An honor system or honesty system is a philosophical way of running a variety of endeavors based on trust , honor , and honesty . Something that operates under the rule of the honor system is usually something that does not have strictly enforced rules governing its principles. Honor System in Education The first honor system in America was penned by Thomas Jefferson at the College of William and Mary , Jefferson's alma mater. In some colleges, the honor system is used to administer tests unsupervised. Students are generally asked to sign an honor code statement that says they will not cheat or use unauthorized resources when taking the test. As an example, at Vanderbilt University students taking examinations are required to sign and include the following pledge: On my honor as a student I have neither given nor received aid on this examination. Any student caught in violation of the Honor Code is referred to the Honor Council which investigates and determines the appropriate action, which can range from failing the course to expulsion from the University. At the University of Virginia a student taking an examination is also required to sign a pledge not to give or receive aid and there is but one penalty for transgression of the honor code, and that is dismissal from the University. Texas AM also has an Honor System which states, Aggies do not lie, cheat or steal or tolerate those who do. This is listed at the beginning of all tests. Any student that does not follow the code is remanded to the Honor council so they can determine the severity of the case and how the student should be punished or if expulsion is necessary. The students at the University of North Carolina at Chapel Hill also maintain a student-run honor system. Students maintain the integrity of the university by pledging not to cheat, steal or lie. Unlike the University of Virginia, the honor system at Chapel Hill allows for different sanctions, ranging from probation to expulsion. Washington and Lee University maintains an Honor System that was introduced by General Robert E. Lee , who stated We have but one rule here, and it is that every student must be a gentleman. The Washington Lee Honor System is entirely administrated through the student body. It is one of the few universities in the United States to have a non-codified system. As a result, students decide what constitutes a breach of honor. These breaches are commonly named as lying, cheating, or stealing, but what constitutes an honor violation is open to the interpretation of the current student body.
About EarthSky EarthSky a clear voice for science for broadcast and the Internet advocates science as a vital tool for the 21st century. Our award-winning science content in audio and video formats, in English and Spanish is seen or heard 15 million times every day on multiple platforms via both traditional and new media outlets including National Public Radio in the United States, commercial broadcast outlets in the U.S. and around the world, XM/Sirius, Voice of America, World Radio Network, iTunes, Facebook, Twitter, YouTube and dozens of online podcast aggregators. We have been a world leader in bringing the voices of scientists directly to you and millions of others across the globe since 1991. EarthSky brings scientists words and insights to a large audience thanks to the support and partnership of thousands of scientists and scientific institutions. EarthSky has more than 600 individual Global Science Advisors, who help us create our content. Partners and sponsors also include the National Science Foundation, NASA, NOAA, Royal Dutch Shell, the Economist, Sustainable Life Media, the American Forest Foundation, Research Corporation, the Edwards Foundation, the National Institutes of Health, the National Space Biomedical Research Institute, the Geological Society of America and many others. We know science is not perfect. Its a process, not a body of facts. History tells us that some of todays scientific truths will inevitably turn out to be wrong, or only partially true. Still, science leads to profound insights about the natural world that are as true as anything can be here at the beginning of the 21st century. The EarthSky Promise: To bring the ideas, strategies and research results of scientists to people around the world, with the goal of illuminating pathways to a sustainable future.
