Thursday, August 23, 2012

Center for Lifelong Learning Publications


Educational Expert Advise- Link to Wikipedia on Ed.S, School Psychologist & More


The Specialist in School Psychology (SSP) degree is similar to the Ed.S. in School Psychology. It is typically granted when the program is located in a department of psychology rather than education.



The Lifelong Learning Resource Center

ACE's Center for Lifelong Learning (CLLL) has led the national movement to recognize and promote adult learner programs in higher education. A national leader in shaping policies, practices, and perceptions about continuous learning, the Center's commitment to adult learners includes programs, services, tools, and research to help bridge the gaps in serving diverse learners, alleviating workforce shortages, and meeting professional education demands in order to support access to and success in postsecondary education.




ACE and the business community
etc.. FEMA or Federal Aviation Association

ePortfolios- Academic GPS

(1) ACE - American Council on Education
publishes : Guide to the evaluation of educational experiences in the armed forces

National guide to educational credit for training programs

(2) New York National Program on Noncollegiate Sponsored Instruction


21st-century skills: Critical thinking

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and reach previously attainable only by very large organizations.
In other words, we can do things outside of traditional
organizational boundaries.
To “superstruct” means to create structures that go beyond
the basic forms and processes with which we are familiar. It
means to collaborate and play at extreme scales, from the
micro to the massive. Learning to use new social tools to
work, to invent, and to govern at these scales is what the
next few decades are all about.
Our tools and technologies shape the kinds of social,
economic, and political organizations we inhabit. Many
organizations we are familiar with today, including educational
and corporate ones, are products of centuries-old
scientific knowledge and technologies. Today we see this
organizational landscape being disrupted. In health, organizations
such as Curetogether and PatientsLikeMe are allowing
people to aggregate their personal health information to
allow for clinical trials and emergence of expertise outside
of traditional labs and doctors’ offices. Science games, from
Foldit to GalaxyZoo, are engaging thousands of people to
solve problems no single organization had the resources to
do before. Open education platforms are increasingly making
content available to anyone who wants to learn.
A new generation of organizational concepts and work skills
is coming not from traditional management/organizational
theories but from fields such as game design, neuroscience,
and happiness psychology. These fields will drive the
creation of new training paradigms and tools.

Use the ACE CREDIT® Registry and Transcript System to maintain an account of your ACE-reviewed training or order an official ACE transcript. The ACE CREDIT Registry and Transcript System is only for adult learners that have successfully completed:
Courses and examinations through ACE CREDIT Evaluated Organizations or
CEU requirements for IACET Authorized Providers that participate in the ACE CEU Transcript Service.

Check to see if your completed course or examination has been reviewed by ACE CREDIT for a college credit recommendation or carries the IACET CEU requirement.
If you are new to the ACE CREDIT Registry and Transcript Site and have completed a course or exam with any of the following organizations, please click here for additional instructions:
American Council on the Teaching of Foreign Languages, Inc. (ACTFL)
Element K
National Board for Professional Teaching Standards (NBPTS)
Walt Disney

Saturday, August 18, 2012

excerpt from Oh The Places You Will Go... Dr. Seuss

You can get so confused that you'll start in to race
down long wiggled roads at a break necking pace
and grind on for miles across weirdish wild space,
headed, I fear, toward a most useless place.
The Waiting Place...

Waiting for the fish to bite
or wating for wind to fly a kite
or waiting around for Friday night
or waiting, perhaps, for their Uncle Jake
or a pot to boil, or a Better Break
or a string of pearls, or a pair of pants
or a wig with curls, or Another Chance
Everyone is just waiting.
...for people just waiting...

Wating for a train to go
or a bus to come, or a plane to go
or the mail to come, or the rain to go
or the phone to ring, or the snow to snow or waiting around for a Yes or No
or waiting for their hair to grow
Everyone is just waiting
Somehow you'll escape
all that waiting and staying
you'll find the bright places
where Boom Bands are playing.
With banner flip-flapping once more you'll ride high!
Ready for anything under the sky.
Ready because you're that kind of guy!!!

Oh the places you'll go! There's fund to be done!
There are points to be scored. There are games to be won.
And the magical things you can do with that ball will make you the winning-est winner of all,
Fame! You'll be famous as famous can be,
with the whole wide world watching you win on TV!!
Except when they don't
Because, sometimes, they won't
I'm afraid that some times
you'll play lonely games too.
Games you can't win
'cause you'll play against you.

