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Global Wheezing Therapeutics Clinical Trials Review H2 2014 Report at

Dallas, TX (PRWEB) January 03, 2015

The report “Wheezing Global Clinical Trials Review, H2, 2014″ provides data on the Wheezing clinical trial scenario. Wheezing is a whistling noise in the chest during inhalation. Wheezing occurs when the airways are narrowed or compressed. Wheezing is commonly experienced by persons with a lung disease; the most common causes are Respiratory tract infections, Transient wheezing in infancy, Asthma, Bronchiolitis, Croup, Cigarette smoke or other forms of air pollution, Gastro-oesophageal reflux and Foreign body inhalation. The symptoms of wheezing include a musical or whistling sound and laboured breathing, particularly when exhaling. Complete Report is Available @ .

This report provides elemental information and data relating to the clinical trials on Wheezing. Top Institutes & Government profile discussed in this Wheezing Global Clinical Trials Review, H2, 2014 report include Milton S. Hershey Medical Center, National Hospital Organization Mie National Hospital, University of Massachusetts, Albert Einstein College of Medicine of Yeshiva University, Case Western Reserve University, UMC Utrecht Holding BV, Oregon Health & Science University, Chinese University of Hong Kong, Queen’s University and University of Calgary.

Note: Certain sections in the report may be removed or altered based on the availability and relevance of data for the indicated disease.

This report includes an overview of the trial numbers and their recruitment status as per the site of trial conduction across the globe. Companies discussed in this Wheezing Global Clinical Trials Review, H2, 2014 report include AstraZeneca PLC, Merck & Co., Inc., GlaxoSmithKline plc, Amphastar Pharmaceuticals, Inc. Order a Purchase copy of this report @ .

List of Tables

Wheezing Therapeutics, Global, Clinical Trials by Region, 2014

Wheezing Therapeutics, Global, Clinical Trials and Average Enrollment by Top Countries, 2014

Wheezing Therapeutics, Global, Clinical Trials In Progress by Top Countries, 2014

Wheezing Therapeutics Clinical Trials, Asia-Pacific, Top Countries, 2014

Wheezing Therapeutics Clinical Trials, Europe, Top Five Countries, 2014

Wheezing Therapeutics Clinical Trials, North America, Top Countries, 2014

Wheezing Therapeutics Clinical Trials, Middle East and Africa, Top Countries, 2014

Wheezing Therapeutics Clinical Trials, Central and South America, Top Countries, 2014

Proportion of Wheezing to Respiratory Clinical Trials, G7 Countries (%), 2014

Wheezing Therapeutics, G7 Countries, Clinical Trials by Phase, 2014

Wheezing Therapeutics, G7 Countries, Clinical Trials by Trial Status, 2014

Proportion of Wheezing to Respiratory Clinical Trials, E7 Countries (%), 2014

Wheezing Therapeutics, E7 Countries, Clinical Trials by Phase, 2014

Wheezing Therapeutics, E7 Countries, Clinical Trials by Trial Status, 2014

Wheezing Therapeutics, Global, Clinical Trials by Phase, 2014

Wheezing Therapeutics, Global, Clinical Trials In Progress by Phase 2014

Wheezing Therapeutics, Global, Clinical Trials by Trial Status, 2014

Wheezing Therapeutics Clinical Trials, Global, by End Point Status, 2014

Wheezing Therapeutics, Global, Withdrawn Clinical Trials, 2014

Wheezing Therapeutics, Global, Terminated Clinical Trials, 2014

Wheezing Therapeutics Clinical Trials, Global, Average Enrollment Target Trends, 2009-2013

Wheezing Therapeutics Market, Global, Clinical Trials by Sponsor Type, 2014

Wheezing Therapeutics Clinical Trials, Global, Key Sponsors, 2014

Wheezing Therapeutics Clinical Trials, Global, Top Companies by Phase, 2014

Wheezing Therapeutics Clinical Trials, Global, Ongoing Clinical Trials by Prominent Drugs, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by AstraZeneca PLC, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by Merck & Co., Inc., 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by GlaxoSmithKline plc, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by Amphastar Pharmaceuticals, Inc., 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by Milton S. Hershey Medical Center, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by National Hospital Organization Mie National Hospital, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by University of Massachusetts, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by Albert Einstein College of Medicine of Yeshiva University, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by Case Western Reserve University, 2014

Wheezing Therapeutics Clinical Trials Market, Global, Clinical Trials by UMC Utrecht Holding BV, 2014

List of Figures

Wheezing Therapeutics, Global, Clinical Trials by Region (%), 2014

Wheezing Therapeutics, Global, Clinical Trials and Average Enrollment by Top Countries, 2014

Wheezing Therapeutics, Global, Clinical Trials In Progress by Top Countries, 2014

Wheezing Therapeutics Clinical Trials, Asia-Pacific, Top Countries (%), 2014

Wheezing Therapeutics Clinical Trials, Europe, Top Five Countries (%), 2014

Wheezing Therapeutics Clinical Trials, North America, Top Countries (%), 2014

Wheezing Therapeutics Clinical Trials, Middle East and Africa, Top Countries (%), 2014

Proportion of Wheezing to Respiratory Clinical Trials, G7 Countries (%), 2014

Wheezing Therapeutics, G7 Countries, Clinical Trials by Phase, 2014

Wheezing Therapeutics, G7 Countries, Clinical Trials by Trial Status, 2014

Explore more reports on Pharmaceuticals industry at .