FRONTLINE investigates how Wall Street and a new breed of for-profit universities are transforming the way we think about college in America http://www.pbs.org/wgbh/pages/frontline/collegeinc/
Name: Prof Lin Norton Job Title: Dean of Learning and Teaching Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 3643 Email: nortonl@hope.ac.uk Name: Ms Tessa Owens Job Title: Principal Lecturer Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 3819 Email: owenst@hope.ac.uk Name: Mr Brian Farrimond Job Title: Principal Lecturer Faculty: Business and Computing Sciences Subject/Service Area: School of Computing Phone No: 0151 291 3606 Email: farrimb@hope.ac.uk Name: Mr Ian Marsh Job Title: Principal Lecturer Faculty: Criminology. Subject/Service Area: Sciences and Social Sciences Phone No: 0151 291 3144 Email: marshi@hope.ac.uk Name: Dr Anthony Edwards Job Title: Principal Lecturer Faculty: Education Subject/Service Area: Education Phone No: 0151 291 3751 Email: edwardt@hope.ac.uk Name: Dr Cathy Walsh Job Title: Principal Lecturer Faculty: Sciences and Social Sciences Subject/Service Area: Health and Applied Social Sciences Phone No: 0151 291 3826 Email: walshc@hope.ac.uk Name: Dr Jenny Daggers Job Title: Principal Lecturer Faculty: Arts and Humanities Subject/Service Area: Theology, Philosophy and Religious Studies Phone No: 0151 291 3588 Email: daggerj@hope.ac.uk Name: Dr Linda Rush Job Title: Principal Lecturer Faculty: Education Subject/Service Area: Education Phone No: 0151 291 3000 Email: rushl@hope.ac.uk Name: Dr Linda McLoughlin Job Title: Senior Lecturer Faculty: Arts and Humanities Subject/Service Area: English Phone No: 0151 291 3250 Email: mclougl@hope.ac.uk Name: Mr Bill Norton Job Title: Research Associate in Learning Teaching Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 2039 Email: nortonb@hope.ac.uk Name: Mr Lee Shannon Job Title: Research And Administrative Assistant Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 3903 Email: shannol@hope.ac.uk Name: Ms Janette Bonar-Law Job Title: E-Learning Developer Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 3854 Email: bonarj@hope.ac.uk Name: Mr Abdul Hakim Mohamed Job Title: E-Learning Technologist Faculty: Education Subject/Service Area: Centre for Learning and Teaching Phone No: 0151 291 2098 Email: mohamed@hope.ac.uk http://www.hope.ac.uk/norton Upcoming ISSOTL Conferences ISSOTL 2010 : Liverpool, United Kingdom Dates: October 19-22, 2010 Conference Website Venue: Arena and Conference Centre Liverpool . Monarchs Quay, Liverpool, L3 4PF The Centre is a unique, purpose built meetings facility, situated in the heart of Liverpool on the historic, world heritage waterfront. ACC Liverpool is a landmark regeneration project on the outstanding Mersey River Waterfront sited next to the famous grade one listed Albert Dock. Designed by the award winning architects Wilkinson Eyre, ACC Liverpool houses the versatile BT Convention Centre and the Echo Arena Liverpool. Keynote Speakers: Professor Graham Gibbs, National Teaching Fellow, UK: Global theories and local practices: institutional, disciplinary and cultural variations Ray Land and Erik Meyer, University of Strathclyde and University of Durham, UK: Threshold Concepts and Troublesome Knowledge Professor Michele Lamont, Harvard University, USA: How Professors Think - Culture and Disciplinary Interfaces Jude Carroll and Janette Ryan, Oxford Brookes University, UK and Monash University, Australia: Learning across cultures: Opening our minds as well as our doors For more information, contact ISSOTL 2010 Chair Chris Rust, Oxford Brookes University, at crust@brookes.ac.uk . ISSOTL 2011 in Milwaukee, Wisconsin (United States) Dates: October, date to be determined (Check back here for details as they're announced.) Past ISSOTl Conferences Poster Session Conversation ISSOTL 2008 in Edmonton, Alberta, Canada 2009: Solid Foundations, Emerging Knowledge, Shared Futures in Bloomington, Indiana, United States (October 22-25) Conference Website Conference Program Article in The Chronicle of Higher Education (Here's a public version for non-subscribers.) 