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“Our deepest fear is not that we are powerless. Our deepest fear is that we are powerful beyond measure.” Nelson Mandela, 1994

The Specialist in School Psychology (SSP) degree is similar to the Ed.S. in School Psychology

As Defined: Educational Specialist

The Education Specialist, also referred to as Educational Specialist, Specialist in Education, or Ed.S., is an advanced academic degree in the U.S. that is designed for individuals who wish to develop additional skills or increase their knowledge beyond the master's degree level, but may not wish to pursue a degree at the doctoral level.

The Ed.S. degree is a focused degree program that is considered by accrediting bodies as the completion of the sixth year of collegiate study,(between the master's and doctorate), assuming a master's degree in education. Programs typically require from 30 to 45 semester hours beyond a master's degree, but may be as high as 65. Many also require an oral defense of a scholarly thesis or field study, similar to a dissertation at the culmination of the degree. While master's degree holders can usually be confident of advancement and upward movement on the salary scale, the Ed.S. degree holder may find that managers are often not aware of, or do not have a way of recognizing, this lesser-known degree, although some post-secondary faculty union contracts in the U.S. recognize the Ed.S. as equivalent to a doctorate on their salary scales. Some Ed.S. degree holders were on their path to earn the Ph.D, but may have stopped short of completion due to some unforeseen contingencies. Some Ed.S. programs function as a bridge between a master's degree and a doctorate via articulation agreements.
The Specialist in School Psychology (SSP) degree is similar to the Ed.S. in School Psychology. It is typically granted when the program is located in a department of psychology rather than education.
Some universities may use an abbreviation other than Ed.S. to indicate completion of this degree. At Arkansas State University, for example, students may earn an S.C.C.T. (Specialist in Community College Teaching).

Education Specialist (Ed.S.) in Teaching and Learning

The Education Specialist in Teaching and Learning program is designed to provide a high level of professional proficiency skills as well as research skills which are emphasized throughout the program course work. The role of the classroom teacher is expanded to that of teacher/research which allows the Education Specialist candidate to become a more active participant and critical consumer of educational research. The Ed.S. in Teaching and Learning curriculum is based on an inquiry approach that emphasizes reflective, problem-solving skills applicable to a multitude of education problems, pedagogy, and issues.

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Transition Counselors Institute (TCI-2) Phase Two

The MCEC Transition Counselor Institute (TCI) Phase Two is the second interactive professional development institute and focuses on the social and emotional implications as they relate to the transitioning student. Deployment and separation, building confidence and resiliency, and supporting children through trauma and loss are some of the modules addressed in TCI Phase Two.

Read more about Transition Counselors Institute (TCI-2) Phase Two »

Thursday, August 16, 2012

Dr. Sheila Jocelyn Shaw, Ph.D/D.B.A. Doctoral of Business Administration & Marketing
Ph.D/Doctoral of Business Administration Graduate ID: RV50008193 PW:51480769

M.B.A. General Business Management
Everest University - North Orlando
5421 Diplomat Cir
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Our Millenia located at 4700 Millenia Blvd., Suite 175, Orlando, FL 32839
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Ph.D/Doctoral of Business Administration Graduate ID: RV50008193 PW:51480769
M.B.A. General Business Management
Everest University - North Orlando
5421 Diplomat Cir
Orlando, FL 32810 General Information: (407) 628 - 5870
Appointments will be hosted at one of the Orlando Office Center

School Counseling Programs

Students Occupationally and Academically Ready (PA CTE)

