6 Reasons to Pursue An MBA Degree Online - Big Easy Magazine

6 Reasons to Pursue An MBA Degree Online - Big Easy Magazine 6 Reasons to Pursue An MBA Degree Online - Big Easy Magazine Posted: 27 Nov 2020 09:28 AM PST The year 2020 has taken the world by storm with its constant influx of negative and life-changing news. Everything that was considered normal has been replaced with a new sense of reality where nothing is the same as it once was. From going out for errands to meeting your loved ones, everything is tainted with the fear of contracting a deadly virus. To counter these conditions, many business sectors have made adjustments and shifted online, including education. Universities worldwide have introduced online programs and courses that have made e-learning extremely easy and efficient. This even includes the veer so popular MBA.  To Be honest, an online MBA isn't a new concept. The program was available even before the pandemic. Nonetheless, there are more options available now, and he

Best Nail Dip Powder Kits - Yahoo Lifestyle

Best Nail Dip Powder Kits - Yahoo Lifestyle

Best Nail Dip Powder Kits - Yahoo Lifestyle

Posted: 24 Apr 2020 05:14 PM PDT

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What It’s Like To Be A Teacher In The Coronavirus Pandemic - Yahoo Lifestyle

Posted: 10 Apr 2020 12:00 AM PDT

Being a teacher is incredibly challenging in the best of times. But with the coronavirus pandemic ravaging the U.S., many teachers have had to adjust to a once unimaginable reality. This includes managing online instruction through Zoom, Google Classroom, and other platforms, even when not every student has access to the internet.

It also means addressing the new classroom disparities, such as spending extra time with students whose parents are working "essential" jobs and don't have time to help them with schoolwork, or even bringing students meals because they no longer have access to subsidized ones. For many teachers, the workload has only increased — but pay has not. 
We spoke to several teachers about what their working lives are like now, ahead.

<strong><h2>Mariah Najmuddin, 27, teaches 7th-grade Spanish at Thornton Middle School in Houston, TX</h2></strong> <br> <br>

Mariah Najmuddin, 27, teaches 7th-grade Spanish at Thornton Middle School in Houston, TX

"I work in one of the largest school districts in Texas. I live in a very white and affluent part of the district, but I teach at a Title I school where the majority of students are on free and reduced lunch and the demographics are significantly more diverse. We have 2,000 students at our middle school. With all of that being said, my experience these last two weeks has been gut-wrenching. Several students do not have internet access, and if they do, they don't have a device larger than a cell phone to complete their work. This makes our platform extremely hard to use.

"Each of our classrooms is equipped with eight laptops, but I know several teachers who do not know how to use tech in the classroom and they are struggling because they've never used Google Classroom or Zoom. Our district has failed to prepare teachers and students for the 21st century, and we're learning the hard way. The most unfortunate part about this is that we had a district-wide shutdown less than three years ago during Hurricane Harvey. While it wasn't as long as this, it was still a significant amount of time that should have served as a wakeup call to district leadership.

"Despite the fact that we have a large Spanish-speaking population and that our district is predominantly Latino, I have spoken to several families who haven't heard from a single teacher because of the language barrier. Can you imagine what that looks like on a district level?

"The biggest hurdle is our state government. When we have leaders dragging their feet to make decisions, it makes it harder for schools to make long-term plans. Texas is primed to be the next COVID-19 hot spot because our state government is too concerned with the economy and not enough with people. This has a direct impact on our students and their families. We cannot make an adjustment to the education plan because Gov. Greg Abbott refuses to implement a common-sense policy, and we are only delaying the inevitable. We are literally receiving updates and changes to the learning plan every few days. I don't blame any of this on our district leadership; it falls on the Governor's unwillingness to acknowledge the reality of COVID-19.