About Us: is an online database of market research reports offer in-depth analysis of over 5000 market segments. The library has syndicated reports by leading market research publishers across the globe and also offer customized market research reports for multiple industries.

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Online education run amok

Online education run amok
Massive open online courses, first envisioned as a way to democratize higher education, have made their way into high schools, but Washington is powerless to stop the flood of personal data about teenage students from flowing to private companies …
Read more on Politico

Southwest Minnesota school to test "virtual snow day" plan involving online
“For example, for physical education, a requirement could be to help your parents shovel the driveway with a smile on your face.” The fourth through 12th graders will take iPads home, and a program called Schoology is downloaded onto the student and …
Read more on Grand Forks Herald

New Online Education Credit Transfer Program Can Facilitate Degree Completion
The new initiative, which is launching with 25 pilot schools, would allow students to transfer credits earned through low-cost or free online education courses to other universities. Institutions across the country, including the Metropolitan State …
Read more on U.S. News University

New Website Brings Help for Those Suffering With Foot and Ankle Pain in Virginia

Roanoke, Virginia (PRWEB) December 10, 2014

Moving. It’s something everyone does on a daily basis without thinking. Movement is fundamental to getting through day-to-day life. From walking to and from an office to standing in the grocery store to pick something off a shelf, people are in constant motion. When something stops that motion, or causes movement to become painful or impossible, it’s time to seek help from a doctor. This is often a scary time for individuals, which is why the podiatrists at Shenandoah Podiatry are excited to announce the launch of a new website that makes foot and ankle pain a little less intimidating.

Shenandoah Podiatry has two locations in Virginia. Its podiatry offices are located in Blacksburg and Roanoke, but its patients are located in communities throughout the area. Despite the easy accessibility of both clinics, the foot doctors at Shenandoah Podiatry grew concerned about patients who needed advice and information between appointments. To accommodate these people and offer faster help for foot or ankle pain, Shenandoah Podiatry has launched a more robust website, which includes information about various ailments, injuries, and foot conditions.

When visiting the website, visitors will learn about the dedicated podiatrists at Shenandoah Podiatry. In addition, they’ll get core information to identify serious foot problems, learn basic at-home treatments, and discover the importance of seeking help from a professional. Written with patients in mind, Shenandoah Podiatry’s new website is meant to serve individuals without a medical background.

Shenandoah Podiatry focuses on providing quick relief and long-lasting solutions. Every patient is seen in a timely manner and treated using the most advanced technology available. Each staff member regularly attends conferences and educational events to stay on top of the most recent foot and ankle care techniques. Through detailed explanations, Shenandoah Podiatry foot and ankle doctors strive to have every patient leave their office with confidence and comfort, knowing more about their injuries and how to get the care they need.

The Shenandoah Podiatry website is just getting started. The team plans to continue expanding their educational database with regular, informative posts. The website was built and designed by the doctor marketing firm, Foster Web Marketing.

To get more information about the types of foot and ankle care available in Blacksburg and Roanoke, visit the new website for Shenandoah Podiatry.

About Foster Web Marketing:

Founded in 1998, Foster Web Marketing (FWM) offers attorneys, physicians, and other professionals across North America and overseas an effective online marketing approach that combines appealing and intuitive design with the latest search engine optimization, comprehensive marketing services, and content management strategies. FWM has proven that it is possible to build a “Made in the USA” business with excellent customer service in a very competitive market, all while helping its clients succeed through powerful websites and proven education-based marketing techniques using its proprietary “secret weapon,” Dynamic Self-Syndication (DSSTM). To learn more, please visit

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Thanksgiving Weekend Audiobook Treat! The Happiest Man In the World: Life Lessons From a Cultural Economist by Dr. James W. Jackson

Evergreen, Colorado (PRWEB) November 28, 2014

Written and narrated by award winning author Dr. James W. Jackson, Brook Forest Voices releases the “The Happiest Man In the World: Life Lessons From a Cultural Economist” audiobook, a compelling account of how and why Project C.U.R.E. came to be.

Raised in the Boise Valley of Idaho by his mother Josie and the Reverend Richard W. Jackson, Dr. Jackson exceeded his goal of being a millionaire by the age of 30, but realized that he wasn’t happy. Prompted by this realization, James and his wife, AnnaMarie, decided to give away their wealth and start over. In “The Happiest Man in the World,” James describes the dark side of making money and self-centered accumulation, and how, after divesting himself of his wealth because of his acumen as a cultural economist, he was able to secure consultation and speaking engagements with government leaders around the world. This ultimately opened his eyes to the poverty and desperation of health care in developing countries leading to his founding of Project C.U.R.E., the international humanitarian organization which has delivered donated medical supplies and equipment to over 120 developing countries health care facilities.

“The Happiest Man in the World” will be released November 29th, and will be available on-line through Brook Forest Voices’ Audiobook Store and through your favorite online retailer. This is Dr. Jackson’s third audiobook produced and published by Brook Forest Voices.

