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BPM-001 teaching - Business Process Manager (BPM)

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Exam Code: BPM-001 Business Process Manager (BPM) teaching 2023 by Killexams.com team
Business Process Manager (BPM)
GAQM Business teaching

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Killexams : GAQM Business teaching - BingNews https://killexams.com/pass4sure/exam-detail/BPM-001 Search results Killexams : GAQM Business teaching - BingNews https://killexams.com/pass4sure/exam-detail/BPM-001 https://killexams.com/exam_list/GAQM Killexams : Business Education

Earn a teaching license so you can take your business and organizational skills, experience, and leadership into the classroom to prepare future generations.


Mostly Online

You'll complete over 80% of your coursework online.

Location: St. Paul

Start Dates: Summer 2023, Spring 2024, and Summer 2024

Total Credits


Finish in as Few as

18 months


  • Historical and Contemporary Issues in K-12 Education (EDUC627)

    Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning and the connection between professional responsibilities and personal faith and values.

    3 credits

  • General Methods of Curriculum, Instruction, and Assessment (EDUC630)

    Active-learning, activity-centered eperience. Application of various pedagogical theories and methods in teaching middle and high school students through the practice of planning, implementation, and assessment procedures.

    3 credits

  • Psychology of Student Learning (EDUC634)

    Application of educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents. Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Synthesis of early assessment theory and current issues. Analysis of theories and principles that influence and motivate learning, development, and behavior related to the learning environment.

    3 credits

  • General Methods of Curriculum, Instruction, and Assessment (EDUC641)

    Creation of standards-based, short and long-range plans that are linked to student needs and performance, connected to other disciplines, and include technology resources to support learning. Integration of evidence-based instructional strategies that meet learner needs. Development of assessments and evaluations using appropriate data practices. Examination of Christian perspectives and personal values within the professional practice of teaching.

    4 credits

  • Field Experiences in School-based Settings (EDUC643)

    Application of information gained through observations of general education, special education, EL and/or other teachers and students with specific learning needs in educational environments. Implementation of principles of effective instruction in the content area and grade level of licensure. Development of planning skills, instructional strategies, assessment skills, self-assessment skills, and professional dispositions using feedback from educational professionals. Observation of teachers’ use of culturally-responsive instructional practices to incorporate students’ experiences, cultures and communication into instruction.

    3 credits

  • Field Experience (EDUC661)

    Participate in field experiences in K-12 schools and other school-based settings in order to apply coursework to authentic teaching experiences, observe educational contexts and receive mentoring from classroom teachers. Practice reflective skills by debriefing field experiences, writing a formative edTPA, and integrating a spiritual worldview.

    2 credits

  • Teaching Content Area Literacy (EDUC665)

    Analysis of knowledge of research-based skills and assessment strategies, studying processes, and instructional practices in the content area. Integration of various instructional strategies to support readers of various proficiency levels, linguistic backgrounds, and specific learning needs in K-12 settings. Implementation of studying research by determining strategies for developing and implementing academic language, vocabulary, fluency, orthographic knowledge, morphological relationships within words, and comprehension. Application of strategies for enhancing K-12 students’ visual, critical, vocabulary, and writing literacy.

    3 credits

  • Equity in Diverse School Contexts (EDUC669)

    Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Evaluation of the effects that racial, cultural, and economic factors have in the classroom. Exploration of practical classroom strategies for addressing diversity and inclusion challenges such as bias, discrimination, prejudices, racism, religion, gender, and sexism. Designing and differentiating a culturally-responsive curriculum for a variety of students. Differentiation of curriculum and teaching for gifted and talented students.

    3 credits

  • Methods of Teaching Business, 5-12 (EDUC686)

    Learn practical methods for teaching business education to middle and high school students. Students will connect their knowledge of business, both real world and course work, with an understanding of how students learn and how to best ensure student success in the classroom.

