The most important element of doing well in school is to be consistent with the school work. Students who do last minute school work or prepare for their exams at the very last minute are the ones who will most likely suffer from academic stress. Therefore, one should always revise consistently, finish all assignments on time, ask and clear all questions when in doubt. In this way, by keeping up with the school work, students will less likely suffer from stress during the examinations.

As the saying goes, all work and no play makes jack a dull boy. The purpose of Co-Curricular Activities (CCAs) therefore serves to ensure a balance between academic studies as well as play. One should never undermine the importance of CCAs. CCAs create an avenue for students to learn new things of their personal interest aside from academic studies. This in the process can allow students to distress and not think of their school work. In addition, CCA can help to build one’s leadership qualities, which can be very useful in life later. All outstanding students too excel in their CCAs. All students should therefore study hard as well as participate actively in a CCA.

One of the ways students can cope with academic stress is to study in group. Studying in groups allow students to clear their doubts with their peers quickly. In addition, the presence of their friends helps to give students a psychological boost in times of stress.

However, the most important way to cope with academic stress is not to study hard but to study smart. Students who memorize diligently without understanding will find it very stressful to digest such a huge amount of information. Drawing mind maps can be a very effective way to help students see the big picture in a particular chapter, and in the process help them to grasp fundamental concepts easily. Students who have difficulty understanding certain topics should try to employ the use of mind maps to help them get a clearer picture.

As we can see, there are numerous ways to alleviate academic stresses. Students who feel stressed up with their studies can employ one of the above methods. Last but not least, if academic stress becomes too overwhelming, one must seek professional help immediately to contain the situation.

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To understand how this came about we have to go far back into Rome’s past. When the city became a republic in 509 BC, a small group of aristocratic families called ‘Patricians’ dominated its government. The everyday people of Rome, who were called the ‘Plebes’, had very little political rights. The Patricians were a selfish bunch, and took advantage of the Plebes in order to make themselves wealthy. Unsurprisingly the plebes were unhappy with this situation, so the first 200 years of the republic’s history was dominated by a struggle between these two groups.

On a number of occasions during the early republic, the Plebes became so fed up that they packed up and left the city. They literally went on strike. This was bad news for the Patricians, because they needed the Plebes to protect the city. In order to tempt them back, the Patricians always offered them some political concessions. In this way the plebes gradually received more and more rights until, by 287 BC, their status was virtually equal with the Patricians.

The two most important concessions that the Plebes received between 509 – 287 BC were the ‘Tribal assembly’ and ‘Tribunes’. The Tribal assembly was a voting council which the Plebes could use to make their own laws. At first these laws were only binding on the plebes themselves, but by 287 BC they applied to everyone. The Tribunes were men who the plebes elected, who could propose new laws to the assembly. They were also given a veto which they could use to stop any other new laws that they didn’t like from going through.

This system worked well for over a hundred years, but it started to break down during the second century BC. This was because rich Roman aristocrats were systematically buying up small Italian farms. The farmers that had been bought out tended to travel to Rome, where they became part of the ‘urban mob’ – the unemployed masses.

The Populares faction was born out of a group of politicians who wanted to help these poor people. The problem was that this help would always be directly against the interests of the rich senators. Naturally, these rich men resisted strongly, and made their own faction – the Optimates (which meant ‘the best men’) to oppose the Populares.

For the next one hundred years the Populares would use the tribal assembly to pass through bills to help the urban mob, while the Optimates tried to restrict the power of the tribal assemblies and the Tribunes, preferring to conserve the power of the Roman senate.

Notable members of Populares faction were Tiberius Gracchus, Marius and Julius Caesar. Famous Optimates were Sulla, Cato and Pompey (although Pompey sided with the Populares during the middle part of his career).

Arguments between the two groups often grew violent, and there was frequent rioting in the city. Eventually there was a complete breakdown of law and order which ultimately led to a series of civil wars. The eventual winner of these wars was Octavian – Julius Caesar’s adopted son. He was able to take advantage of the situation to have himself proclaimed as ‘Augustus’ – the first Roman emperor. This brought the era of the Optimates and Populares factions to and end.