About Brook Forest Voices: a complete audio production studio located just west of Denver in Evergreen, CO, specializing in audiobook narration, production and publishing. BFV is designed to help large and small publishers, as well as authors, with all their audio needs. Publishers and authors wanting to learn more can visit or contact Jaime Andrade, BFV Business Manager at 303-670-4145.

Related Learning Press Releases

Connections Education, Virtual Education Provider, Featured at International Association for K-12 Online Learning (iNACOL) Conference

Baltimore, Maryland (PRWEB) November 04, 2014

Thought leaders from Connections Education (, a provider of high-quality, highly accountable virtual education solutions for students in grades K–12, will be prominently featured at a leading international blended and online learning conference.

Educators and students from Connections-supported schools nationwide will share their e-learning expertise at the 2014 Blended and Online Learning Symposium hosted by the International Association for K-12 Online Learning (iNACOL). From November 4-7, the Symposium will bring together more than 2,500 educational experts and representatives from national, state, district, private, and other online education programs to explore next generation learning in K-12 education across the United States and around the world. iNACOL’s annual conference is the industry’s leading event for K-12 online, blended and competency-based learning and gathers experts, leading practitioners and educators, policymakers, researchers and innovators from throughout the field.

Connections Education will participate in the following presentations:

Tuesday, November 4th

8:00-11:00 AM

Administration and Management of Online Programs

David Haglund

Deputy Superintendent of Educational Services

Santa Ana Unified School District

Donna Hutchison

Vice President of State Relations

Connections Education

Tuesday, November 4th

8:00-11:00 AM

Online Learning and Students with Disabilities: Practitioner Perspectives, Research Results and the Legal Landscape

Matt Wicks

Vice President of State Relations and Legislative Policy

Connections Education

Marjorie Rofel

Senior Director of Student Services

Connections Education

Wednesday, November 5th

9:45-10:45 AM

Who’s Here? What Attendance Means in Online and Blended Schools

Charles Carver


Nexus Academy of Lansing

Sean Steeg

Director of Connexus Management

Connections Education

Wednesday, November 5th

9:45 AM–12:00 noon

Serving English Language Learners (ELL) in Virtual and Blended Environments

Tracy Broccolino

Director of Special Education

Connections Education

Kimberly Sorlin

English Language Learners (ELL) Manager

Connections Education

Wednesday, November 5th

9:45–10:45 AM

Implementing iNACOL Quality Metrics: Lessons Learned from Online Schools and Programs in Michigan


Mickey Revenaugh

Executive Vice President and Co-Founder

Connections Education

Wednesday, November 5th

11:00 AM–12:00 noon

Student Support Service Solutions: Connecting Legal, Policy and Practical Issues in Online and Blended Programs


Tisha Green Rinker

Director of Counseling Services

Connections Education

Shana Hollman

Director of Special Education,

California Connections Academy

Wednesday, November 5th

4:30–5:30 PM

Why Thurgood Marshall College Fund Is Building Blended Lab Schools

Mickey Revenaugh

Executive Vice President and Co-Founder

Connections Education

Juontonio K. Pinckney

Vice President and Superintendent, K-12 Initiatives

Thurgood Marshall College Fund

Thursday, November 6th

11:30 AM–12:30 PM

Motivating and Engaging Students in Online Environment

Melissa Nelson

Executive Director of Connections Academy Schools

Connections Education

Jordan Brooks

Secondary Teacher

Nexus Academy of Royal Oak

Kyle Luft

Elementary Teacher

Michigan Connections Academy

Melissa Gregory

Secondary Teacher

Oklahoma Connections Academy

Sabine Claster

Special Education Teacher

Georgia Connections Academy

Thursday, November 6th

12:30–1:45 PM

iNACOL Blended and Online Learning Symposium Student Panel

Student from Capistrano Connections Academy (California):

Katriel Cho, 10th grade

Thursday, November 6th

2:00–3:00 PM

Global Trends in K-12 Online and Blended Learning: Implications for American Education


Mickey Revenaugh

Executive Vice President and Co-Founder

Connections Education

Thursday, November 6th

3:45–4:45 PM

Building Successful Professional Learning Communities (PLC’s) in the Online World

Sarah Ault

Director of Connections Academy Schools

Connections Education

Melissa Gould


MTS Minnesota Connections Academy

Candyce Farthing

Executive Director

Oregon Connections Academy

Sean Cotherman

Assistant Principal

MTS Minnesota Connections Academy

Laura Howard

Senior Manager of Assessment

Oregon Connections Academy

Gareth Pooleon

Lead Principal

Oregon Connections Academy

Dan Vasen

Assistant Principal

Oregon Connections Academy

About Connections Education

Connections Education is a leading provider of high-quality, highly accountable virtual education solutions for students in grades K–12. Since 2001, the company’s Connections Academy has delivered individualized learning to students through tuition-free virtual public schools. In the 2014–2015 school year, Connections Academy supports 29 virtual public schools in 25 states—serving more than 60,000 students. Connections Education offers a fully online private school for students worldwide and delivers blended (combination of online and on-site) learning in select states via tuition-free, public, Nexus Academy schools. The Connections Learning by Pearson division meets the needs of schools, school districts, and other institutions with a full range of digital learning solutions for grades K–12 including: online courses, a program for homebound students, a digital learning platform, and private and public online schools. Connections Education is based in Baltimore, Maryland and was named a 2013 “Top Workplace” by the Baltimore Sun and a 2013 “Best Place to Work” by Baltimore magazine. Connections Education is part of the global learning company Pearson.