"As a teacher in a Title I school, COVID-19 has highlighted the disparities in education on a national level. Teachers know that some of our students face disadvantages, but when school is in session we can make up for that with purchasing school supplies and bringing snacks. We can provide our students with routine and security and hugs of reassurance, but not having school has taken that away. Middle school is an emotional time for all kids, and the coronavirus has taken away some of their biggest allies and confidants." Photo: Courtesy of Mariah Najmuddin.

<strong><h2>Ella Greenberg, 62, teaches K-4 special education in Scotch Plains and Fanwood, NJ</h2></strong> <br> <br>

Ella Greenberg, 62, teaches K-4 special education in Scotch Plains and Fanwood, NJ

"The disparity and differences in students' home life has never been so stark and highlighted to me as it is now. The differing abilities of parents to support their children academically and emotionally during this crisis is striking. Families have so much to navigate now — their own work, their concerns over their own and their extended families' health and finances, limited internet access, limited knowledge of the technology. Some parents don't speak English and have a hard time supporting their children, while others are not equipped to support their children academically or emotionally in the ways necessary for this paradigm.

"Most of the day these days, I meet virtually with my special-needs students one-on-one or in small groups, trying to meet their myriad IEP (Individualized Education Program) goals. At the same time, I have daily ongoing communication with families in an attempt to support the emotional needs of their children who don't typically do well with change, lack of structure, or the need to work independently.

"The most difficult thing for me is to find balance and create boundaries. There is always the potential to work non-stop as a teacher, and even more so at this time as we try to be available for our students and families in ways and for reasons we'd never imagined.

"An additional challenge is that I am used to closing the door of my classroom and working intimately with my students. Now, parents are 'in' the classroom — they see each aspect of the day's lesson, they hear the conversations ALL the students are having, they see the mini-lessons and videos. Parents are seeing their children as students and as learners in a light they've not necessarily seen before.

"I so feel for families at this time. Most have their own work to attend to while their children are present, and some parents are essential workers and have to leave their children for hours at a time. I know of one single mother who is a nurse with two young children, and she is having a hard time managing it all. There have been a lot of parent meltdowns, needs, and adjustments that we've been working to support. There are several families in our school who have more than one non-verbal autistic child at home. Many parents are concerned that their children's speech, occupational therapy, physical therapy, and counseling sessions are not able to be delivered. Parents are concerned for their children's development and fear they will regress.

"As far as job security, we are unionized and luckily the staff in our district does not have that concern. But I had planned to retire this year, and now I am not so sure."Photo: Courtesy of Ella Greenberg.

<strong><h2>Kimberly Coombs, 26, teaches 8th-grade English at New River Middle School in Fort Lauderdale, FL</h2></strong> <br> <br>

Kimberly Coombs, 26, teaches 8th-grade English at New River Middle School in Fort Lauderdale, FL

"I think one thing people don't understand is that this is all a new experience for us, for both students and teachers. So it's important that we treat this as a learning experience. Every day, something changes and we need to be patient and gentle with each other as human beings. This is an opportunity to teach our students how to explore learning at their own pace, by providing them the tools to be as successful as possible.

"At my school, we are conducting distance learning using Canvas. So far, some of the biggest challenges have been making sure all of our students are equipped with access to technology and the internet at home to attend school virtually. Thankfully, we've been able to provide over 600 laptops to our students over the last few weeks. However, the Canvas site crashed the first day, and there's no alternative to technology malfunctions when teaching remotely. So being patient and innovative has been a key to distance learning for me. Every day, we have new regulations and requirements trickling down from up top, so remembering that nothing is set in stone has helped me keep my peace of mind.

"So far, my students are definitely feeling the repercussions of social distancing. They miss being at school, seeing their friends, talking to me (yes, they've told me so), and they're even tired of their cell phones! Imagine that?!"Photo: Courtesy of Kimberly Coombs.