Hi, I’m Martin and I’m interested in Roman History – particularly the late republic period.
http://www.thumbnailhistories.com

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What does it mean to be a female in today’s society? This is a complex question with a multitude of answers that would be vehemently argued in many different schools of thought. That being said, how does one open the issue for an understanding of gender diversity that is practical and useful in a work or classroom setting? The answer to this question lies in education and valuable experience.

It is certainly unthinkable that a man could successfully think from the perspective of a woman, but opening discussion in the classroom may be the ticket to providing the means to practice the appropriate amount of empathy necessary to broaden the understanding of gender difference and facilitate more effective communication across all genders.

Colleges and universities offer a variety of courses that can be useful in many practical situations dealing with communication. Women’s Studies programs offer classes that not only seek to debunk gender stereotypes, but also those that lend certain stigma to Feminism. Through the education covering different varieties of feministic thought, different ideas concerning gender occur-opening up the possibility for more options than our standard assumed “man” or “woman.”

What does this do in practical settings? Eliminating the distance between the genders allows us to communicate more effectively. Understanding and appreciating certain unavoidable differences between the sexes while allowing the room for different interpretations of gender will open a greater amount of empathy and understanding. This will not only provide better communication and teamwork between classmates, coworkers, and any other variety of interpersonal relationship.

Conflict preys on a negative conceptualization of difference. If we can work to turn this approach to a more positive perspective through the education system, a society in which a healthy view of gender diversity can be achieved.

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Below I’ve put together a list of some of the ones that I know about, as well as the purpose that these Goddesses represent.

Aphrodite: Love

Aradia: Teacher of the Witches

Arianrhod: Reincarnation

Artemis: Goddess of the Moon

Astarte: Fertility Goddess

Athena: Warriors

Bast: Cats

Brigid/Brid/Brigit: Goddess of Fertility and Inspiration

Cerridwen: The Moon and of the Harvest

Cybele: Goddess for natural caverns

Demeter: Goddess of the fruitfulness of the Earth

Diana: Goddess of the hunt

Dryads: Female spirits of the trees

Flora: Goddess of Springtime

Fortuna: Fate

Freya: Moon

Hathor: Sky and Protector of Women

Hecate: Moon

Hera: Marriage

Hestia: Goddess of Hearth and the Home

Inanna: Queen of the Heavens

Isis: The triple Goddess (Maid, Mother and Crone)

Kali: Goddess of Destruction and Creation

Ma’at/Mayet: Justice, including the Truth and the Law

Morhan: Guardian Water and Magick

Muses: �Inspiration and Memory

Nephthys:�Guardian�of the Midwives

Norns: Guardians of the Sacred Tree Yggdrasil

Nut: Goddesss of Sky

Persephone: Protector of the Underworld

Selene: Moon

Valkyries: Women warriors who brought the souls of those slain in Valhala

Venus: Love

Vesta: Fire

Note that these are just a few of the goddess names that you are likely to come across.

Chris Meistre
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We do hear and read of classic examples of the best Montessori play school, the best boarding school, the best CBSE school and so on. But we do not realize that these are mostly the “best” by means of regulatory standards. Kids have to be taught to think and learn instead of being treated like empty buckets which are solely created for the purpose of being filled up by A-Z or 1-9 and later build on them. How will a teacher know if a child is suffering from any cognitive disabilities or learning disabilities? The teacher’s qualification is not sufficient instead there has to be a sensitivity toward the kids and only this can help in identifying their problems.

Primary school education has to include a sensitized approach towards teaching and enhancing the sustained value of preschooling. The child’s interest and approach to learning has to be identified and honed to perfection and this does not eliminate the need for rebuke or correction techniques. There has to be a balance in the method of education and the result of the same. Only then can there be a good system which will exist and nurture the valuable posterity. A kindergarten play school doesn’t just build the curiosity and creativity in the young minds about building blocks and alphabet shaped in various forms of animals or birds. It instills in the young minds the need to reason and think about facts and forms.