More College Online Programs Press Releases

A Popular Anonymous Social Media Network was Featured on NewsWatch Television on October 16, 2014

Washington, DC (PRWEB) October 23, 2014

“Anomo” was featured on NewsWatch as part of its monthly AppWatch, which features the latest and coolest mobile applications on the iOS, Android, and Windows markets. Andrew Tropeano, a mobile technology expert and host of NewsWatch, conducted the app review and shared with viewers how it allows users to interact with other people anonymously.

When the internet first came around and sites like AOL were popular, users were anonymous behind usernames. Then social media sites like Facebook changed all that, putting a user’s full identity and physical appearance front and center. A social network called Anomo is bringing anonymity back by connecting users with new people based on common interests, not physical appearance.

Upon downloading the app, users setup their profile and list their interests, gender, and age. Aside from those items, they don’t have to list more than they’re comfortable with. Then the app finds four people that have similar interests and are in the same age range to play an icebreaker game. Icebreakers are a multiple choice “get to know” game. If users have common answers, they can chat and see if there are more common interests.

Eventually, users can reveal more about themselves, forexample their job or a photo. They can also make public posts, comment on photos, and meet people using the GPS locator.

The network started out in January and has seen hundreds of thousands of downloads and users. It’s free and available for iOS and Android devices. To learn more or try it out, visit or search “Anomo” in the Appstore today.

About NewsWatch

NewsWatch is a weekly 30-minute consumer oriented television show that airs on the History Channel, FYI Network, and ION Network. NewsWatch regularly features top technology products and services, mobile applications for iOS, Android, and Windows devices, unique and beautiful travel destinations around the world, health and medical tips, and entertainment interviews on the show. NewsWatch airs on the History Channel at 6:00 – 6:30 AM ET/PT and on the FYI Network from 7:00 – 7:30 AM ET.

NewsWatch is located in the greater Washington, DC area and has been on air for over 25 years. For more information or to watch the most recent episode, visit

Find More Learning Press Releases

Raising Awareness About Mental Illness on World Mental Health Day

Los Angeles,CA (PRWEB) October 10, 2014

Psychiatric Disorders or mental illness are the most misunderstood and is associated with highest amount of misinformation. Psychiatric Patients are mostly mislabeled as dangerous. Euro Global Summit and Medicare Expo on Psychiatry aim to break the stereotypes of Psychiatry. Euro Psychiatry Summit- 2015 will be an excellent platform to discuss recent research and therapeutic aspects of Psychiatry.

Mental illness affects people of all ages having a significant impact on many young people. About 27% of the adult population had experienced at least one of a series of mental disorders which includes problems arising from psychosis, substance use, depression, eating disorders and anxiety. Mental Illness Awareness week was formed by the U.S. Congress in recognition of the National Association of Mental Illness (NAMI), it coincides with National Depression Screening Day and World Mental Health Day on October 10th. World Mental Health Day is observed with the objective of raising awareness of mental illness around the world and generating support from for mental healthcare.

The conference will be comprised of sessions by world class experts in the field of psychiatry like Edna D. Foa, University of Pennsylvania, USA; Michael Eysenck, University of London, UK; Michael J. Telch, University of Texas Austin, USA; Thomas Heffernan, Northumbria University, UK; Jesus Garcia Martinez, University of Sevilla, Spain; Guillem Feixas Viaplana, University of Barcelona, Spain; Christine Horrocks, Manchester Metropolitan University, UK; Ramon Lopez Sanchez University of Complutense Madrid, Spain; Mar Alvarez Segura, Universitat Abat Oliba CEU Spain and Kathy Sexton-Radek, Elmhurst College, USA.

Thought provoking topics and recent research in the field of psychiatry will be discussed in Euro Psychiatry Summit- 2015 which includes: Psychiatric Disorders, Clinical Psychiatry, Case Reports, Childhood and Adolescent Psychiatry, Post-traumatic Stress Disorder, Schizophrenia, Neuropsychiatry, Addiction disorders, Crime and Mental Illness, Diagnostic Approaches towards Psychiatry, Cognitive behavioral therapy, Drugs in Psychoactive Medication and Advanced Therapeutics for Psychiatric Disorders.

OMICS Group is an amalgamation of Open Access publications and worldwide international scientific events. It publishes 400 online open access journals in all fields of Science, Engineering, Management and Technology. OMICS has rapid peer review process involving 30,000 editorial team members with 3.5 Million readers. OMICS Group also organizes 300 International Conferences annually across the globe, where knowledge transfer takes place through debates, round table discussions, poster presentations, workshops, symposia and exhibitions. OMICS International organizes Science Congress, World Summits, and International science conferences in India, USA, Dubai, Australia and Europe.

OMICS Group has collaborated with more than 1000 Scientific Associations and institutions worldwide to promote information on health care through ‘Open Access’ platform. Besides that B2B and Scientific meetings organized by OMICS Group are excellent platform for network expansion and business development. Euro Psychiatry Summit-2015 is glad to invite contributions from the enthusiastic participants to organize International Workshops that are both empirical and conceptual in exploring new dimensions in this field.

