Spade High School is closing its doors for good. Walking with the last graduating class is a man who left Spade High School over 50 years ago - Sherman Jones. From Texas Country Reporter with Bob Phillips.
Barber Beauty Schools
For a successful career, you need to make the correct choices while picking up a particular field. You can be sure of your success, if the career chosen by you is your field of interest. And if, personal service is what interests you, then getting into this field can guarantee you lots of professional success. So, if you have decided to make your career in the personal service field, some training from one of the barber beauty schools could help you prepare to be a professional barber. Not only these courses impart you with the correct knowledge of the personal service field, but they also provide you an entry into the big world of grooming. That is why, the barber beauty schools are quite popular amongst the aspirants who want to make their career.
The barber beauty schools offer a variety of courses with reference to the personal grooming. Most of the barbering beauty schools will offer course for classes in the technical study of biology as it relates to hair, as well as nails and skin. The aspirants are made to understand the professional methods used by barbers to trim hair, moustaches, and beards. Students are also taught to shave ****** hair, trim eyebrows and nose hair, and how to style hair and fit hairpieces. Most of the leading barber beauty schools also teach their student about sterilization, waxing, and body massage.
In the barber beauty schools, barber training will most certainly include cutting, styling, and dyeing of men’s hair, as well as shaving and trimming moustaches and beards. Today, it is seen that some of the barbershops have included services for women, and that is why some of the barber beauty schools will expand barber studies to include cosmetology, beauty and applications of makeup. But, this percentage of schools is less, and most barber training focuses exclusively on male grooming practices.
You can pursue the barber beauty schools along with your college as the length of a barber course is usually less than a year of full-time study. Because of this reason, it is a desirable career path for those with little time to spare. When you become a graduate of barber school, you will receive a technical diploma or certificate of completion to present when seeking employment.
Apart from the traditional barber courses, many schools also have various professional courses. There are also many courses for beauticians. It is one of the popular courses, as this field offers many attractive positions that range from hairstylist to manicurist to makeup artist. Beauticians can also find work in hair and nail salons, and in many other related areas, including entertainment, private consultation, and product sales. The regulations guiding such schools vary from state to state, but the goal of a good barber beauty school is to train and prepare professionals to attain state licensing or certification.
Mostly people ingnore it but can it really affect your life? This question is mainly for people who live in hawaii and/or has a child or is going to school in hawaii.
In the fall of 2005, the Boston schools began exploring the education reform strategy of extending the school day for its middle schools. The extended school day gives students more time for learning at a crucial time in their education. The middle school years provide the much-needed preparation for students to enter high school, college and the workforce. Last year, the Boston schools applied for and was awarded a $40,000 planning grant for three schools.
The Boston schools have been awarded grants again this year for another three schools. These three Boston schools were among ten schools across the state that included five school districts. The other four districts are Cambridge, Fall River, Malden, and Worcester, who shared with the Boston schools a total of more than $2.2 million in implementation grants to extend the learning time at the ten schools.
The three Boston schools are:
• Clarence R. Edwards Middle School in Charlestown;
• Umana/Barnes Middle School in East Boston; and
• James P. Timilty Middle School in Roxbury.
Beginning in September 2006, Edwards and Timilty middle schools will begin class at 7:20 a.m., Monday through Friday. They will end school at 4:30 p.m., Monday through Thursday, and at 11:40 a.m. on Friday. Umana/Barnes will begin classes at 7:35 a.m., Monday through Friday; end school at 4:30 p.m., Monday through Thursday; and end at 11:40 a.m. on Friday.
As with the schools last year, the Boston schools enlisted the assistance of Boston schools administrators, union representatives, teachers, counselors, principals, parents, and community partners. They worked together to develop the plans and implementation of the extended day at each school. Additionally, the non-profit organization, Massachusetts 2020, gave support to the planning and implementation process. The 2020 group is dedicated to expanding educational and economic opportunities for children and their families within the state of Massachusetts.
The Boston schools’ interim superintendent, Michael Contompasis, noted that both the students and the teachers benefit from this extra school time. Students receive more classroom instruction time in the core academic subjects that are crucial for their success in high school and college. More time also will be available to students for tutoring, the arts, and recreation. Additionally, teachers are given more time for lesson planning, setting schedules, and for professional development activities.
The Massachusetts Department of Education provides the grants from its “Expanded Learning Time to Support Student Success” grant program.
The Boston schools have more than 58,000 pre-kindergarten through 12th grade students at 145 schools. The hopes of all concerned is to continue to expand this reform strategy of extended school time; so that student achievement will continue to rise, with students being better prepared for high school, college and the workforce.
BRENDAN
The United Nations Convention on the Rights of the Child put forth that one primary purpose of schools is to develop respect for human rights and the fundamental freedoms that all children should enjoy. They noted that to truly understand and promote human rights, one has to live them out in relation to others.
The New York City schools has taken this directive seriously and to heart by creating its School for Human Rights, a combined middle and high school academy that is built around the concept of human rights. It is one of nearly 150 small public schools opened through special initiatives in the last three years by the New York City schools, having opened its doors in September 2004. During the New York City schools’ school year 2005-2006, the School of Human Rights had over 180 students.
Located in Brooklyn, the School for Human Rights is rare, even for the New York City schools. Its core values are dignity, respect and responsibility, which is the driving force behind its curriculum, how the students learn and the teachers teach, how they treat one another, and the types of adults the New York City schools hope the students become. Human rights are demonstrated to students by how the school meets the educational needs of each and every student; in its practices, such as discipline with dignity; examples given in class, questions raised by teachers, the active discussions, critical thinking and reflection that are part of the project-based coursework; and even in the human rights enriching field trips.
The School of Human Rights is the only New York City schools that integrates an academic and social skills-based curriculum. It even immerses human rights into its extracurricular activities, such as film festivals and workshops with human rights defenders.
The School of Human Rights challenges the New York City schools students to become compassionate and socially engaged young adults, who are committed to equality, dignity and social consciousness. Amnesty International USA, Human Rights Education Association, and New Visions for Public Schools, who have partnered with the New York City schools and made this school possible, hope to see many of these New York City schools’ students carry over what they learn into their adult lives, as well as to enter social justice careers.
The New York City schools based the School for Human Rights on UNICEF’s framework to:
• Recognize the rights of every child;
• See the whole child in a broad context, in the home environment as well as at school;
• Be child centered, ensuring the psychological and social well being of each child;
• Be gender sensitive and girl friendly by eliminating stereotypes and constraints to education, while promoting achievement;
• Promote quality learning outcomes;
• Base education on each child’s unique identity, previous school experience, community, and family;
• Promote New York City schools’ student rights and responsibilities within the school environment, including ensuring inclusion, respect and equality of opportunity for each child;
• Enhance New York City schools’ teacher capacity, morale, commitment and status, and
• Be family focused.
To ensure the School of Human Rights teachers have the resources and professional development they need, the Human Rights Education Association provides this support to the New York City schools. Teachers have found that the most difficult task is presenting human rights in a meaningful and empowering manner, making human rights more than an abstract concept.
The School of Human Rights is unique and will empower its students beyond what is found in other public schools.
BLAIR
