Books on the topic 'National teacher of the year award'

The dictionary contains more than 5000 eponymous, acronymic and figurative terms used in such a modern and popular sport in Russia and abroad as ice hockey. Special attention is paid to terms from the field of game technology, its history and rules. The dictionary includes figurative expressions that are actively used in modern hockey. Terminology from the field of sports medicine is widely presented-names of symptoms, syndromes, diseases, injuries that occur in hockey. The dictionary is provided with historical excursions-description of rules, traditions adopted in hockey, stories about famous players of the past, awards given in their honor. The dictionary also contains modern and historical names of hockey arenas in the world, indicating the names of the clubs that play on them, and the main technical characteristics of the arenas. The dictionary provides a wide range of typologies of hockey clubs currently playing and clubs that have become history.
 The publication contains a large number of examples of the use of hockey terms in modern sports journalism and scientific literature. These examples are taken from articles by North American sports journalists describing each national hockey League championship game. The book is based on more than thirty years of experience of the author-a professional translator who has been a passionate fan of ice hockey since childhood.
 The dictionary is intended for students of higher educational institutions who are studying in bachelor's and master's degrees in the areas of Linguistics, Journalism, Philology, International relations, Advertising and public relations, and Physical culture, as well as for teachers of these areas. This dictionary can also be useful for professional hockey players, coaches, referees, hockey commentators, and specialists. The publication will also be of interest to a wide range of readers who are interested in such a popular and actively developing sport around the world as ice hockey.

This chapter studies Kernis's early years and training. During the seventh grade, Mary Jane Scholl, a freelance music teacher, started Kernis on the violin. She also introduced him to some basic concepts of music theory and elementary composition—writing simple counterpoints and four-part chorales—which eventually led him into free composition and his first instrumental pieces. Kernis then began to teach himself piano “by sight-reading all the music [he] could get [his] hands on.” During high school, he studied jazz keyboard harmony at Temple University. He also took private piano lessons there, but after acting as his own teacher for so many years, he had developed enough bad habits that both he and the teacher were frustrated. By the time Kernis left for college in the fall of 1977, he had already won awards in composition from the National Federation of Music Clubs (NFMC).

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

Booderee National Park at Jervis Bay, 200km south of Sydney, attracts over 450,000 visitors each year. The park has many special features, including dramatic wave cut platforms and sea caves, some of the whitest beach sands in Australia, and very high densities of native predators such as the Powerful Owl and the Diamond Python. This book outlines the biology and ecology of Booderee National Park.
 Booderee packs an extraordinary level of biodiversity into a small area (roughly 6500 hectares), with more than 260 species of terrestrial vertebrates and over 625 species of plants. It is home to species of significant conservation concern, such as the globally endangered Eastern Bristlebird for which the park is one of its last and most important strongholds. The diversity of vegetation is also astounding: in some parts of the park, it is possible to walk from ankle-high sedgelands, through woodlands and forest and into subtropical rainforest in less than 150 metres.
 The book highlights how Booderee National Park is a functional natural ecosystem and, in turn, how management practices aim to improve environmental conditions and promote biodiversity conservation. Richly illustrated with colour images from award-winning photographer Esther Beaton, it will delight visitors to the park as well as anyone with an interest in natural history.

This chapter explores the Don Newcombe's lawsuit against Coors Brewing Company Newcombe played in the Negro baseball leagues until 1949, when the Brooklyn Dodgers signed him after Jackie Robinson broke the color barrier in 1947. He had a stellar career, winning the Most Valuable Player award, the Cy Young Award, and the Rookie of the Year award. However, his career in Major League Baseball was cut short in 1960, in part because of a continuing battle with alcohol. Eventually, Newcombe acknowledged his problem, and, as a recovering alcoholic, he served as a spokesman for the National Institute on Drug and Alcohol Abuse. As an anti-alcohol advocate, Newcombe was shocked when he discovered an advertisement for Killian's Irish Red Beer (a brand produced by Coors Brewing) that featured a drawing of an old-time baseball game in which the pitcher was a recognizable version of Newcombe. He sued Coors for a violation of his right of publicity but lost in the federal district court. Despite that decision, the Ninth Circuit of the U.S. Court of Appeals agreed with Newcombe and overturned the lower court, establishing that celebrity athletes had the right to choose how their image was used in advertising and allowing them to disassociate themselves from products they found distasteful.