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We are pleased to Introduce Creative Education on call India Pvt. Ltd – Company for Domestic & International Education. CEOC is working under the Reg Act of 1882 Govt.of India We have been working in this industry since 2014 and more than 15000 students have successfully completed their Education with us. At CEOC we ensure quality of education and services to our students. We are constantly working on developing skills professionals as there is huge potential in the global market and India is regarded as the biggest manpower provider in world. We are an education consulting company helping student and organization with educational planning. We specialize in assisting students on their particular educational needs and we are an association of professionals focused exclusively on the practice of college admission. We provide advice to the college students seeking their higher educational needs. Creative Education on call (I)Pvt Ltd is a government registered independent educational company in India with a clear motive to provide quality service to the students whose endeavor is to seek Higher Qualification from India and overseas. As an educational consulting company, CEOC represents a global presence in the field and have finely tuned our ability to work with students and parents no matter where they are.

We believe that when children and adolescents are in the right school or college they thrive. Sometimes the consequences of not having their academic, social or emotional needs met can be quite serious. proves to be a valuable resource for our clients in the Australia, United States, UK., Malaysia, India and many more. Our unique ability to match our students to the right school or program has made a difference in many lives.

We have helped many educational organizations and universities by imparting vocational training and skills development to their students. We firmly believe that skill development along with the right degree is the need of the hour. We are passionate about coming up with innovative ways of learning and delivering quality education.

Vision - EOC is a leading top notch Education on call that provides the state - of - art distance education to professionals to enhance their career.

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Understanding Creativity

• Posted June 25, 2020
• By Emily Boudreau

Understanding the learning that happens with creative work can often be elusive in any K–12 subject. A new study from Harvard Graduate School of Education Associate Professor Karen Brennan , and researchers Paulina Haduong and Emily Veno, compiles case studies, interviews, and assessment artifacts from 80 computer science teachers across the K–12 space. These data shed new light on how teachers tackle this challenge in an emerging subject area.

“A common refrain we were hearing from teachers was, ‘We’re really excited about doing creative work in the classroom but we’re uncertain about how to assess what kids are learning, and that makes it hard for us to do what we want to do,’” Brennan says. “We wanted to learn from teachers who are supporting and assessing creativity in the classroom, and amplify their work, and celebrate it and show what’s possible as a way of helping other teachers.”

Create a culture that values meaningful assessment for learning — not just grades

As many schools and districts decided to suspend letter grades during the pandemic, teachers need to help students find intrinsic motivation. “It’s a great moment to ask, ‘What would assessment look like without a focus on grades and competition?’” says Veno.

Indeed, the practice of fostering a classroom culture that celebrates student voice, creativity, and exploration isn’t limited to computer science. The practice of being a creative agent in the world extends through all subject areas.

The research team suggests the following principles from computer science classrooms may help shape assessment culture across grade levels and subject areas.

Solicit different kinds of feedback

Give students the time and space to receive and incorporate feedback. “One thing that’s been highlighted in assessment work is that it is not about the teacher talking to a student in a vacuum,” says Haduong, noting that hearing from peers and outside audience members can help students find meaning and direction as they move forward with their projects.

• Feedback rubrics help students receive targeted feedback from audience members. Additionally, looking at the rubrics can help the teacher gather data on student work.

Emphasize the process for teachers and students

Finding the appropriate rubric or creating effective project scaffolding is a journey. Indeed, according to Haduong, “we found that many educators had a deep commitment to iteration in their own work.” Successful assessment practices conveyed that spirit to students.

• Keeping design journals can help students see their work as it progresses and provides documentation for teachers on the student’s process.
• Consider the message sent by the form and aesthetics of rubrics. One educator decided to use a handwritten assessment to convey that teachers, too, are working on refining their practice.

Scaffold independence

Students need to be able to take ownership of their learning as virtual learning lessens teacher oversight. Students need to look at their own work critically and know when they’ve done their best. Teachers need to guide students in this process and provide scaffolded opportunities for reflection.