Sir Ken Robinson - Leading a Learning Revolution

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Wednesday, August 8, 2012

Productivity Tip: Avoid Distractions By Timing Yourself

by on August 3, 2012 | 1 Comment » | 531 Views

Distractions are everywhere. But what if you only challenged yourself to pay attention for short, manageable bursts of time? Would you be more productive?Pomodoro Technique Logo
That’s the theory behind the Pomodoro Technique, which prescribes 25 minute burst of attention. That means you set a timer, and for 25 minutes you concentrate on just one activity, and don’t check email, Twitter, your eBay auctions, nothing. Just one task. And if you’re interrupted, you start the timer over. Just the threat of being forced to start over (and going an extra few minutes without Twitter) should be enough to scare some people into 25 minutes of attention.
After 25 minutes, you take a break of five minutes, give or take. Then after four Pomodoros, it’s time for a longer break. The idea is that consistent breaks in your attention saves your brain from burnout, and that setting small, manageable goals helps ward off the anxiety of the overwhelmingly long to-do list.
Frencesco Cirillo, Pomodoro creator, has made a basic introduction to the technique available as a free pdf on the website There are also testimonials from other Pomodoro users, program updates, meetups for practitioners and even t-shirts for the true believers.
Cirillo recommends using a standard kitchen timer, but for the connected professional there are also digital and mobile alternatives. Pomodairo is a free Adobe Air app that lets you make intuitive to-do lists, a timer for pomodoros, and helps you keep track of your work (and any unanticipated interruptions). For just a timer, try, which works in the browser and doesn’t require a download, even on iPhone and Android.
For an app proper, iDevice users can try Pomodoro Time Management Light for free to see if they’re ready for the full version. The full version is only $1.99, so if you decide to upgrade it won’t be a huge pain point. Android users can try Pomodoro Tasks, available for free in the Google Play store.
If you’ve tried the Pomodoro technique before, fill us in on your experiences in the comments. We’re all looking for ways to be more productive – help us out!

Monday, August 6, 2012


Cognitive Disabilities

Functional vs. Clinical Cognitive Disabilities

There are at least two ways to classify cognitive disabilities: by functional disability or by clinical disability. Clinical diagnoses of cognitive disabilities include autism, Down Syndrome, traumatic brain injury (TBI), and even dementia. Less severe cognitive conditions include attention deficit disorder (ADD), dyslexia (difficulty reading), dyscalculia (difficulty with math), and learning disabilities in general. Clinical diagnoses may be useful from a medical perspective for treatment, but for the purposes of web accessibility, classifying cognitive disabilities by functional disability is more useful. Functional disabilities ignore the medical or behavioral causes of the disability and instead focus on the resulting abilities and challenges. Some of the main categories of functional cognitive disabilities include deficits or difficulties with:
  1. Memory
  2. Problem-solving
  3. Attention
  4. Reading, linguistic, and verbal comprehension
  5. Math comprehension
  6. Visual comprehension
The main reason why these functional disabilities are more useful when considering web accessibility is that they are more directly related to the concerns of Web developers. Telling a developer that some people have autism is not very meaningful unless the developer knows what kinds of barriers a person with autism might face. On the other hand, telling a developer that some people have difficulties comprehending math provides the developer with a framework for addressing this type of audience.
Additionally, clinical diagnoses are not mutually exclusive in terms of what difficulties the people face. There is often considerable overlap of functional disabilities within clinical diagnoses. A person with memory deficits may also have difficulty with attention or problem-solving, for example. This kind of overlap fits within a medical model, but is not particularly helpful to web developers, who simply need to know what the person can or cannot do.


Memory refers to the ability of a user to recall what they have learned over time. A common model for explaining memory involves the concepts of working (i.e., immediate) memory, short-term memory, and long-term memory. Meaningful information is typically moved up the chain from immediate to short-term into long-term memory stores. Some individuals with cognitive disabilities have difficulties with one, two, or all three of these memory types. The more meaningful content is to the needs of the user, the greater the chances that it will be moved into functional memory storage in the brain. Some users may have memory difficulties that impair their ability to remember how they got to content on and off the Web site.


Some individuals with cognitive disabilities have a difficult time solving problems as they arise. In many instances, their resilience can be low and the resulting frustration is such that they choose to leave the site and not persist to solve the problem. One example of this would be the presence of a 404 error from a bad link, or a link that does not take them where they thought they were going.


Enthusiastic childThere are many individuals that have difficulty with focusing their attention to the task at hand. Distractions such as scrolling text and blinking icons can make the web environment difficult. Even for typical users the presence of blinking and scrolling items or multiple pop-ups can be irritating. Good design principles would limit these instances to only that which is necessary to convey the content.
Some people with Attention Deficit Hyperactivity Disorder (ADHD) have difficulties learning, but oftentimes this is due to their distractibility, rather than to any kind of inability to process information. People with ADHD can be impulsive, easily distracted, and inattentive. On a positive note, some people with attention deficits are highly creative and very productive in short bursts, with an abundance of energy and enthusiasm. On a less positive note, it can be difficult for people with ADHD to stick to a task for a long period of time. On the Web, flashing banner ads can be distracting, as well as anything that draws a person's attention away from the main content.