<a href="https://www.instagram.com/teachthelovingkind/" rel="nofollow noopener" target="_blank" data-ylk="slk:Sam Van Matre, 32, teaches 3rd grade at Austell Elementary School in Austell, GA" class="link rapid-noclick-resp"><strong><h2>Sam Van Matre, 32, teaches 3rd grade at Austell Elementary School in Austell, GA</h2></strong></a> <br> <br>

Sam Van Matre, 32, teaches 3rd grade at Austell Elementary School in Austell, GA

"The challenges have been ever-changing. The greatest challenges I have faced are families that are not active on ClassDojo, where I post instructional videos and do read-alouds of books, and students who do not have devices. Four out of my 21 students do not have devices to access any of the online learning platforms we are providing. What has worked is sticking to a guideline I created for my families to follow and just being available 8 a.m. to 8 p.m. I never know when a family is going to be able to complete work during the day because of siblings or parents needing to use devices. Therefore, I have made myself available for questions all day long.

"I have 11 students out of 21 who have IEPs (Individualized Education Programs). The disabilities in my class are ADHD, ADD, legally blind, OHI (other health impaired), SLD (significant learning disability), and more. This has made adjusting our digital learning quite tricky to make sure our students are supported the way they need to be. For example, I have four students this year who are reading on a kindergarten level. They need devices that can read to them, and unfortunately two of them do not have them.

"I have many students who rely on breakfast and lunch at school. If their parents are not available to go pick up food on Monday from the county, that means they may have little to no food for the week. I have dropped off food to two families in my class.

"The biggest change I have experienced is switching from being a working mom to a work-from-home mom. I have a one- and two-year-old, so the time I invest in them daily has been difficult to manage, however, after the first week of digital learning I think we have managed well. My home babies show up in my videos for my school babies, which makes it more fun!

"I am very lucky that my husband is home with me, but he is also working from home. It is just a balance we try and work with each day. Our babies require a great deal of attention and care due to their ages. We work in shifts and are flexible with each other's schedules when needed."Photo: Courtesy of Sam Van Matre.

<strong><h2>Nicole Gonzalez*, 28, teaches 7th- and 8th-grade history in Los Angeles, CA</h2></strong> <br> <br>

Nicole Gonzalez*, 28, teaches 7th- and 8th-grade history in Los Angeles, CA

"It's been extremely stressful. Teaching is a high-stress job to begin with, but this situation is increasing the daily stress levels. I work in a low-income area, and my students already have so much to deal with. A lot of my students do not have stable home lives. Many of them depend on school food as their only meals. I worry constantly about their well-being and safety. I stay up all night worrying about their mental state. Only a few students are actually logging on to Schoology, the online portal we're using; I would estimate that less than 40% of my students are present online. I have not heard from the rest of them. I have been making phone calls home, but many parents are not responding. I also know that many students are now taking over childcare duties while their parents are at work.

"I think that the district has done the best it can in this situation. For the last two days of school before we shut down, they had us pulling every laptop we had on campus and distributing them to students. The district worked on a partnership with internet providers to provide free WiFi to students. They have worked on grab-and-go locations for students to pick up three meals a day.

"However, I believe they're demanding too much from us. We have to sit through these three-to-four-hour Zoom meetings weekly. They're demanding we complete five two-hour trainings in one week, one each day. Then they expect us to document every single interaction we have with students. On top of all this, we are expected to make phone calls to reach out to parents of students who are not logging on to the portal. Some of us have over 200 students! I spent two-and-a-half hours on Monday calling parents, and I only got through ONE out of my eight periods. There are not enough hours in a day to meet all these demands! Luckily, our union has been pushing back on the mandatory contact logs and more."

*name has been changed to protect privacy

Photo: Yui Mok/PA Images via Getty Images.