• Have students design their own assessment rubric. Students then develop their own continuum to help independently set expectations for themselves and their work.

Key Takeaways

• Assessment shouldn’t be limited to the grade a student receives at the end of the semester or a final exam. Rather, it should be part of the classroom culture and it should be continuous, with an emphasis on using assessment not for accountability or extrinsic motivation, but to support student learning.
• Teachers can help learners see that learning and teaching are iterative processes by being more transparent about their own efforts to reflect and iterate on their practices.
• Teachers should scaffold opportunities for students to evaluate their own work and develop independence.

Additional Resources

• Creative Computing curriculum and projects
• Karen Brennan on helping kids get “unstuck”
• Usable Knowledge on how assessment can help continue the learning process

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

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The Problem with Grading

Felix Dzerzhinsky

Communist Morality

Source : “Communist Morality,” published by Progress, Moscow, c. 1963; Transcribed : by Rasmus M.

From a Prison Diary

April 30, 1908.

... Where lies the way out of the hell of present-day life, in which the wolfish law of exploitation, oppression and violence holds sway? The way out lies in the idea of a life which is based on harmony, a full life enjoyed by the whole of society, by all mankind; the way out is in the idea of socialism, the idea of solidarity of the working people. This idea is already approaching realisation, the people are ready to receive it with open arms. The time for it has already arrived. The ranks of the advocates of this idea must be united and the banner carried aloft so that the people see it and follow it. And today this is the most urgent of the tasks of Social-Democracy, of the tasks of the small handful that survives.

Socialism should cease to be only the scientific prevision of the future. It should become the torch that kindles indomitable faith and energy in the hearts of people....

May 10, 1908

... It would not be worthwhile living if the star of socialism, the star of the future were not shining down on mankind. For the “ego” cannot live if in itself it does not contain the rest of the world and the people. Such is the nature of this “ego.”...

May 21, 1908

... It is necessary to instil in the masses our own confidence in the inevitable bankruptcy of evil, so that they will be left with no doubt, so that they will come through this moment in serried ranks, prepared for battle. This is the task of the theoreticians. But the tasks of the others are to lay bare and show up this evil, to lay bare the sufferings and torments of the masses and of the individual fighters torn from their midst by the enemy, to give them the meaning they actually have and which gives them the strength to bear everything courageously, without wavering. Only in this way is it possible to instil in the masses courage and understanding of the need for struggle. Those who influence the mind and those who put confidence in victory into the heart and mind are both needed. Scientists and poets, teachers and propagandists are needed. I recall the booklet “From the Battlefield” published by the “Proletariat" [1] Party, which described the sufferings of the people, the steadfastness and courage they displayed in the struggle, and the tremendous influence it had. How I would wish such a booklet to appear now! But now it is more difficult to collect and compare facts, because they cover so much ground and there are so many of them. But, on the other hand, there are greater opportunities and possibilities now. If someone would undertake this work, or at least only the guidance of this work, then in a year or two such book could appear. It would reflect not only our sufferings and our doctrine, but also that longing for a full and real life for the sake of which man would readily endure suffering and sacrifice....

December 31, 1908

... I have matured in prison in torments of solitude, in torments of longing for the world and for life. And, in spite of this, doubt in the justness of our cause has never risen in my heart. And now, when perhaps for many years all hope is buried in torrents of blood, when they have been crucified on the gallows, when many thousands of fighters for freedom are languishing in dungeons or thrown out into snowbound Siberia – I feel proud. Already I see tremendous masses set in motion shattering the old system, masses among whom new forces are being trained for fresh struggles. I feel proud that I am with them, that 1 see, feel and understand them, and that I, too, have suffered much together with them. It is sometimes hard, at times even terrible, here in prison.... Yet, if I had to begin life all over again, I would begin it in the same way. And not out of a sense of duty, not because I had to. For me, it is an organic necessity.