    3 credits

  • Business 5-12 Teaching Methods (EDUC689)

    Methods and strategies for designing standards-based learning plans for secondary business students. Creation of assessments for evaluating student performance. Identification of effective classroom management practices in a technology-integrated environment. Ways to involve business, industry, community organizations, co-curricular activities and extracurricular activities to create educational opportunities. Strategies for recruiting business education students and organizing instruction about careers, entrepreneurship, work-based learning, and career and technical education based on key legislation.

    4 credits

  • Student Teaching Seminar (EDUC750)

    Development of reflective skills, professional qualities, and instructional and evaluative skills.  Clarification of personal teaching/learning beliefs, modification of instruction for diverse student needs, and development of effective learning environments. Embeded differentiated instruction for ELS and special education students in the general education classroom. Refinement of assessment strategies and classroom management techniques that maximize student learning.

    3 credits

    Corequisite Course: EDUC778;EDUC779

  • Teacher Candidate Seminar (EDUC753)

    Analyzation of data from assessments to monitor student progress and guide next steps for instruction. Strategies for managing student behaviors to maximize learning. Use of classroom teaching, information about students, collaboration with professionals, problem-solving strategies and self-assessment in the teaching and learning environment. Creation of professional job search tools. Social, ethical, legal, and human issues surrounding the use of information and technology. Christian or personal perspectives on the Code of Ethics for Minnesota teachers.

    3 credits

  • Student Teaching Placement I (EDUC778)

    Planning and implementing standards-based instruction based on knowledge of subject matter, educational research and/or theory, appropriate educational technology, and diverse needs of students. Use of formal and informal assessment strategies to monitor growth and progress, deliver feedback, and guide next steps for instruction. Execution of effective classroom management techniques. Establishment of productive relationships, through effective verbal and written communication, with parents/guardians, counselors, teachers, and other school-based stakeholders.

    5 credits

    Corequisite Course: EDUC750;EDUC781

  • Student Teaching Placement II (EDUC779)

    Continued practice of prior teaching experience under the supervision of a cooperating teacher and a college supervising teacher while students teach.

    3 credits

    Corequisite Course: EDUC750;EDUC778

  • Student Teaching II (EDUC781)

    Continuation of student teaching for a K-12 teaching license. Planning and implementing standards-based instruction based on knowledge of subject matter, educational research and/or theory, appropriate educational technology, and diverse needs of students. Use of formal and informal assessment strategies to monitor growth and progress, deliver feedback, and guide instruction. Execution of effective classroom management techniques. Establishment of relationships, through effective verbal and written communication, with parents/guardians, counselors, teachers, and other stakeholders.

    1 credits

    Corequisite Course: EDUC753;EDUC778

Wed, 31 May 2023 14:06:00 -0500 en-US text/html https://www.bethel.edu/graduate/academics/licensures/teaching/program-details/business-education
Killexams : Divestment dilemmas in Russia: business teaching case

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After Russia invaded Ukraine in February 2022, some companies swiftly curtailed operations in Moscow. Big groups including Siemens, McDonald’s and Starbucks withdrew. A wave of corporate promises to divest from Russia followed. Not all companies have delivered on those promises.

The Chief Executive Leadership Institute (CELI) at Yale School of Management has been tracking how more than 1,600 companies with ties to Russia have reacted to the armed conflict.

By April this year, a third had halted engagement or completely exited; a third temporarily curtailed operations but retained return options; and 15 per cent continued business as usual.

These mixed responses show that many companies still struggle to decide whether, when and how to exit the Russian market.

For some, the decision is easy, because their exposure is limited. Others, such as Austria’s Raiffeisen Bank International, which has operated in Russia since 1989, rely heavily on their Russian operations and are still operating in the country, though as of April it was reportedly in talks with potential suitors over the sale of its Russian arm.

Many western businesses struggle to sell assets because of new rules making divestment more difficult and costly. In December 2022, the Kremlin required companies wanting to leave to have assets valued by the government and to sell at a 50 per cent discount. In many sectors, there are only a few, if any, buyers, since many are under western government sanctions.