Reading, Linguistic, and Verbal Comprehension

complex words floating through spaceSome individuals have difficulties understanding text. These difficulties may be mild or severe, ranging from minor challenges to a complete inability to read any text. It would be unreasonable to expect web developers to accommodate the entire range of reading abilities. The difference between non-readers and genius readers is simply too vast. It is reasonable, however, to expect developers to write as simply and clearly as possible, taking into account the primary audience and including those who may have difficulty with some of the content. After all, an estimated 15-20% of the population has some sort of language or text comprehension difficulty.
Although the claims are difficult to verify, it is commonly reported that many famous leaders and intellectuals had difficulty reading and/or spelling, including: Winston Churchill, Thomas Edison, Henry Ford, Albert Einstein, George Washington, John F. Kennedy, Leonardo da Vinci and others. The take-home message is that writers do not know whether members of their audience have reading difficulties or not. This is a condition which many people manage to keep well hidden.
Here is one example of a reading problem. Note that it may be one of perception or of processing. See if the associated accessibility fix helps you.
What is being said in this phrase?
Tob eornot obe
Now check the power and importance of embedded graphics as a way to enhance the context of the written word by looking at the phrase with a graphic.
Another interesting simulation of a reading difficulty and our resilience in the face of reading problems can be found at - external link.

Non-Literal Text

A problem for some readers is non-literal text, such as sarcasm, satire, parody, allegory, metaphor, slang, and colloquialisms. In some cases, readers will not realize that the words are not meant to be understood literally. A writer who says "I just love getting stuck in traffic when I'm already late for work" probably means the opposite of what this sentence actually says. Sarcasm such as this can be confusing to some readers. Similarly, someone who reads she must "get her ducks in a row" may not realize that the author is probably not referring to real ducks at all. The author is suggesting that the reader get organized or disciplined, using the comparison of a mother duck with her ducklings lined up behind her in order to illustrate the concept.

Non-Existent Text

The unstated assumptions and implied meaning of written content may seem obvious to the writer, but readers may not have the necessary background knowledge. Some readers may not have the skills to infer meaning from text without additional help.

Math Comprehension

Mathematical expressions are not easy for everybody to understand. This does not mean that authors should avoid math entirely. For people who are comfortable reading equations and thinking mathematically, the best way to explain mathematical concepts is to use equations. On the other hand, often it is helpful to explain math conceptually, either with or without the formulas. Conceptual explanations help readers understand the reasoning behind the math.

Visual Comprehension

Some individuals have difficulties processing visual information. In many ways, this is the opposite of the problem experienced by people with reading and verbal processing difficulties. Individuals with visual comprehension difficulties may not recognize objects for what they are. They may recognize the fact that there are objects on a Web page, but may not be able to identify the objects. For example, they may not realize that a photograph of a person is a representation of a person, though they can plainly see the photograph itself (as an object) on the web page.
For these people, a moving, talking person in a video may be easier to identify and mentally process than a static image of a person in a photograph. Video and multimedia, accompanied with narration, may be the best way to communicate to these individuals.


Any list of design considerations for users with cognitive disabilities can easily turn into a lengthy list of usability concerns and general "good design principles." The ideas presented here do not exhaust all avenues of thought on the topic, by any means. They merely present some of the larger principles which categorize more specific techniques.

Accommodating Memory Deficits

Any kind of reminder of the overall context of a web site can help people with memory deficits. Lengthy interactive processes, such as those required to purchase items online, should be kept as simple and brief as possible. To focus the users' attention on specific tasks, the interaction should probably be broken up into separate pages, but help users keep track of their progress so they do not get lost in the process. Simple reminders such as "step 2 of 4" help them keep track of what they have already done and what they have left to do. Each step can also be named or labeled so instead of saying "previous page" and "next page," a link could say "previous page (payment and shipping information)" and "next page (review order)."

Accommodating Problem-Solving Deficits

Everyone at some point or another accidentally clicks on the wrong link, misspells a word, or commits some kind of error on the web. This is normal human behavior. In some individuals, this tendency is exaggerated, so they make even more mistakes. Whether people make many or few mistakes, everyone likes to be able to correct their errors. Error messages should be as explanatory as possible, telling users what they did wrong and how to fix the problem. Search features should suggest alternate spellings to users if the original spelling seems suspicious or if it returns no results. Users should be warned when actions can cause potentially serious consequences, such as deleting a file. In many cases, providing instructions at the start of a task will eliminate or at least reduce the overall number of user errors. Also, avoid extreme changes in the context of the web site without first warning users. All functionality should be as predictable as possible, and any deviations from predictability should be preceded by warnings and/or explained to users after the changes occur.