2008: Celebrating Connections: Learning, Teaching, Scholarship in Edmonton, Alberta, Canada (October 16-19) Conference Program (large PDF) Keynote Address by Sue Clegg 2007: Locating Learning: Integrative Dimensions in the Scholarship of Teaching and Learning in Sydney, Australia (July 2-5) Conference Program 2006: Making a Greater Difference: Connecting to Transformational Agendas in Washington, DC, USA (November 9-12) Conference Proceedings : Plenary Reports, Abstracts, and Syntheses of Sessions 2005: Commitment, Community, and Collaboration in Vancouver, British Columbia, Canada (October 14-16) Conference Proceedings 2004: The Scholarship of Teaching and Learning: Perspectives, Intersections, and Directions in Bloomington, Indiana, USA (October 21-24) Conference Proceedings We are seeking appropriate sites for future conferences in the following areas: 2012: Australasia 2013: USA 2014: Australasia, Canada, Europe, and other regions of ISSOTL membership http://www.issotl.org/conferences.html The International Society for the Scholarship of Teaching Learning was founded in 2004 by a committee of 67 scholars from several countries. The ISSOTL 2008 Poster Session Edmonton, Alberta, Canada ISSOTL was organized to: Recognize and encourage scholarly work on teaching and learning in each discipline, within other scholarly societies, and across educational levels Promote cross-disciplinary conversation to create synergy and prompt new lines of inquiry Facilitate the collaboration of scholars in different countries and the flow of new findings and applications across national boundaries Encourage the integration of discovery, learning and public engagement Advocate for support, review, recognition, and appropriate uses of the scholarship of teaching and learning. The Society's first conference was held October 21 - 24, 2004, at Indiana University Bloomington in the United States. Over 440 scholars from 8 countries attended 280 presentations. The second conference was held October 14 - 16 in Vancouver, British Columbia in Canada. 672 scholars from 8 countries attended 292 sessions. The third conference was held November 9 - 12, 2006, in Washington, D.C., in the United States. Just under 800 scholars from 16 countries (including Australia, Canada, China, Gambia, Hong Kong, Hungary, Ireland, Italy, New Zealand, Nigeria, the Philippines, South Africa, Sweden, Taiwan, United Kingdom, and the United States) attended the conference. The fourth conference was held July 2 - 5, 2007, in Sydney, Australia. Approximately 400 scholars attended the conference. The fifth conference was held October 16 - 19, 2008, in Edmonton, Alberta, Canada. Approximately 527 scholars attended the conference. The sixth conference was held October 22 - 25, 2009, in Bloomington, Indiana, in the United States. Approximately 650 scholars from nearly every discipline, 500 campuses, and 15 countries attended the conference. Founding Committee Jane Aiken Georgetown University Thomas Angelo Victoria University of Wellington Peter D. Ashworth Sheffield Hallam University Marcia Babb Carnegie Foundation Bob Bain University of Michigan Randy Bass Georgetown University Spencer Benson University of Maryland Dan Bernstein University of Kansas Angela Brew University of Sydney Suzanne Burgoyne University of Missouri Mary Burman University of Wyoming Vernon Burton University of Illinois Nick Byrne London School of Economics Political Science Barbara Cambridge American Association for Higher Education Nancy Chism Indiana University-Purdue University Brian Coppola University of Michigan Milt Cox Miami University-Ohio Vaneeta D'Andrea City University of London Lewis Elton University College Daisy Floyd Texas Technical University Richard Gale Carnegie Foundation Lee Gass University of British Columbia Barbara Gayle University of Portland George Gordon University of Strathclyde