A man walks by the ruins of an apartment bloc destroyed by a bomb
A Russian bomb destroys a Kyiv apartment bloc in March 2022 © Chris McGrath/Getty Images

Tobacco group Philip Morris admitted that it would “rather keep” its Russian business than sell on the Kremlin’s terms. Chief executive Jacek Olczak pointed to his duty to shareholders to protect $2.5bn in assets. Other companies face similar problems: Carlsberg, which joined Heineken in quitting Russia, also had difficulties in finding a buyer.


Discussion about whether to divest is heated. Those in favour say companies remaining in Russia pay taxes to a repressive regime and fill Putin’s war chest. In doing so, they create a paradox: while many western governments support Ukraine with bilateral aid, remaining companies indirectly support Russia’s war. A global coalition of civil society organisations, B4Ukraine, estimates that companies choosing to remain could pay about $18bn in taxes.

Others have argued that companies’ societal licence to operate anywhere is diminished if they stay on in Russia. If businesses do not pull out, they deliver legitimacy to the regime and indirectly tolerate a one-sided war.

People seat on the bench in front of a Starbucks that is closed down
Coffee to go: Starbucks in Moscow closes in April 2022 © Konstantin Zavrazhin/Getty Images

On February 23 2023, 141 countries voted for a UN General Assembly resolution to end the war, 32 abstained and only seven voted against. The broad condemnation of the invasion puts moral pressure on companies to leave. Doing business in Russia carries reputational risks, as it can deliver the impression that a company ignores human suffering.

Some businesses were directly hit by government sanctions. Siemens, for instance, referred to “comprehensive international sanctions” and their effects on rail services and maintenance as one reason to withdraw from Russia.

While many companies in the “leave” camp highlighted moral obligations or political necessities, others made economic calculations. With a rapid resolution unlikely, these companies face exponential risks in a country targeted with significant sanctions. In many cases, supply chains are disrupted and resources unavailable.

An analysis by Yale academics of the joint effects of government sanctions and business divestment decisions concluded (and is titled) “Business retreats and sanctions are crippling the Russian economy” — for instance, because Russia cannot find substitutes for some products it is now unable to import.

The economic risk argument has been substantiated by an analysis, “Divesting under pressure”, by Tetyana Balyuk and Anastassia Fedyk, which showed companies with the worst stock-price reactions to the war were more likely to subsequently exit Russia. Those that experienced only mild effects were more likely to remain.

Professor Andreas Rasche, author of this FT ‘instant teaching case’

Some businesses argue they should stay in Russia, at least if the conflict does not escalate further. They stress a social responsibility towards local employees, particularly with the Russian economy hit hard. One assumption behind this argument is that the Russian people are not responsible for the war and government actions.

Companies in the “remain” camp also highlight that selling assets at heavily discounted rates is a gift to Putin’s regime, especially if bought by oligarchs close to the Kremlin. The French bank Société Générale sold its Russian business to Vladimir Potanin, who served as deputy prime minister under Boris Yeltsin and maintains ties with Putin.

Other businesses stress that they provide essential goods such as medicine or basic food items. Food company Cargill declared: “Food is a basic human right and should never be used as a weapon.” Some critics argue that Russia is violating this human right by stealing Ukrainian grain and destroying storage facilities. Others point out that Russia is a large producer of food and can secure basic items without western help. Pharmaceutical and agricultural firms are among the slowest to leave, with more than four-fifths continuing to do business in Russia.

For businesses that remain, there is then the question of where to draw the line. Should they stay in Russia regardless of how the conflict develops? The chief executive of Danish insulation material producer Rockwool said his “red lines” included a full-blown escalation of the war with direct Nato involvement, or a nuclear attack. 