A child who will take to learn and pick up facts and show a keen interest will also be enthusiastic and active in nurturing his skills through multiple means. Application of knowledge is best realized in this phase. Memory skills, comprehension, group learning, social skills are some of the facets which begin to take shape at a preschool. Therefore the learning and foundation built at this stage of learning, in a Montessori play school or a kindergarten play school will make the child confident and prepared for the bigger strides. After all, it is the sustained value that is built and nurtured at the preschool that lasts for the rest of the child’s life. Visit http://www.chennaipublicschool.com/thirumazhisai/index.html

Kamala Dev is an academician and columnist who writes about CBSE and Matric schools that introduce novel concepts of learning. She has taught in Top Higher Secondary school and also been a teacher guardian in Best CBSE School.

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Interactive Whiteboards, which were originally used in the corporate world for group meetings, have now started making their presence felt in a variety of settings, including classrooms, training rooms, broadcasting studios and many more.

IWBs look and can work like a conventional-whiteboard. Thus it maintains the familiarity one has with the conventional-whiteboard. These boards enhance learning by motivating students and raising the level of student engagement in classrooms. It encourages the involvement of learners in the subject.

An Interactive Whiteboard is better than a computer monitor when it come to classroom presentation because a PC allows only limited number of students to see the presentation, but with an IWB entire class can be covered very easily as it is much bigger in size.

It enables teachers to adopt different learning styles to meet the learners’ requirement. It lets integration of audio, video, graphics, text and animation from a range of media such as CD-ROM, DVD, VCD, TV, radio, Internet, multimedia projector and all that, making the learning process much more interesting and full of fun. It makes the subject comes alive by bringing in depth clarity on a topic/subject matter.

Teachers can save and use their work repeatedly as anything drawn or written on the interactive-whiteboard-surface can be saved on a computer’s hard disk using a whiteboard-software. The software allows the teacher to keep notes and annotations as an electronic file for later distribution either on paper or via diverse electronic formats.

The devise promotes e-learning as contents from websites, newsgroups, blogs, forums and other web based resources can be brought on the Interactive Whiteboard through a LCD projector.

An Interactive Whiteboard is a perfect tool for conducting brainstorming sessions and other group activities when used in juxtaposition with response-systems. Moreover, it is much easier to use than a conventional desktop computer or laptop. IWBs are very popular in the corporate sector. It is widely used for video conferencing, sales presentations, staff training, meetings, briefings, group discussions and all that. A market research carried out by Futuresource Consulting suggests that one of every seven classrooms in the world will feature an interactive whiteboard by 2011.

Author has written lots of article on Interactive Whiteboard, ICT Products, LCD Projector Audience Response System etc. which helps the student and teacher make their education Interactive.

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Title IX of the Educational Amendment Act of 1972 was created to alleviate some of these problems. This act is Federal Law. This law states that no person in the United States shall on the bases of sex be excluded from participation or denied benefits to any educational program that receives federal funding. Also, the person or student should not be subjected to any form of sex discrimination.

Sex discrimination is prohibited in all university student services and academic programs includes but not limited to admissions, financial aid, academic advising, housing, athletics, recreational services, and college residential life programs. Sex discrimination is also not allowed in the Registrar’s office, with classroom assignments, grading or discipline. this act covers a student regardless of whether the student is full or part time.

The courts have stated that a person can’t be denied aid or benefits because of their sex. Furthermore, a student can’t be excluded from extracurricular activities or student organizations because of their sex. Also, an institution can’t subject a student to different rules and sanctions due to their sex. Regardless of a person sex or gender that person is entitled to all the advantages and privileges of any learning institution that receives federal funds.

If a student rights are violated because of their sex. The student has the right to file a lawsuit against the learning institution. The student has the right to seek damages. Every student is entitled to due process under the law when he or she has been injured. There have been instances of learning institutions being found responsible for discrimination against students because of their sex. There have been institutions found guilty of violating the Title IX Educational Amendment Act of 1972. One popular case that dealt with this type of discrimination was Cohen v. Brown University of 1993.

Although higher institutions of learning have made significant steps toward combating sex discrimination in schools, the Office Civil Rights still gets a great deal of complaints. Women are still getting mistreated at institutions of higher learning. Educators must continue to inform and educate students and instructors about the significance of the Title IX Education Act of 1972. Although this act is not a cure all for eliminating sex discrimination in school, it has played a very important role in diminishing the problem. The Office of Civil Rights take every allegation and complaint very serious. Also, complaints are handle professionally and with confidentiality.

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