<strong><h2>Marisa Lopez, 26, teaches middle school English Language Development at R. Pete Woodard Junior High School in Yuma, AZ</h2></strong> <br> <br>

Marisa Lopez, 26, teaches middle school English Language Development at R. Pete Woodard Junior High School in Yuma, AZ

"I think the biggest misconception about teachers right now is people don't understand that we are still working from home. We aren't just sitting around binge-watching Tiger King, eating Hot Cheetos, and drinking wine all day. We have to make lesson plans, just as we normally would, and make sure they correlate with state standards. We have many, MANY virtual meetings a day. We have to grade and send back assignments. We have to respond to emails. The only difference is we now get to do this in our yoga pants and without makeup.

"I teach English Language Learners and it's already difficult face-to-face. Virtual-teaching with them has been exhausting. They have more challenges than most because they hardly speak English or don't speak it at all, and their parents don't speak it either, so they don't have much of a support system at home when it comes to schoolwork. My heart truly hurts for them. Some already have the stress of having to stay at home and take care of siblings while parents work. Many of them have emailed me and said they are bored or lonely at home. Others say it's hard doing their schoolwork at home without one-on-one teacher help. Many have said they miss school and they miss me — and I miss them. I miss telling them to spit out their gum, to stay in their seats. I miss joking around with them.

"At my school, we're conducting distance learning using Google Classroom, Google Docs, Google Meet, and the Remind app. I already used Google Classroom and Google Docs before school closed, so my students didn't have as hard a time adjusting as others might have. It's difficult teaching virtually because not all students have access to the internet or computers at home. Our school has distributed district-issued iPads as much as possible, but some students have yet to pick theirs up, so they haven't done any of the work. Others have instead opted for paper packets of the assignments. However, we don't collect the paper packets right away; they are set aside for two weeks due to health and safety reasons.

"Before all this, I was already sort of a homebody. But when they tell you that now you have to stay home, it changes things and it makes people want to go out now. It's also messing with my mental health. I have anxiety and the way everything happened, without warning, has definitely messed with my head. With the shutting down of schools, my anxiety has been worse because so much is expected of us teachers, yet we're also having to deal with our own personal losses.

"I am definitely worried about job security and pay. We were told that we would still be paid as if we were teaching in a classroom because we are still putting in the work, creating lesson plans and assignments, holding virtual meetings, and hitting standards. However, this is a very fluid situation and anything can change."Photo: Courtesy of Marisa Lopez.

<strong><h2>Diana Leygerman, 37, teaches 11th- and 12th-grade English and debate in Philadelphia, PA</h2></strong> <h2><br></h2> <br>

Diana Leygerman, 37, teaches 11th- and 12th-grade English and debate in Philadelphia, PA

"My students are definitely struggling. Many live in lower-income households. I think some are dealing with a lot of trauma at home, and are now stuck with their abusive family members. It's been tough thinking about that. A lot of them are also taking care of their siblings because their parents are essential workers or have picked up more hours to supplement income lost due to layoffs. On top of this, they're sad they won't have prom or graduation. My heart honestly hurts for my students. I am trying to engage them positively; I even opened a TikTok account to post funny videos for them.

"While the Philadelphia School District forbade their teachers from teaching online due to equity concerns, our charter school is continuing to provide education virtually because we supplied all of our students with the necessary technology. We use Google Classroom, which I use throughout the year anyway, and Google Meet (not Zoom anymore due to privacy and hacking concerns).

"While all of this is happening, I am also teaching my 10-year-old son how to read, or at least attempting to. He is behind and works with a reading specialist at school, so I am really worried he'll fall even further behind. So, while I am not a reading teacher, I am doing my best. I am definitely seeing some progress."Photo: Courtesy of Diana Leygerman.

<strong><h2>Olivia Chui, 24, teaches 6th grade in Los Angeles, CA</h2></strong> <br><br>

Olivia Chui, 24, teaches 6th grade in Los Angeles, CA

"Going from teaching in a physical classroom to teaching remotely during a crisis is something teachers have been asked to pull off very quickly. There is really no precedent for this rapid shift. The adjustment is not easy for both teachers and students.