To consider

What do you think about the dilemmas of divestment? Read these FT articles, then explore the background and consider the points below:

• Companies trying to exit Russia have to ’dance with the devil’

• Tobacco Group Philip Morris admits it may never sell its Russian business

• More FT background articles at ft.com/russia-business-finance

Here are some questions to consider and guide discussion:

1. Should all companies divest from the Russian market?

a) Should companies leave Russia even if they face heavy economic losses? Some senior executives refer to their duty to shareholders to justify not selling assets at a significant loss.

b) Should companies that provide medicine and basic food items remain in Russia on humanitarian grounds? Some suggest they could instead donate products to the UN or the Red Cross to distribute.

c) Some companies have said they will donate all profits generated by Russian subsidiaries to humanitarian causes to justify continued operations in the country. Will such an approach find public acceptance?

d) Where should companies still operating in Russia draw a “red line” on when to exit?

2. Should companies keep a “back door” open to return to Russia once the armed conflict is over? Several, such as the brewer Carlsberg, aim to insert buyback clauses into contracts when selling Russian assets. This might be considered good strategic foresight, or a lack of seriousness when exiting the Russian market.

3. What does the fact that many companies find it hard to leave Russia tell us about the ability of corporations to assume social responsibility?

Andreas Rasche is professor of business in society at the Centre for Sustainability of Copenhagen Business School (CBS), and associate dean for the CBS full-time MBA programme

Mon, 22 May 2023 07:35:00 -0500 en-GB text/html https://www.ft.com/content/7eee035c-b182-4e04-a3c6-541a7ddf3da0
Killexams : Teaching Entrepreneurship And VC Skills To Students Of Color And Women

In 2019, Dominic Lau, a partner at Ripple Ventures, a Toronto-based VC firm, was looking for ways to help startup founders and VCs from underrepresented groups. His answer was the RippleX Fellowship Program, aimed at teaching and mentoring graduate and undergraduate students focused on entrepreneurship or breaking into the VC industry. To that end, there has to be 50% gender diversity and a minimum of 90% ethnic diversity in each cohort.

Since its founding, the program has evolved while staying true to its mission of serving underrepresented students. For example, it recently finetuned its admissions process to make the system more equitable. And last year, RippleX started a separate fund for startups launched by students, as well as other founders who aren’t in the program. “DEI is truly in our DNA,” says Nazuk Thakkar, program manager, who is also an associate at Ripple Ventures.

A Two-Track Cohort

Open to undergraduate and graduate students in North America, the RippleX Fellowship program runs three times a year during the school semester with two tracks—one focused on entrepreneurship, the other on becoming a VC. The remote program, open to 25 students in each cohort, includes biweekly discussions, workshops with experts, and hands-on projects. For would-be founders, Topics include such subjects as product-market fit and the basics of term sheets. Those who want to be VCs learn about how to evaluate a startup and how to break into the industry, among other matters.

There’s also a free public course open to anyone, including people who aren’t students or are located outside of North America.

A New Fund

In 2022, the fellowship launched the Fellow Fund, a separate fund which invests $25,000 to $50,000 in some student startups, depending on the stage of the company. It’s also open to first-time and underrepresented founders who aren’t in the program. Fifty percent of investments are allocated to founders who identify with underrepresented groups.

So far, the fund has made two investments in startups launched by entrepreneurs who took the public course: Artemis, which is developing a data modeling tool for business, and Waive the Wait, which has a platform that helps doctors with daily tasks, aimed at reducing burnout.

Finetuning the Application Process

Over the past year, the program also has refined the process for reviewing applicants. For example, a four-person review team, all alums, is comprised of only people of color, with 50% gender diversity. In addition, reviewers don’t look at schools or GPAs. And they make sure every applicant is screened by each team member at a different step in the process.

With a total of over 1,000 students in the 13 cohorts offered so far, there’s an 80% ethnic diversity rate and 50% gender diversity, according to Thakkar. The program also has helped underserved founders raise around $50 million in VC funding and placed 50 students from underserved backgrounds into VC roles, she says.