...I curse neither my fate nor the many years in prison, for I know that all this is necessary in order to destroy the other vast prison which lies outside the walls of this horrible “pavilion.” This is not idle philosophising, not cold calculation, but the result of an indomitable desire for freedom, for a full life. Out there, comrades and | friends are drinking our health, and I, alone in my cell, am thinking of them: may they live on, may they forge the weapons and be worthy of the cause for which the struggle is being waged....

June 3, 1909

... To live – does it not mean to have indomitable faith in victory?

August 8, 1909

... In this connection [2] I am filled with apprehension. I shall go away, but this terrible life here will continue as before. This is strange and incomprehensible. It is not the horrors of this gloomy place that draw one to it, but the feeling for all the comrades, friends and unknown neighbours – strangers, yet at the same time near ones. Here we came to feel and realise how necessary is man to man, what man means to man. Here we learned to feel love not for women alone, we learned to be unashamed of our feelings and of our desire to give people happiness.

...And if here we long for flowers, we have also here learned to love people as we love flowers; and precisely here, where there is no desperate struggle for a crust of bread, and where there floats to the surface that which out there was of necessity concealed in the depths of the human heart. And for this reason we love this place of our execution, for here we made clear to ourselves that the struggle which brought us here is also the struggle for our personal happiness, for emancipation from the violence imposed on us, from the chains that drag us down.

From Letters to Relatives [3]

To a. e. bulhak [4], january 25 (13), 1898.

... How is your little Rudolph? He must have grown a lot – does he walk or talk? See that you bring him up so that he values honesty above all else; such a person feels happy in all circumstances of life!

September 19 (7), 1898

... And we, in exile, must now gain in strength, physically, mentally and morally, in order to be prepared when the time comes. True, there are few who envy us our lot, but we who see the bright future of our cause, who see and realise its might, realise that life has chosen us to be the fighters, we who are fighting for that better future would never, never exchange our position for philistine vegetating. We are least of all made despondent by unpleasant side of life, since our life consists in work for the cause which is above everyday trifles. Our cause was born not so long ago, but it will develop beyond bounds, it is immortal.

November 17 (5), 1898

... You say that our feelings seem to relate in greater measure to mankind as a whole than to individuals. Never believe that this is possible. People who say so are hypocrites: they are simply deceiving themselves and others. It is not possible only to feel for people in general, people in general is an abstraction, for what is concrete is the sum-total of individuals. In actual fact, feelings can only be aroused in relation to the concrete phenomenon and never in relation to an abstraction. A man can feel sympathy towards social misfortune only if he feels sympathy towards the misfortune of every individual....

October 21 (8), 1901

... I do not know how to hate by halves or to love by halves. I do not know how to give only half of my heart. I can give all my heart or I give nothing. I have drunk from the cup of life not only all the bitterness, but all the sweetness as well, and if anyone says to me: take a look at the wrinkles on your brow, at your emaciated body, at the life you now lead, take a look and recognise that life has broken you, then I would reply: life has not broken me but I have broken life, it has not taken everything from me, but I have taken everything from it with my whole being and spirit! Yes, indeed!

...I came to loathe wealth because I learned to love people, because with all the fibres of my being I see and feel that today ... people worship the golden calf which has turned human souls into the souls of beasts and driven love out of people’s hearts. Remember that there is a sacred spark in the soul of people like me ... a spark which gives a glow of happiness even at the stake.

...I love children passionately....When I think that terrible want, on the one hand, and excessive wealth, on the other, lead to the degeneration of these little ones ... I am glad for your children, that you are neither rich nor poor, that from childhood they will realise the need to work in order to live and this means that they will grow up into real people. For the children are the future! They must be strong in spirit and know from childhood how to face up to life....

But I have spirit enough for another thousand years or more.... Even here in prison I see how the undying flame burns: the flame is my heart and the hearts of my comrades suffering torments here

To A. E. and G. A. Bulhak [5]

Beginning of november 1901.