Mick Healey University of Gloucestershire Linda Hodges Princeton University Mary Huber Carnegie Foundation Pat Hutchings Carnegie Foundation Paul Hyland Bath Spa University Randy Isaacson Indiana University-South Bend Dennis Jacob Notre Dame University Alan Jenkins Oxford Brookes University Mills Kelly George Mason University Carolin Kreber University of Alberta Susan Lea University of Plymouth Davorah Lieberman Portland State University Sherry Linkon Youngstown State University Elaine Martin Victoria University Kathleen McKinney Illinois State University Judith E. Miller Worcester Polytechnic Institute Rob Moore University of Cape Town Pat Murrell University of Memphis Craig Nelson Indiana University Ruth Neumann Macquarie University David Pace Indiana University Bernice Pescosolido Indiana University Caroline Persell New York University Gary Poole University of British Columbia Michael Prosser University of Sydney Paul Ramsden University of Sydney James Rhem National Teaching Learning Forum Eugene Rice American Association for Higher Education Laurie Richlin Claremont Graduate University Jennifer Robinson Indiana University Anthony Rosie Sheffield Hallam University Chris Rust Oxford Brookes University Whitney Schlegel Indiana University Anita Salem Rockhurst University Ian Scott University of Cape Town Diane Sieber University of Colorado Kathy Takayama University of New South Wales Lynn Taylor Dalhousie University Keith Trigwell University of Sydney Emily VanZee University of Maryland George Walker Carnegie Foundation Mark Walter Oakton Community College John Webster University of Washington Deborah Willis Victoria University http://www.issotl.org/history.html
MODERN is a European platform MODERN is a European platform which promotes the modernisation of higher education management. Under the leadership of ESMU, MODERN is a consortium of 10 core and 28 associate partners who have joined forces to provide a structured answer to the fragmentation in the supply of management support to HEIs, their leaders and managers. MODERN is a three-year EU-funded Structural Network (2009-2011) under the Lifelong Learning (ERASMUS) programme. MODERN responds to the Modernisation Agenda of the European Union and to the need to invest in people, to support future leaders and encourage the professionalisation of higher education management at all levels. The overall objective is to ensure HEIs' competitiveness to meet challenges in their external environment and respond to the needs of society. http://www.highereducationmanagement.eu/
Abraham Flexner Abraham Flexner (1866-1959) devoted his life to the improvement of teaching and research in America, initiating the modern American medical school and serving as first director of the Institute for Advanced Study at Princeton. Abraham Flexner was born on Nov. 13, 1866, in Louisville , Ky. He attended the Louisville High School and returned to it as a teacher after his graduation from Johns Hopkins University in 1886. Four years later he opened a college preparatory school in Louisville and put to a successful test his belief that inspired teaching plus the enthusiasm and competitive spirit of youth made the usual administrative rules, records, reports, and classroom examinations unnecessary. Flexner married in 1898. In 1905 he began graduate studies in education at Harvard University . His concern turned to the institutions and practices of graduate and professional training. He traveled in England , Germany , France , Canada , and the United States . In 1910 his report to the Rockefeller Foundation on medical education set into motion comprehensive reforms which led to the subsequent rise of American medical education to world leadership. Flexner followed this with an investigation of prostitution in Europe and with further research and writing on problems of teaching. As a consultant with the Carnegie Foundation for the Advancement of Teaching and, from 1913 to 1917, as assistant secretary of the General