Thakkar attended a cohort in 2021 while she was a student at Smith School of Business at Queen’s University in Kingston, Ontario, determined to break into venture capital. Now, in addition to helping to run the fellowship program, she’s also a VC at Ripple Ventures.

Sun, 28 May 2023 12:01:00 -0500 Anne Field en text/html https://www.forbes.com/sites/annefield/2023/05/29/teaching-entrepreneurship-and-vc-skills-to--students-of-color-and-women/
Killexams : Center for Teaching Excellence

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Learn about spots in some of the book clubs, extra support for writing Lilly proposals, and brand new teaching resources. Read on and see!

May 30, 2023

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Mon, 29 May 2023 12:00:00 -0500 en-US text/html https://miamioh.edu/cte/
Killexams : Former teacher turns love for skincare into booming business

CHICAGO (CBS) -- A local shea butter skincare brand has recently joined the ranks of legacy brands, making it onto shelves of beauty retailer Ulta. It happened with the help of their small business incubator Sparked.

Abena Boamah-Acheampong is whipping something up in the South Loop.

"I started making shea at home, and just making all my body products," she said.

Formerly a teacher in the city, it was her students who sparked her first batch of shea.

"I would always get at my students, like, 'Do you know what you're putting on your body?' They're like, 'Miss Boamah? Do you know what you're putting on your body?'" she said.

She didn't, and decided to find out.

"I had no intention of actually starting a brand, but also was super curious around the production of shea; like the raw materials, starting first, in my kitchen, making products before school, after school," she said.

Her brand, hanahana beauty, caught the attention of Ulta's emerging brand incubator, Sparked.

"It was a green light almost immediately. It truly was a recipe for success for us," said Muffy Clince, director of emerging brands for Ulta.

Sparked supported hanahana's development, getting the product onto shelves in 500 Ulta stores nationwide, from one Chicago company to another.

"The other piece is we love that it's a Chicago brand. We are a Chicago-founded company, and to have a founder right in our backyard, when you meet that founder, and you hear that story that really resonates there, there's something really special," Clince said.

With a focus on sustainability.

"Specifically the ethical sourcing, the thinking of the causes, the behind the story, thinking of what holistically this offers the guest, and how they can feel better in their own skin for the whole circle of production, from the outside in," Clince said.

"It's moreso how can the people that are sustaining the brand be sustained by the brand itself too," Boamah-Acheampong said. "It's about the packaging itself, it's about the ingredients that we use, and just really being intentional about how we formulate things so that Black women are at the forefront."

"I understand what it means for me, myself, to launch a beauty brand; what that looks like for people who look like me see me do that, like, 'Hi, this is for you. Like, I am creating this for you,'" she added.

More than 120 up-and-coming beauty brands have made it to Ulta's shelves through Sparked, and Ulta is looking for more.

Mon, 29 May 2023 04:20:00 -0500 en-US text/html https://www.cbsnews.com/chicago/news/hanahana-beauty-skincare-ulta-sparked/
Killexams : Teacher appreciation? Try better pay, more governors say

As schools across the country struggle to find teachers to hire, more governors are pushing for pay increases, bonuses and other perks for the beleaguered profession — with some vowing to beat out other states competing for educators.

Already in 2023, governors in Georgia and Arkansas have pushed through teacher pay increases. Ahead of Monday’s start of national Teacher Appreciation Week, others — both Republican and Democratic — have proposed doing the same to attract and retain educators.

More than half of the states’ governors over the past year — 26 so far — have proposed boosting teacher compensation, according to groups that track it. The nonprofit Teacher Salary Project said it is the most it has seen in nearly two decades of tracking.

“Today we have governors left and right from every political party and then some who are addressing this issue because they have to,” said founder and CEO Ninivé Caligari. “We’ve never seen what we are seeing right now. Never.”

In Idaho, Gov. Brad Little is aiming to raise the state’s average starting salary into the nation’s top 10. In Delaware, Gov. John Carney said competition for teachers is more intense than ever and a pay increase is necessary to “win the competition with surrounding states.”