Accommodating Attention Deficits

Focus the attention of users. Use visual cues to highlight important points or sections of the content. If possible, eliminate advertisements and sponsored links. Use headings to draw attention to the important points and outline of the content. Avoid background noises or images that distract. Use them instead to focus the users attention.

Accommodating Reading, Linguistic, and Verbal Comprehension Deficits

Supplemental media

Supplemental media such as illustrations, icons, video and audio have the potential to greatly enhance the accessibility of web content for people with cognitive disabilities. The problem is that high quality media is often difficult to produce. Poor quality media may actually decrease the accessibility of Web content, by making it more confusing. But don't use this as an excuse not to try. Use your judgment. Incorporate media where it makes sense. Realize, too, that the vast majority of web content could benefit from some sort of supplemental media, if only supplemental graphics.

Document organization and structure

Structural organization

As a general statement, the more structured your document is, the easier it will be to understand. Structure in documents can be created by adding:
  • headings
  • bulleted lists
  • numbered lists
  • definition lists
  • indented quotes (using the <blockquote> tag)
All of the above structural elements can be added into the markup of the document. In other words, there are built in methods in HTML of designating a part of your content as a heading, or a list item, etc.

Visual organization

You can also add visual structure to a document that will benefit those who have sight. For example, you can:
  • indent sub-items in a hierarchical list*
  • highlight items by changing the font color or background color
Developers should not ignore the semantics of the markup language when trying to achieve a visual effect. For example, despite the fact that the <blockquote> tag causes the text within it to be visually indented, this tag should not be used for its visual effect alone. If the text truly is a quote, then the <blockquote> tag is appropriate. If the text is not a quote, then CSS (Cascading Style Sheet) attributes should be used to achieve the effect (for example, the developer could add the following style attribute to the paragraph tag: style="margin-left: 5%").

White space

It is usually easier to read text when it is visually separated from the borders of the surrounding design. People with reading disorders, such as dyslexia, can benefit from white space in the margins and vertical white space between headings, paragraphs, tables, etc. Long paragraphs can be more difficult to read than shorter ones, partly because readers may lose their place within the paragraph.

Clear and simple writing

Short, simple, unambiguous phrases are easier to understand than long, complex, ambiguous ones. People with more profound cognitive disabilities need sentences that are extremely short, simple, and unambiguous. In some cases, they will not be able to understand sentences at all, relying completely on graphics, illustrations, and other non-text visual materials. This does NOT mean that you have to create image-only sites for general audiences, though adding high-quality supplemental illustrations is certainly a good idea. If, however, your primary audience is individuals with more severe cognitive disabilities you may need to create an image-only site.
To the extent possible, try to avoid non-literal content such as sarcasm, parody, and metaphors. Also make sure to give readers all necessary background information about the topic at hand. (See also the section on writing clearly and simply.)

Accommodating Math Comprehension Deficits

Math computations or formulas can be difficult for many people to understand, whether they have a genuine deficit in math comprehension abilities or just "math phobia," to use the term "phobia" loosely. In this context, math phobia is not a clinical condition but a simple dislike of math, influenced largely by cultural factors. The United States, for some reason, has created a culture in which math is commonly disliked and derided. By way of comparison, math abilities are highly prized in Asian countries, and it would be somewhat of an insult to say that an Asian person is not good at math.
No matter what the cause of math comprehension deficits—biologically-based deficits or culturally-based aversions—authors can increase the understandability of their content by either avoiding math altogether, or by explaining the math conceptually. Where computations are required—as in e-commerce sites that add the price of the items purchased, tax, shipping and handling, and other charges—it is usually best to perform these computations automatically, so the user does not have to.

Accommodating Visual Comprehension Deficits

Usually, the best advice to help users with cognitive disabilities is to provide information in muliple formats, with a heavy emphasis on visual formats. While this remains true for the majority of people with cognitive disabilities, some types of cognitive disabilities cause difficulties in visual comprehension. If authors rely entirely on visual communication methods, some users will not understand the message. Visual communication methods include color, spatial relationships, styles, design elements, photos, images, etc.
Even though most web content suffers for a lack of visually-enhanced communicative methods, the take-home message is that no one method is sufficient by itself. Supplement the information with multiple modes and methods of communication.