Euro Psychiatry Summit- 2015 will provide an opportunity for all stakeholders working on mental health issues to talk about their work. It will congregate renowned speakers, principal investigators, experts, psychiatrist and researchers from both academia and health care industry to join together and discuss their views and research.

For more information related to the subject of this release can contact:

Adriana Morris

Euro Psychiatry Summit-2015

Neuroscience Conferences

5716 Corsa Ave., Suite110

Westlake, Los Angeles

CA 91362-7354, USA

P: +1- 650-268-9744

F: +1-650-618-1414

E: europsychiatrysummit(at)omicsgroup(dot)com

my edu180atl post from 5.21.12

June 11, 2012 1 comment

The following post was my contribution to the edu180atl project for the 2011-12 school year. During the final week in May, members of the founding team wrote reflections on the power of this learning project and all 180 posts of learning are archived on the site. My reflections centered on the concept of wide-awakeness…something I am trying to grow in myself and also the inspiration for this blog.

Without the ability to think about yourself, to reflect on your life, there’s really no awareness, no consciousness. Consciousness doesn’t come automatically; it comes through being alive, awake, curious, and often furious. ~Maxine Greene

I have felt alive, awake, curious, and furious this 2011-12 school year. Consuming the wisdom generated from 175 posts, and now creating this 176th post, I have gained greater consciousness about learning and schooling and being in this world.

And I feel wide-awake to possibility.

Maxine Greene’s words about being wide-awake in the world serve as a reminder…and so will the 45,000 words posted to this site from August 1st to May 25th. Open eyes, open ears, and open hearts allow for learning to happen. The edu180atl project, a small-seed-of-an-idea back in the spring of 2011, blossomed in the fall and has been producing the most diverse and substantive fruit for 175 days. For that I am grateful.

And on this 176th day, I feel wide-awake to possibility.

What if all of our classrooms and teams and schools and school systems sought to cultivate students’ spirit of wide-awakeness — their spirit of wanting to know and learn? What if we educators — both teachers and administrators — sought to cultivate that spirit in ourselves and in others? How might we change? What would the possibilities look like?

If we all had greater consciousness about learning and schooling and being in this world, the possibilites would be endless…for our students…for our selves…for our schools…and maybe even for our society. So, what have I learned? That it’s time to pursue such wide-awakeness with the reckless abandon of being alive, awake, curious, and furious every day. Not just during the 180 days of the school year. Or on the 176th.

About the Author: Megan Howard (@mmhoward), co-founder of edu180atl and passionate learner, is grateful for what the edu180atl project has taught her this year. She can’t wait for August 1, 2012, which will mark the second year of this important and inspiring project.

Categories: edu180atl

the edu180atl project and #180voices180stories

May 25, 2012 2 comments

The first year of the edu180atl project came to a close today. And after 180 days, 180 posts, 180 voices, and 180 stories of learning, I am better for it. The project, born out of a back-and-forth on Twitter in January 2011 has been a powerful vehicle for nurturing and encouraging the spirits of those who love to learn, connecting learners across the city, and deepening the national conversation about education over the course of the past 180 school days.

This week, members of the founding edu180atl team took time to reflect on what this project has meant to us (the full posts are linked below). Today, Holly Chesser wrote a post looking toward the future and also sharing what this project has meant to her. She will be leading the edu180atl team alongside Jennifer Murphy for the 2012-13 school year.

I am proud to have been a part of this project and the edu180atl team.

edu180atl: megan howard 5.21.12:

I have felt alive, awake, curious, and furious this 2011-12 school year. Consuming the wisdom generated from 175 posts, and now creating this 176th post, I have gained greater consciousness about learning and schooling and being in this world.

And I feel wide-awake to possibility.

edu180atl: john burk 5.22.12:

Through the edu180atl project, I’ve connected with countless learners and their stories of learning—stories filled with struggle and challenge, but also fulfillment and joy. These connections make me feel even more empowered to persevere through my own difficulties, and give me a great sense of gratitude.

edu180atl: ted sadtler 5.23.12:

Since August I too have leaned toward the sun, toward the bright spots of reflection and dialogue in Atlanta: students expressing their uniqueness and creativity, adults facing cataclysmic change in their lives, teachers reveling in the endearing moments of their day, parents expressing their hopes for their children. I really do think that the 170+ authors have captured the full range of experience that comes with devoting oneself to a lifetime of learning. And yet, there are so many degrees yet to capture. So I continue leaning toward the brightness of our community’s reflections, waiting with anticipation as the next group of volunteers write, read, comment, edit, and share what it means to be a learner.

edu180atl: laura deisley 5.24.12:

Indeed, it is this kind of spirit that inspired us to create edu180atl — a place where individuals have dared to share, to be transparent, to struggle, to reinvent themselves. By so doing, the hallmark of a healthy community is evolving: empathy for one another. Isn’t that a fundamental condition for learning? People may say education in Atlanta is broken. Institutionally, as a whole, maybe it is. But, I believe. I believe that this edu180atl community is designing a future for education in Atlanta built on empathy.

edu180atl: holly chesser 5.25.12:

This desire to find our commonalities and to appreciate our uniqueness lies at the heart of edu180atl’s mission: “to nurture and encourage the spirits of those who love to learn,” “to connect learners,” and “to deepen the national conversation about education.”