...No!! I am the same as I was before; what embittered me before, embitters me now; what I loved before, I love now; what gladdened me before, gladdens me now; as I acted before, so I act now; as I thought before, so I think now; as misfortunes and trials have not passed me by, so in the future they will not pass me by; my path remains the same; as I loathed evil before, so I loathe it now; as before, I am striving heart and soul so that there will be no injustice, crime, drunkenness, depravity, excessive | luxury, brothels where people sell body or soul or both together; so that there will be no oppression, fratricidal wars, national strife.... I would like my love to envelop all mankind, to warm it and cleanse it of the dirt of modern life....

... A tremendous task faces you: to’ educate and shape the minds of your children. Be vigilant! For parents are to a large extent morally responsible for whether their children are good or bad. I would like to write a great deal more about children, but I do not know how you will accept my advice, whether you might not regard this interference in your affairs as out of place. In any case, rest assured that I am guided here only by my love for your children. Kiss them heartily for me.... May they grow up healthy and cheerful, full of love for their parents and other people; may they grow up courageous and strong in spirit and body; may they never barter their conscience; may they be happier than we are and live to see the triumph of freedom, brotherhood and love....

To A. E. Bulhak

October 6 (september 23), 1902.

...I do not know why I love children more than anything else. When I meet them my ill humour immediately vanishes. I could never love a woman as I love them and I think I could never love my own children more than those that were not my own.... In particularly hard moments I dream that I have taken some child, a foundling, and am caring for it and we are both happy. I live for it, feel it near me, it loves me with the childish love in which there is nothing false; I feel the warmth of this love and I terribly want it near me. But these are only dreams. I cannot allow myself this, I have to be moving about all the time, and with a child I could not. Often, very often, it seems to me that even a mother does not love children as ardently as I do....

October 22 (9), 1905

...I should like so much to perceive the beauty in nature, in people, in what they create, to delight in them, to perfect myself, because beauty and goodness are like two sisters. The asceticism that has fallen to my lot is so alien to me. I would like to be a father and put into the soul of a young creature everything good that is on the earth, to see how the rays of my love for it would produce a luxuriant blossom of the human soul....

June 16 (3), 1913

. .. Like a flower, the human soul unconsciously imbibes the rays of the sun and longs eternally for it, for its light; it fades and shrivels when evil shades off the light Our vigour and faith in a better future for mankind is built on this striving of every human soul towards the sunlight, and so there should never be hopelessness.... The evil genius of mankind today is hypocrisy: love in words, but in practice – a merciless struggle to exist, to achieve so-called “happiness,” to make a career.... To be a ray of light for others, to irradiate light, is the greatest happiness a man can achieve. Then a man does not fear suffering or death, misfortune or need. Then a man ceases to fear death, although only then he does really learn to love life. Only then will he walk on the earth with his eyes open, seeing, hearing and understanding everything, only then will he emerge from his narrow shell into the light and feel the joys and sufferings of all mankind; only then will he be a real man.

To S. S. Dzerzhinskaya [6]

December 15 (2), 1913.

... Love for a child, like all great love, becomes creative and can give the child true and lasting happiness when it broadens the scope of life of the one who loves, makes him a more valuable person, and when it does not transform the person loved into an idol. Love which is showered on only one person and which derives from him alone all joy in life, making everything else a burden and torture, such love carries with it hell for both persons....

In order to save and enrich his soul, he must be taught to see and hear all he is already capable of seeing and hearing, so that his love for you becomes deep friendship and infinite trust....

January 19 (6), 1914

...Where there is love there should be trust...

...The man who believes in an idea and is alive cannot be useless if he does not himself renounce his idea. Only death, when it comes, will have its word to say about uselessness. But as long as there is a glimmer of life and the idea itself is alive, I shall dig the earth, do the roughest work, give everything I can. And the thought is soothing, makes it possible to endure the torment. A man must do his duty, follow his path to the end. And even when the eyes no longer see and are blind to the beauty of the world, the soul knows of this beauty and remains its servant. The torment of blindness remains, but there is something above this torment – there is faith in life, in people, there is freedom and the realisation of one’s constant duty....