It’s not clear how far pay raises will go toward relieving the shortages, though, and some teachers say it is too little, too late to fix problems that are years in the making.

Blame for teacher shortages has fallen on underfunding after the Great Recession, tight labor markets, lackluster enrollments in colleges and programs that train teachers and teacher burnout inflamed by the travails of the COVID-19 pandemic.

There has been no mass exodus, but data from some states that track teacher turnover has shown rising numbers of teachers leaving the profession over the past couple years.

Shortages are most extreme in certain areas, including the poorest or most rural districts, researchers say. Districts also report particular difficulties in hiring for in-demand subjects like special education, math and science.

Meanwhile, teacher salaries have fallen further and further behind those of their college-educated peers in other fields, as teachers report growing workloads, shrinking autonomy and increasingly hostile school environments.

Magan Daniel, who at 33 just left her central Alabama school district, was not persuaded to stay by pay raises as Alabama’s governor vows to make teacher salaries the highest in the Southeast. It would take big increases to match neighboring Georgia, where the average teacher salary is $62,200, according to the National Education Association.

Fixing teachers’ deteriorating work culture and growing workloads would be a more powerful incentive than a pay raise, she said.

She recalled, for instance, her principal asking her to make copies and lesson plans last fall while she was on unpaid maternity leave. Difficulty getting substitutes puts pressure on teachers who need time off for emergencies, she said, and spending nights and weekends on paperwork siphoned the joy out of teaching.

“I would not go back just for a higher salary,” Daniel said.

In Oklahoma, Joshua Morgan, 46, left his rural district a year ago because after 18 years he was still earning under $47,000. Oklahoma’s governor is talking about awarding performance bonuses, but Morgan said he would only go back to teaching for substantially more money — like $65,000 a year.

The national average public school teacher salary in 2021-22 increased 2% from the previous year to $66,745, according to the NEA, the nation’s largest teachers union. Inflation peaked around 9% at the time.

For new recruits, the math of paying for a college education is grim: The national average beginning teacher salary was $42,845 in 2021-22, according to the NEA. Teachers do often qualify for public service loan forgiveness, which forgives their student debt after they’ve made 10 years of monthly payments.

Besides fewer teachers getting certified, the “teacher pay penalty” — the gap between teacher salaries and their college-educated peers in other professions — is growing.

It reached a record 23.5% in 2021, with teachers earning an average 76.5 cents for every dollar earned by other college-educated professionals, according to the Economic Policy Institute, a nonpartisan think tank.

It has been widening for decades, researchers say. For men, it is 35% and for women it is 17% — reflecting the gender pay gap seen across the U.S. economy.

For Rachaele Otto and other Louisiana teachers, the prospect of a $3,000 salary increase proposed by the governor might be appreciated. But at roughly $200 a month after taxes, it’s not enough to keep a teacher who feels burned out or demoralized, Otto said.

“I know there are teachers willing to take pay cuts to leave the profession,” said Otto, 38, a science teacher in a rural Louisiana district. “If you double the salary, maybe that would change their thinking.”

Sylvia Allegretto, a senior economist who studies teacher compensation for the Center for Economic and Policy Research, called salary promises by governors one-time “Band-Aids” that barely keep up with inflation.

“You’re kind of chipping away at the margins,” Allegretto said. “You’re not fixing the problem, generally.”

For governors, raising teacher pay may be good politics, but raising it across the board may have little long-term impact. Getting better data on where the shortages are and then targeting raises — or bigger raises — to those areas will help more, researchers say.

Research shows a pay raise will have at least some effect on retaining teachers, said Ed Fuller, a Penn State associate professor who studies teacher quality and turnover. What is difficult to research, Fuller said, is the effect a raise has on a college student’s decision to enter a teacher preparation program — and take on debt.

Some districts haven’t waited for governors and legislatures to act.