Today marks the sunset of this school year: post # 180. Time to seek relaxation and renewal. But like any good teacher, I’m thinking back over all the posts I’ve read and wondered, “”What’s the take away? What did I learn?” In re-reading many posts this week, I discovered a harmonious refrain – a gratitude for those who care, a discovery of something hidden within, and a wish for what could be. As I tell my students, there’s only one story – the human story – and we each keeping telling it with infinite variation.

Categories: edu180atl

Remembering the Importance of Resilience

May 13, 2012 1 comment

This was my final contribution to Trinity This Week, the School’s weekly publication which highlights “Notes from the Administrative Leadership Team” in the form of a short blog post on a weekly basis. The original post is on the Trinity site and can be found here.

As a young child, my hair tangled easily. I remember sitting on a stool in my parents’ bathroom, looking into the mirror and up at my mother, as she took a comb to my wet head and carefully, slowly, meticulously, combed the tangles out of my long sandy blond hair. As I reflect on those hours spent sitting still and grimacing with each catch in the comb, I can now see that it was really a beautiful time for my mother and me. Time spent talking, problem-solving, musing, laughing, arguing, connecting. Time spent just-the-two-of-us without interruption. Time spent building a stronger mother-daughter bond. Time spent combing out the tangles…literally and metaphorically.

As the end of the school year approaches, it’s easy to think that all of those “tangles” have been combed out of our children. It is natural to think of the end of the year as a time to celebrate all of the great successes and forget, in many ways, about the bumps in the road or even some of the mistakes and failures that happened throughout the year. As our Sixth Graders smile and accept their diplomas in just a few short weeks — in heels, in suits, and perfectly poised and confident — it’s important to remember that their learning process at Trinity has been full of plenty of successes but also a number of tangles as well. And just as I had my mother to help me tease out and recognize those tangles, our Trinity Sixth Graders graduate with the knowledge that their learning experiences have been rich – full of ups and downs and full of the support of parents, siblings, teachers, and of course, their peers.

Resilience is one of those 21st Century skills that is often cited in studies that highlight “the top essential skills for college and career.” At Trinity, we believe that the development of a number of skills is essential, resilience being one of them. From outdoor education trips to cooperative learning experiences in classrooms, the learning process – and not just the product – is something that is celebrated throughout the Trinity community. Carol Dweck’s research on motivation, achievement, and mindsets guides much of our focus on risk-taking and reflection. Developing a growth mindset (as opposed to a fixed mindset) is essential for children in the 21st Century. Trinity students must learn that their abilities can be developed through dedication and hard work – and that their brains and talent are just the starting point. Fostering growth mindsets not only creates a love of learning but also increased resilience in the face of risk-taking, struggles, and even failure as well.

So as we approach the end of the May, a time of year when achievement and accolades are often given so much attention, it’s important to spend time thinking and talking with our children about the process of growing, learning, and developing. Just as Trinity teachers begin each school year focusing on children’s strengths as part of our strengths-based educational approach, our teachers spend time at the end of the year reflecting on the growth that has occurred – academically, socially, emotionally, and in a myriad of other areas as well. Trinity children begin to understand that the journey with all of its ups and downs is something to reflect upon and be proud of. And that is an incredible accomplishment in itself.

If you are interested in learning more about the importance of resilience and child development, the following books may be of interest to you:


May 8, 2012 1 comment

On March 9th, I started this experi(ence)ment by saying, “I have no idea what the two of us will play. And I won’t be able to tell you what it is until it happens.” Today, on May 8th, after 60+ consecutive days of what-ifs and riffs, I’m still not sure that I can say what it is but I can certainly share what all of this thinking and reflecting has meant to me, both personally and professionally.

Thinking about CHANGEd: What if we all tried something new for 30 days (or longer) and learned out loud? 60-60-60 #60 and reflecting…

In his short but powerful TED Talk, Matt Cutts advocates for us all to try something new for a month. Sharing what he’s learned from his own personal experiments and experiences, he highlights that we can all learn to make the days count, to appreciate the boost of confidence that a new habit brings, and to heighten our ability to persevere despite the ups and downs of life. In Bo’s #60 CHANGEd post, he also highlights just a few things he has learned and enjoyed in his 60-60-60 journey. As I think about my own progress and process over the course of the past two months, I can borrow from both Matt and Bo and use their themes as starting points for my reflections…

1. Making the Days Count: Sixty days is a long time. Consistent reflection over the course of two months around a certain theme pushed me in ways that I never imagined. Sure, a number of similar themes emerged. Only one word however — empathy — made an appearance two times in a title post. And as I reflect on CHANGEd 60-60-60, I see that the notion of empathy, especially as it relates to the design process, is having a larger and larger influence on who I am as an educator. There’s still so much that I want to learn about the design process, but I know that I must find ways to cultivate a more empathetic spirit in myself and in others as well. For that, I am motivated.

2. Building Confidence (Motivators and Blockers): At the outset, one of my goals was to learn to write more spontaneously and without as much fear of failure. Writing sixty posts and getting positive feedback from others on my thinking was inspiring. A half-baked blog post (of which there were many) was not considered failure…failure (in my mind) was not seeing this project to its completion. Convinced through Twitter that I had at least one reader (Bo, who was RTing my posts) was a “motivator” for me. Then, when Grant Lichtman began leaving comments on my posts, I knew that I had at least two readers. Normally, such pressure would have been a blocker, but Bo and Grant’s encouragement and what-if questioning only inspired me more. Like Bo, I saw that “learning-out-loud” caused me to double and triple my weekly readership which will only add to a more robust and diverse personal learning network. For that, I am proud.