Education Board of the Rockefeller Foundation, Flexner prepared a statement published as A Modern School (1916). In these pages Flexner emerges as one of America's chief spokespersons for what became known as educational progressivism. He believed in universal education for literacy and a rigorous and demanding academic curriculum for the gifted and interested. During most of the 1920s Flexner continued working for the improvement of medical education as the director of studies and medical education of the General Education Board. Flexner next began examining higher education, visiting universities in England and Germany. In 1930 his Universities: American, English, German appeared. He saw universities not as popular institutions reflecting the desires and whims of society but as intellectual leaders. Universities must at times give society, not what society wants, but what it needs, he wrote. In 1930 he was asked to establish the Institute for Advanced Study in Princeton, N.J., and to serve as its first director; now he could put his ideas concerning the place of research in society and the world of learning into practice. His answer to a new fellow who asked what his duties were was typical: You have no duties, only opportunities. He served as the institute's director until 1939 and as director emeritus thereafter. He died on Sept. 21, 1959, in Falls Church, Va. Further Reading Flexner's views on universities are discussed in Alexander D. C. Peterson, A Hundred Years of Education (1952). Further background on education is in Stuart G. Noble, A History of American Education (1938; 2d ed. 1954). □
Best Graduate Schools Home Education Best Graduate Schools U.S. News analyzed more than 12,000 graduate programs to bring you this year's rankings. Select a discipline for access to our top program rankings. America's Best Graduate Schools Business Best Business Schools A-Z Business School Listings America's Best Graduate Schools Education Best Education Schools A-Z Education School Listings America's Best Graduate Schools Engineering Best Engineering Schools A-Z Engineering School Listings America's Best Graduate Schools Law Best Law Schools A-Z Law School Listings America's Best Graduate Schools Medical Best Medical Schools A-Z Medical School Listings Grad Tools Paying for Grad School Video: New in 2011 More School Rankings The Sciences Library and Information Studies Social Sciences and Humanities Health Public Affairs Fine Arts Online Graduate Degrees Online Business Degrees Online Education Degrees Online Engineering Degrees Online Nursing Degrees http://www.usnews.com/sections/education/index.html http://www.usnews.com/articles/education/worlds-best-universities/2010/02/25/worlds-best-universities-top-400 http://www.usnews.com/articles/education/best-graduate-schools/2010/04/23/americas-best-graduate-schools-article-index.html
中国男生娘娘腔！？可能很多男生会跳出来跟小编大吵了。但看着电视上越来越多性别不明、男女不清的偶像，真是让人不得不担忧起来。最近一名教授就出书立作，证明中国男生的成长环境，的确很可能把他们变成娘娘腔 中国男生越来越娘娘腔吗？ Chinese boys between the ages of 7 and 17 are 2.54 cm shorter than Japanese boys.Chinese boys are getting physically weaker.Chinese boys are now emotionally more vulnerable than girls。 7至17岁中国男生比同年龄的日本男生矮2.54厘米；中国男生体质越来越弱；中国男生在情感上比女生更容易受伤。 The above are all claims made by a new book, Save the Boys, that has onesimple warning for Chinese society: our boys are becoming more girly. Acombination of popular culture and an education system that in hibits masculine development is to blame, it adds。 以上这些言论都出自新书《救救男孩子们》该书警告中国社会：我们的男孩正在变得越来越娘娘腔。混合的流行文化和我们的教育体系正在扼杀男生们男子气概的发展。 Un-equal education 不公平的教育 We have talked so much about equal education for men and women in the past decades, says Sun Yunxiao, author of the book and a professor at China's Teenager Research Center, but we neglected the fact that boysand girls should be educated differently at school。 该书作者孙云晓(音)是中国青少年研究中的教授，他说：在过去的几十年里，我们谈论了太多关于男女要受平等教育的问题，但我们忽略了男生和女生其实在学校里应该接受区别教育。 