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as students at Lincoln High. The stark socioeconomic differences between the two high schools seem to create a negative stereotype about the students who attend schools in poorer areas. It is damaging and wrong, Cushman says, to assume that students at Lincoln are “misbehaved” simply because of the school’s location and resources. “I would challenge any citizen in Tacoma to walk into the classrooms of our city and listen to insight and intelligence of our young people,” Cushman said. He says he

sobre los desafíos de enseñar un segundo idioma en nuestras escuelas en los Estados Unidos /The Huge Task of Decolonizing the Classroom for Current Teachers: An Investigation of the Challenges of Teaching a Second Language in Our Schools in the United States4:15-4:45 - Henri Coronado-Volta``Latines y la fuerza laboral de gig: se necesitan más protocolos de seguridad y beneficios en el lugar de trabajo para proteger a estos trabajadores esenciales / Latinxs and the Gig Workforce: More Safety

Law School. Dr. Lenore J. Weitzman She has been a professor at Stanford University, the University of California, George Mason University, and Harvard University — where she received Harvard’s “Phi Beta Kappa Distinguished Teaching Award.” Weitzman’s current work focuses on the Holocaust. She co-edited Women in the Holocaust, (Yale, 1999) with Dalia Ofer, a finalist for two Jewish Book Awards, and is now writing a book on the “Kashariyot”, the young women who were secret “couriers” for the Jewish

searches are common and part of the research and learning process, and that “failed” searches are moments to reflect, reconsider their approach, and try again. Reflect on when you are teaching students your expert methods of research, and when you are slowing down to explain the research process to someone who is not an expert. For More … Getting Started with Research Guide Advanced Research Strategies Guide (In Progress) Talking about information literacy: the mediating role of discourse in a college

year. (4) ENGL 506 : Summer Residency III 16 hours of required workshops, 20 additional hours of lectures and mini-courses (topics in genre/topics in craft), readings. Design an independent course of study with a mentor for the upcoming year. (4) ENGL 507 : Summer Residency IV Teaching a class based on critical paper or outside experience. Public reading from creative thesis. Participation in workshops and classes. Graduation. (4) ENGL 511 : Writing Mentorship I One-on-one correspondence with a

include CE certificates of completion. Written description of the student’s practice experience. Evidence of expertise in an area (ie teaching classes, conference presentations, national certification). Other activities that demonstrate expertise in practice and/or healthcare leadership. Publications. CIC approval, 9/2015 SNO approval, 9/2015

in Holocaust Studies was created to honor Mayer and to ensure that teaching of the Holocaust would remain an important part of the PLU curriculum. Mayer published his memoir, My Personal Brush with History , in 2009; it was translated into German and published in October 2012. Mayer appeared at PLU’s Powell-Heller Conference for Holocaust Education in 2010 and 2011, was the featured author at the U.S. Holocaust Memorial Museum in 2011 and has held various other signings, with all proceeds