3. Perseverance (Stick-To-It-Tive-Ness): I had a learning partner whose consistency kept me on track. Never did I think that Bo wouldn’t post and so even when I fell behind in my writing (sometimes days behind), I knew that quitting was not an option. Interestingly, some of my better posts (in my opinion) came when I was writing two or three in one evening. Those evenings, although mentally tiring, were often the nights when I felt most motivated and energized. Sticking to this project, which forced me to spend a significant time (on more than a few occasions) thinking and writing was a hidden gift. For that, I am grateful.

4. I’ve learned and enjoyed… It’s very difficult to catalog my learning and enjoyment in this one post. Even now as I go back and look through the titles of posts 1-30 and 31-60, I see a new pattern in my thinking or notice something different in my writing…just in the titles of the posts. Going through and re-reading each day will prove fruitful as I spend time this summer critiquing my own leadership and developing a personal vision for my work in a new role next school year.

Even this 60th post feels flat…my voice sounds one-dimensional…the topic a bit too navel-gazing. But, what I realize is that making this CHANGEd 60-60-60 music has been one of the more dynamic and enjoyable learning experiences that I have engaged in for quite some time.

And for that, I am inspired.

All in all, this CHANGEd 60-60-60 experi(ence)ment has helped me refine my vision of school in ways that I never thought possible. Never did I expect that this would happen during an incredibly overwhelming end of the school year. Obviously my definition will always be a working definition, but I am proud of where I stand today. So, on May 8th after 60+ days of thinking and reflecting, that I believe that school should be…

…a place where inquiry, imagination, ongoing assessment, reflection, and “what ifs” drive the experiences of adults and children at the school…people of integrity and resilience who honor and promote growth mindsets…programs which reach beyond school walls and into everyday life of the expanding global community.

And, in the words of my CHANGEd partner, so that we can conclude (for now) this musical play with a uniform sound but one which leaves room for possibly new riffs…

We educators should never think that we’ve got schooling as good as it can ever be. We should be seeing our current reality clearly, and we should be envisioning how we can get better. Isn’t such delta-oriented vision what it will take for education and schooling to be CHANGEd?

Categories: 60-60-60


May 6, 2012 1 comment

Thinking about What if we teachers had to enroll in our own classes…and at least one more? 60-60-60 #59 and reflecting…

Here’s an email I received over the weekend from a Trinity Sixth Grader:

Hello Ms. Howard and Ms. Chapman!

Do either of you know someone named Kirby Lui? Well, he commented on my blog and check out what he said!

I’ve been a photographer for quite a while and have seen many different types of photographers, and I must say that I’m very impressed at your technical and creative knowledge of photography, the enthusiasm and discipline that you approach your subjects, and your strong photographic compositions. Compared to other students that I have worked with, you have a definite edge over most of the people that I have seen.

If you continue to approach photography with the same level of dedication as I’ve seen on your website, I believe that you have a talent that could be developed to a remarkable high level if you choose to continue cultivating it. Don’t let the talent go to waste. Keep up the hard work, it is obvious from your website. I look forward to your next post.


Isn’t that really nice?


The first art class that I remember actually enjoying was Photography 101 with Mrs. Harris in Eighth Grade. For much of my high school career, I was passionate about black and white photography but due to the demands of academics and athletics, my experimenting with this art happened only in the summer during long walks in the woods or at the beach on vacation. I am still proud of the prints I made of the massive St. Simons Island palm trees that a family friend framed and put in a guest bedroom of a beach house in Florida. I always wonder what would have happened if I had more time to devote to building upon those skills and passions that I began to uncover just before high school began.

“Megan, you have a real gift for teaching.” That’s the first comment I remember hearing about my natural ease in the classroom with elementary students…uttered first when I was in high school and then in college multiple times throughout my volunteer tutoring times and later during an internship I created with the help of a teacher-mentor. The skills and passions — similar to those I possessed with black and white photography — were there but so was the echo of a believing voice.

I believe that all students need to hear the following words:

I believe that you have a talent that could be developed to a remarkable high level if you choose to continue cultivating it. Don’t let the talent go to waste.

Those are the words that I heard over and over again about my work in classrooms and in schools. I realize that there are some students — adults too — who never hear such words or affirmations.

I wonder, if we enrolled ourselves in our own classes, would we hear ourselves offering such words of support to the budding biologists, teachers, doctors, pilots, directors, caregivers, and entrepreneurs in our classrooms? Would we hear ourselves connecting the subject areas we are teaching with the real-life learning our students are longing for? Would we be inspiring students in the way that Kirby is inspiring Julia — to keep working hard, to overcome obstacles, and to pursue an area of interest that has potential for greater learning and…life?

Categories: 60-60-60


May 6, 2012 Leave a comment

Thinking about What if we really reflected on what former students remember? 60-60-60 #58 and reflecting…

I’ve been catching up on the Trinity-Fac&Stu folder of my GoogleReader account. I rarely let that folder go unread for as long as I have this week, but what a surprise I found this evening as I was reading last week’s posts.