Sun'sbook reveals how China's education system, which centers on exams, is amajor disadvantage for the growth of boys. Boys have to stop beingboys in schools; they have to sit still and be obedient. Boys with poor performances in exams feel discouraged by their educators and this hasa negative impact in their self-esteem, says Sun。 孙先生的书探讨了中国的教育制度过于集中于考试，是阻碍男生成长的主要不利因素。男生们在学校里都不能当男生了！他们必须乖乖坐着、好好表现。在考试中表现不好的男生得不到老师的鼓励，这对于他们自信心的成长是不利的。 According to Save the Boys, the traditional Chinese method of 'caged breeding'raises a child like a little emperor and doesn't encouragein dependence. Further more, the frequent absence of a father figure andthe over protection of the mother is another factor that makes Chinese boys more feminine。 《救救男孩子们》一书中还提到，传统中国式的圈养教育把孩子当做小皇帝养，并且不鼓励孩子独立。更进一步，父亲形象的经常缺失、以及母亲的过分保护都使得中国的男生越来越女性化。 Addin China's lack of male educators and the book has a strong argument: Chinese boys are developing in a predominately female environment。 书中还有一个强烈的观点：中国的早期教育缺少男性老师，因而中国男生是在一个女性掌控的环境中成长起来的。 Pop culture influences 流行文化的影响 The book also leaves blame for the change in Chinas males on the doorstep of Chinese popular culture. In recent years the pop culture industry,especially TV talent shows, has produced icons (Li Yuchun, for example)that blur the man/woman divide。 书中同时还认为中国流行文化改变了男性的形象。在近年来的流行文化工业中，特别是电视真人秀节目，制造了很多模糊男女差别的角色。 According to the Save the Boys, when Chinese boys grow up they imitate these gender-ambiguous pop culture influences instead of trying to take on more traditional male roles。 该书认为，在中国男孩的成长过程中，他们会模仿这些性别模糊的偶像、受流行文化的影响，而不是试着扮演更多传统的男性角色。 What will create these masculine men that Save the Boys is looking for?Sun writes on his blog, In order to have Chinese boys grow up to bereal men, they need to participate in sports。 那么到哪里去寻找《救救男孩子们》书中所期待的真男人呢？孙先生在他的博客里写道：为了使中国的男生们变成真正的男人，他们应该多运动。 The Save the Boys debate 关于救救男孩的争论 Sun's book has spurred arguments around the country about young Chinese boys' development.Professor Yuan Jun from Shanghai Normal University's Psychologydepartment is one of the loudest voices against Professor Suns theory。Although gender-neutral men often win talent shows, it doesn't meanboys will imitate their behaviors. These men are just a few of theicons that young boys see。 孙先生的书在国内引起了关于男生成长的诸多讨论。来自上海师范大学的袁军(音)教授就非常反对本书的理论。尽管中性的男人经常赢得真人秀，但并不代表其他男生就会去模仿他们的行为。这些偶像仅仅是小部分。 LiWendao, the other author of Save the Boys, counters this theorysaying that, the feminine men on TV do not influence grown-ups verymuch, but they cause severe confusions and even damage to children。 《救救男孩子们》的另一位作者李文道(音)反驳说：电视里女性化的男子并不会太多地影响成年人，但是他们却能给孩子带来严重的误导、甚至伤害。 Feministsentering into the debate question the root of the book's argument. In asociety where men and women are seen as equals, they question if it isnecessary to teach boys to behave like 'boys' and girls to behave like'girls.' Even if the book's claims are true, does this mean boys reallyneed to be 'saved?' 女权主义者也加入了讨论。他们认为在一个男女平等的社会里，是不是有必要教男生更像男生、女生更像女生。即便书里讲的都是真的，但男孩子们就真的到了要被拯救的地步吗？ There are some however who go further. Netizen Zi Le Shang comments thatChina will soon become second only to Thailand in producing ladyboys.Not even Save the Boys goes this far。 有的人更加极端。网友资乐商(音)评论道中国很快就会变成继泰国之后，第二大人妖产地。即便是原书都没有走这么远。 from: http://e.iciba.com/space-88-do-blog-id-1082168.html?from=slpop
Every year, the College Board in the U.S. tests high school juniors (11th graders, one more year before graduating from high school) using the so called PSAT/NMSQT, or Preliminary SAT/National Merit Scholarship Qualifying Test. The results for 2009 PSAT administered on Oct. 17, 2009 came out a few days ago. The national mean scores for juniors who took the 2009 PSAT are: Critical Reading 47.0 Mathematics 48.3 Writing Skills 45.9 How did Punahou (the high school Obama graduated from) do this year? Critical Reading 57.2 Mathematics 62.2 Writing Skills 56.0 p.s. Score ranges are from 20 to 80. So, 50 is the middle score. If a young man attends Punahou, even if he plays video games every day and many do, he still has a good chance of beating the national average!