Kentucky’s biggest school district, Jefferson County in Louisville, gave a 4% raise last year and the board approved another raise of 5% to start this coming July. It also started giving an annual $8,000 stipend to teachers who work with higher-need students.

Superintendent Marty Pollio wants the district to be the highest paying in Kentucky, calling the teacher shortage “a real crisis and a growing crisis.”

In Pennsylvania, the William Penn School District is offering signing bonuses for long-term subs and holding its first-ever teachers job fair.

Superintendent Eric Becoats said a teacher told him they can move to neighboring districts and make $10,000 more — something the relatively small and poor district cannot compete with right now.

Some teachers also tell him they will retire or leave the profession if they can.

Morgan said a major change in salary is required to overcome a major change in how teachers now view a profession where they once expected to stay until they retired.

“That’s not how the world works anymore,” Morgan said. “I’m seeing more educators, especially the younger ones, coming in and saying, ‘I’m not willing to put up with this.’”


Brooke Schultz, a corps member for the Associated Press/Report for America Statehouse News Initiative, contributed to this report. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues. Data reporter Sharon Lurye also contributed from New Orleans.


Follow Marc Levy on Twitter: http://twitter.com/timelywriter

Sun, 07 May 2023 17:28:00 -0500 en text/html https://www.sandiegouniontribune.com/business/nation/story/2023-05-07/teacher-appreciation-try-better-pay-more-governors-say
Killexams : Emory nursing school dean thrives in research, teaching and business No result found, try new keyword!The intersection of business, nursing, science and teaching is where McCauley said her passion lies. “For the last 10 years, I’ve really had a lot of coaching around setting high goals and ... Tue, 30 May 2023 00:01:00 -0500 text/html https://www.bizjournals.com/atlanta/news/2023/05/30/health-care-heroes-linda-mccauley-emory-nursing.html Killexams : Victorian maths teacher sells education business in $35m to $40m range </head> <body id="readabilityBody" readability="27.959183673469"> <h3>Newscorp Australia are trialling new security software on our mastheads. If you receive "Potential automated action detected!" please try these steps first:</h3> <ol type="1"> <li>Temporarily disable any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Add this site in to the allowed list for any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Ensure your browser supports JavaScript (this can be done via accessing <a href="https://www.whatismybrowser.com/detect/is-javascript-enabled" target="_blank">https://www.whatismybrowser.com/detect/is-javascript-enabled</a> in your browser)</li> <li>Ensure you are using the latest version of your web browser</li> </ol> <p>If you need to be unblocked please e-mail us at accessissues@news.com.au and provide the IP address and reference number shown here along with why you require access. News Corp Australia.</p><p>Your IP address is: | Your reference number is: 0.55c84d17.1685922558.8ff50a37</p> </body> </description> <pubDate>Tue, 30 May 2023 04:46:00 -0500</pubDate> <dc:format>text/html</dc:format> <dc:identifier>https://www.news.com.au/finance/small-business/victorian-maths-teacher-sells-education-business-in-35m-to-40m-range/news-story/f1c0f43cbdfdef268f499aa892307a30</dc:identifier> </item> <item> <title>Killexams : Virtual Spanish Teacher Named 2023 Teacher of the Year No result found, try new keyword!GREENVILLE, S.C.--(BUSINESS WIRE)--Cyber Academy of South Carolina (CASC) is excited to announce that Sharmaine Roaden, electives department chair and high school Spanish teacher, was named ... Fri, 19 May 2023 07:50:00 -0500 https://www.businesswire.com/news/home/20230519005245/en/Virtual-Spanish-Teacher-Named-2023-Teacher-of-the-Year Killexams : Business Highlights: Debt ceiling; Teacher pay No result found, try new keyword!Ahead of Monday’s start of national Teacher Appreciation Week ... report shows that banks raised their lending standards for business and consumer loans in the aftermath of three large bank ... Mon, 08 May 2023 08:48:00 -0500 en text/html https://www.chron.com/business/article/business-highlights-debt-ceiling-teacher-pay-18086648.php

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