual orientation, 59% experienced physical harassment and a startling 39% said they had been physically assaulted, nearly twice as many as in high school (20%).
More than 8 out of 10 LGBT middle school students (82%) reported hearing homophobic epithets (e.g., “faggot” or “dyke”) frequently or often from other students in school – a higher percentage than high school students (73%). Perhaps most shocking, 63% of LGBT middle school students had heard school staff make homophobic remarks.
The negative and hostile climate had a profound effect on student academic success. Half of LGBT middle school students (50%) had skipped at least one day of school in the past month because they felt unsafe. Further, their grade point average was half a grade point lower than students who had not missed school due to safety concerns.
The full research brief can be found at http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/001/1475-1.pdf .
Major Findings
Finding: Homophobic remarks and negative comments about someone’s gender expression were pervasive in middle schools.
91% of LGBT middle school students said that they heard the word “gay” used in a negative or derogatory way often or frequently in school, such as the expression ”that’s so gay.”
82% of LGBT middle school students reported hearing homophobic epithets (e.g., “faggot” or “dyke”) frequently or often from other students in school – a higher percentage than high school students (73%). In addition, 63% heard school staff make homophobic remarks.
66% of LGBT middle school students heard negative remarks about gender expression frequently or often from their peers – also a higher frequency than was reported by high school students (60%). Further, nearly two-thirds of LGBT middle school students also heard such remarks from school staff (62%).
Finding: The majority of LGBT middle school students experienced verbal harassment because of their sexual orientation or gender expression, and sizable percentages were physically harassed or assaulted based on these characteristics.
91% of LGBT middle school students were verbally harassed (e.g., called names or threatened) in school because of their sexual orientation (compared to 86% of high school students), with 81% being regularly harassed (frequently, often or sometimes). Also, 72% reported having been verbally harassed in school because of their gender expression (compared to 66% of high school students).
59% of LGBT middle school students experienced physical harassment (e.g., pushed or shoved) in school because of their sexual orientation (compared to 43% of high school students), 41% were physically harassed because of how they expressed their gender (compared to 29% in high school).
39% of LGBT middle school students had been assaulted (e.g., punched, kicked, or injured with a weapon) in school because of their sexual orientation (compared to 20% of high school students) and 24% because of their gender expression (compared to 13% of high school students).
Finding: Harassment and absenteeism as a result of an unsafe school environment negatively affected LGBT middle school students’ academic performance and ability to attend school.
50% of LGBT middle school students reported missing at least one day of school in the past month because they felt unsafe.
LGBT middle school students who missed days of school because they felt unsafe had grade point averages (GPAs) about half a grade lower than students who did not miss school because of safety concerns – 2.4 vs. 2.9 (out of 4.0).
LGBT middle school students who experienced high levels of harassment or assault because of their sexual orientation reported significantly lower GPAs than students who were never or rarely victimized in school for this reason. For example, the GPAs of students who experienced high levels of physical harassment because of their sexual orientation were almost half a grade lower than other students – 2.4 vs. 2.8
Finding: Many LGBT students in middle school did not have access to important resources and interventions that can improve school climate.
Very few LGBT middle school students (4%) reported that their school had a Gay-Straight Alliance or similar student club, and they were much less likely to have a GSA than students in high school (43%).
64% of LGBT middle school students reported having at least one teacher or other school staff person in school who they felt was supportive of LGBT students, but they were less likely than high school students (86%) to report having supportive school staff.
When asked about the presence of school policies addressing harassment, 52% of LGBT middle school students reported that their school had some type of anti-harassment policy. However, only 17% of middle school students reported that the policy explicitly mentioned protections from harassment based on sexual orientation and/or gender identity/expression.
About the National School Climate Survey
The National School Climate Survey is a biennial report examining the experiences of LGBT middle and high school students in U.S. schools. The report, which was first released in 1999 and is the only national survey of its kind, documents the anti-LGBT bias and behaviors that make schools unsafe for many of these youth. The full 2007 sample consisted of 6,209 LGBT secondary school students, from all 50 states and the District of Columbia, between the ages of 13 and 21.
About GLSEN:
GLSEN, the Gay, Lesbian and Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For information on GLSEN’s research, educational resources, public policy advocacy, student organizing programs and educator training initiatives, visit www.glsen.org .
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19-Nov-2010
Think about this, when you grow up and have children is that what you want your own children to express themselves? Would you be proud of your kids or embarrassed of them posting those kind of pictures?
17-Nov-2010
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15-Nov-2010
Middle East News
Category : World News
Islamtribune is one such online magazine that promotes authentic and unbiased news to help balance Muslim views and World News. The Middle East news are authentic that it provides and the Muslim News influence majority of those people who are a regular reader with social balance in mind.