Bo writes about how students remember what they craft and create. As I think about a learning experience that Trinity sixth graders will likely remember alongside their outdoor education trips and musical performances and academic experiences from their final year at the school, at the top of the list is the QUEST and Capstone project. It’s not a coincidence that Andrew Hennessy took his sixth grade project all the way to the TEDxKIDS@BC stage in Vancouver in September 2011.

As I read the students’ memories and reflections, all of which were written upon completion of the QUEST research paper, I was struck at how almost every student spoke to one, two, or all three elements of true motivation as categorized by Dan Pink: autonomy, mastery, and purpose.

We must allow students to craft and create. We certainly need more Dolphin Tale experiences and internships than we have now, but let’s not forget that even the more traditional experiences (even those research papers!) — if crafted innovatively and created with care by the lead learners in the school — can be memorable and powerful.

Check out these four reflections from sixth graders about what they’ve learned through their QUEST research experience. The reverberating sound of autonomy-mastery-purpose through these students’ words provides the perfect riff for today’s CHANGEd 60-60-60 post:

I learned many things about myself as a student through the QUEST paper. I learned that I write a good first rough draft and that I should trust that I can. I also learned that I am good at managing my time because I turn most of my long term projects in early. I also learned things about myself. I learned that I am capable of any task if I take the time and work as hard as I can. ~ Matt

As a student, I learned that i can write something cool and put a lot of effort into something in school and acquire your future talents in 6th grade. As a person I found out how to solve problems between people. My mentor took a while to e-mail me so I took charge.~ Pete

As a student I have learned that I can be very organized. I also can be very conscientious about creating good presentation. I have also learned that I love to do hands on projects. If I set my mind to a topic that I find interesting, then I can create a good presentation. On my next project I think I will be more conscientious about my time-line. I also should plan ahead of what my goals are going to be. I will definitely bring in more analytically and organizational skills. I think through this project I have learned to always have perseverance which I will definitely use in all my assignments. ~ McKenzie

I learned that as a student I can always work better when I am really into the topic and I enjoy learning about it and working on it all of the time. I learned that I love to learn more anytime I can and I love to hear from the best people that I can so I can learn the most and learn from the best. ~ Emerson

As a student, I really realized that I work best when studying a topic I love. I also learned that doing the most boring things like writing long essays are more fun when they are about something I love. I love dogs more than words can describe, and I cannot wait for the Capstone project…Next year, I will bring the note card organization method in my ‘student tool box’ when writing papers next year. It is an excellent way of grouping the facts into topics, later to be made into paragraphs. ~ Julie

I learned different things about myself too. As a student, I feel like I learned better ways about finding information for anything and being able to figure out what is important and whats not. I also think that I learned how to stay more organized by using note cards to write down my facts. As a person, I feel like I learned to trust in myself more about what I think I should do when working on something. Second, I learned to feel more confident about my work and am better at managing my time…In the future, I think that I would change the way I researched. I would read more about the topic to make sure I am more comfortable with it. I would do this because I feel like I started the QUEST project kind of clueless about cake decorating. I wish I had known more about my topic so I would feel more comfortable about the whole thing during the beginning of the process. During this whole QUEST project I learned lots of facts, but mostly I learned about myself as a student and a learner. ~Emily

Categories: 60-60-60


May 6, 2012 3 comments

Thinking about What if school leaders practiced the change they preach…and developed a people strategy? 60-60-60 #57 and reflecting…

A people strategy begins with EMPATHY. It moves along the stepping stones of the Golden Rule. A people strategy refuses to commit the fundamental attribution error (see the Heath Bros’ Switch).

Bo’s reflections on “The Big Shifts” are ones that I want to save here on my blog, thus making today’s riff a re-post of his questions…in hopes that they will inspire future posts about how I, in my future work in school administration, am striving to proactively respond to the shifting notions of what it means to create the right learning environments for both children and adults in the 21st century.

So, for this 57th post…

If we administrators expect teachers to proactively respond to these big shifts for the futures of their students, mustn’t we do so ourselves?

  • Shouldn’t we be transforming faculty meetings (and other “PD”) into faculty doings? Shouldn’t we be experimenting with PBL with adults…and with projects that are relevant and meaningful to teachers? Are we even asking them what they want and need?
  • From the admin view, how can we make school more “teacher-centered” so that teachers can, in turn, make school more student-centered? Shouldn’t we admin be modeling “student voice and choice” by providing such to our faculties?
  • How are we un-silo-ing our schools to facilitate teachers working in teams?
  • How are we facilitating the construction of meaning among our faculties, instead of asking them to consume information? Do decisions feel top-down or bottom-up? Or inside-out? Or outside-in?
  • How are we admin employing and engaging learning networks and advocating for OPEN and SAFE and THOUGHTFUL use of such endless learning resources in the network…outside our school walls?
  • How are we crowd-sourcing our collective wisdom within our faculties and among our faculties from school to school? How are we refusing to re-invent the wheel and instead partnering with the crowds of other doing schools…I mean networks?
  • How are we refusing the high stakes testing of teachers and engaging high value demonstrations of professional practice?

Thanks for creating and categorizing these questions, Bo. They are important ones that we must tackle…and not necessary in isolation!

Categories: 60-60-60

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