：We may have lost one of our national symbols The BBC television network has reported that Panama's golden frogs, a species of harlequin frogs that's one of our unofficial national symbols, are now extinct in the wild. This, according to scientists, has been the fate of about two-thirds of the harlequin frog species. The killer is chitrid disease, an infection by the Batrachochytrium dendrobatidis fungus, which generally attaches itself to the frogs when they are in their tadpole stage of development and ultimately kills them as adults. Recent studies have shown that global warming is linked to the mass extinction of tropical frogs, as some sort of trigger mechanism for the fungal infections. The presence of Batrachochytrium dendrobatidis in the frogs' natural environments has been known for a long time, since well before it began affecting frogs. The precise mechanism of how it has in recent years become a deadly pathogen for frogs is still something of a mystery. It may be due to a mutation in the fungus, a weakening of the frogs' natural resistance to infection, an environmental shift that has reduced natural forces that limit the fungus or some other mechanism. A recent paper published in Science magazine shows that the infection's spread has closely tracked climate changes that make days cooler (from more cloud cover) and nights warmer in the habitats along tropical streams where the frogs live. The frog extinction is not just of interest to nature lovers, and is not just because frogs may be an indicator species that warns of changes that will soon be felt by others. The investigation of the mechanisms of the fungal infection epidemic may lead scientists to better understand the nature of the threat of emerging diseases that can ravage humanity, either directly or as agricultural blights that in turn cause hunger. A preservation effort has kept a number of the Panamanian golden frogs alive in captivity, so there is a possibility that at some future date they may be reintroduced into natural settings.
a few days ago, sweetie tell me about hanhan some interesting learning from TV. he can make bows with a longer thing in his hands, there is two days before knowing what he is doing. Originally, hanhan watches tv when it is broadcasting a program about burning incense for pray. haha...., how clever my hanhan. At least, more clever than me. hanhan, always has a smile face, not a poker face. He seems busy everywhere and everytime. go to computer or toys or tv or kitchen. well , oh, wish he is happyevery day.
Hawaii is a wonderful place to live, but if you have a school-age child you need to know the public schools in Hawaii are not well run. So, can you afford a private school in Hawaii? Paying for Private School By Jenny Quill of Honolulu Magazine With 124 licensed independent schools, Hawaii offers an abundance of options for families looking to find the right schools for their children. Each school is different: There are nonsecular and secular options ranging from Catholic to Buddhist; schools that cater to gifted or special-needs children; and schools that focus on specific programs, such as performing arts, technology and environmental stewardship. While a private-school education doesnt come free, it probably wont cost as much as you think. Approximately 65 percent of Hawaiis independent schools charge less than $9,000 per year for tuition, with 43 schools costing less than $6,000 a year. A few schools cost upwards of $15,000 annually, but the substantial range between the highest annual tuition at a standard K-12 school ($19,200 for grades 9-12 at Hawaii Preparatory Academy) and the lowest ($3,400 at Koolau Baptist Academy) means theres a lot of financial wiggle room. When shopping around, it helps to keep your options open. should apply to a variety of schools, says Kathy Lee, Hawaii Baptist Academys director of admissions. And if money is going to be a big factor, look at schools of all different tuition prices so that, in the end, they have several good options. That said, you want to be sure to find the right fit for you and your child, which may mean that the cheaper school isnt necessarily the better school for you. is terrifying, says Laura Brown, whose two sons, Adrian and Ray, have attended or are currently enrolled at ASSETS School, a school for gifted or dyslexic children. You look at your budget and say, Theres absolutely no way our family can do it. But the minute you experience it, theres absolutely no way you cant afford it. You cant believe the difference until you get your kid in there. Learn more at Hawaii Private School Guide 2010 Note: This guide is updated each year, so look for a newer one.
标签: education