"Many of my students are a combination of bored and anxious. For many students, school may be a place where they find stability, comfort, and structure. With schools closed until the end of the year, that place is lost.

"Moreover, I think this crisis is revealing the deep inequity that exists in our society and in our schools. Many of my students are tasked with taking care of their siblings or even working during this time. We are using Google Classroom, but many students do not have adequate technology to connect them with full remote learning so they are using paper packets as an alternative. Even students who do have technology at home may be sharing their device with multiple siblings. All of this puts them at even more of a disadvantage when it comes to learning.

"The biggest challenge for me personally has been a loss of routine and structure in my daily life. It's hard to know when to stop working, since there is no defined schedule."Photo: Courtesy of Olivia Chui.

<strong><h2>Erin Wallace, 23, teaches 2nd grade in Ithaca, NY</h2></strong> <br> <br>

Erin Wallace, 23, teaches 2nd grade in Ithaca, NY

"A big challenge when it comes to teaching remotely is equity, specifically for my families who are struggling right now, who are worried about food and health, and my families who are still working full-time and aren't able to care for their children during the week. Sure, I can make engaging lessons and post them online, but there's a HUGE difference between a family that has parents at home and can sit with their child and walk them through the schoolwork step-by-step and a family that works a full week, is worried about getting dinner on the table, and only sees their children on the weekend.

"It's very hard to adjust my teaching online for students with different abilities. In class, I am able to work one-on-one or one-on-two with students who have special needs to make sure I am adjusting my teaching to what they need in order to learn best. I also typically make different versions of work for specific students, which I am unable to do when creating large projects online for the class to access through Google Classroom.

"Another big change has been the face-to-face time with my students. A lot of my students are very affectionate and rely on those hugs and stories and personal moments to get through the day. It has been extremely difficult not to see them and be in the classroom with them every day.

"Our schedule is always changing, too. We were supposed to have spring break this past week, but we were told we are no longer having one and this is now a working week."Photo: Courtesy of Erin Wallace.

<strong><h2>Analea Lessenberry, 29, teaches 2nd grade at HoLa Hoboken Dual Language Charter School in Hoboken, NJ</h2></strong> <br> <br>

Analea Lessenberry, 29, teaches 2nd grade at HoLa Hoboken Dual Language Charter School in Hoboken, NJ

"Honestly, it is easier to work this way for me. I don't have as many stressors with classroom management — I can just mute a student if I need to. I also don't have the commute I used to have, gaining more of my day, and I have more time to exercise and cook healthy meals. I am more calm because I don't have to actively monitor this large group of children in person from 7:30 a.m. to 3:45 p.m. I can have breaks in-between video conferencing. I don't have to use my voice so much, run up and down the stairs, and constantly monitor behaviors like bullying. Although I have anxiety about the outside world, I am also a lot more peaceful now that I am home. I am putting my time towards learning qigong to help myself remain calm and peaceful.

"That's not to say the time hasn't been without its challenges. Our school, a Spanish-immersion charter school, is finally starting live virtual instruction this week. We've started posting all assignments on Google Classroom. All this has been very challenging, since the children I teach are still quite young and don't necessarily know how to type well.

"The biggest issue for my students is the parents are often struggling to help them with their work, since we expect them to do 90% of their work in Spanish and most of the parents don't know Spanish. I have had a lot of communication about feeling guilty for using Google Translate and the like.

"It has been rewarding to see more about my kids' personal lives than I ever would have before, such as their living situation, their toys, and such. I got to see an entire rock collection one day and have met pets and family members. That has been pretty cool."Photo: Courtesy of Analea Lessenberry.

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How To: Dip dye the ends of your hair pink - Yahoo Lifestyle

Posted: 23 Apr 2020 01:14 PM PDT

[unable to retrieve full-text content]How To: Dip dye the ends of your hair pink  Yahoo Lifestyle


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