March 16 (3), 1914

...When I think of all the misfortunes in life that lie in wait for a man, of the fact that a man is so often deprived of all he is most attached to, my thoughts again tell me that in life one has to love with all one’s heart and soul that which is not transitory, that which cannot be taken away from a man and thanks to which his attachment to individuals and things becomes possible....

Love for suffering, oppressed mankind, the eternal longing in the heart of everyone for beauty and happiness, strength and harmony, urges us to seek a way out and to find salvation here, in life itself, and shows us the way out. It opens a man’s heart not only to his near ones, it opens his eyes and ears and gives him gigantic strength and confidence in victory. Then misfortune becomes a source of happiness and strength, for then comes clear thought throwing light on a hitherto gloomy life. From that time onwards, each new misfortune is no longer a reason for withdrawal from life, a source of apathy and despondency, but again and again inspires a man to go on living, to struggle and to love. And when the time comes and a man’s own life comes to an end, he can go calmly, without despair, and not be afraid of death....

To S. S. Dzerzhinskaya

June 24 (11), 1914.

... I want to be worthy of the ideas you and I share. And it seems to me that every sign of weakness on my part, of longing for the end and peace, every hint of “I can’t go on” would be a betrayal and the renunciation of my feelings towards you and of that song of life that has always been and is still in me....

Yan [7] must not be a hot-house flower. He should have the whole dialectics of feelings, so as to be capable in life to fight for the truth and ideas. In his heart he should have something sacred that is broader and stronger than the sacred feeling for his mother or other people near and dear to him. He should know how to love the idea, that which links him with the masses, which will be a shining light in his life. He should understand that you and all who surround him, to whom he is attached, whom he loves, have something more sacred than the love for a child, the love for him, something sacred from which he and the love and affection for him derive. This sacred feeling is stronger than all other feelings, stronger because of its moral injunction: “This is how you should live, this is what you should be.” Awareness of this duty, as of every other connected with feelings, cannot be instilled by influencing the reason alone....

... To renounce the good things of life in order to fight for them together with those who are deprived of them, and to instil now a kind of asceticism in oneself. But my thoughts never leave me and I am sharing them with you. I am not an ascetic. It is just the dialectics of feelings, which springs from life itself and, it seems to me, from the life of the proletariat. And the point is that this dialectics should complete its cycle, so that it should contain the synthesis – the solution of contradictions. And so that this synthesis, being proletarian, should at the same time be “my” truth, the truth of “my” soul. One has to have the inner consciousness of the need to go to one’s death for the sake of life, to go to prison for the sake of freedom and to have the strength to go through all the hell of life with open eyes, feeling in one’s heart the great and exalted, paean of beauty, truth and happiness derived from that life....

February 17 (4), 1916

I love life as it really is, in its eternal movement, in its harmony, and in its terrible contradictions. And my eyes still see, my ears hear, my soul is receptive and my heart has not yet hardened. And the song of life sings in my heart.... And it seems to me that whoever hears this song in his heart will never curse his life, no matter what torments he has endured, will never exchange it for the other, peaceful, normal life. For this song is everything, this song of the love of life alone remains. Both here in prison, and out there in liberty, where there are now so many horrors, it lives and is eternal as the stars: the stars and all the beauty of nature give birth to it and carry it to human hearts, and these hearts sing out and strive eternally for resurrection....

To V. E. Dzerzhinsky [8]

September 11 (august 29), 1916.

... But in social life? I am entirely at one not only with my thoughts but with the masses, and together with them I must experience the struggle, the torment and the hopes. I have never lived with closed eyes, turned in on my own thoughts alone. I was never an idealist. I learned to know human hearts and it seemed to me that I felt every beat of those hearts.... I have lived in order to fulfil my mission and to be myself....

I must endure to the end all that I am destined to endure. It cannot be otherwise. And I am at peace. And although I do not know what awaits me ... my mind continues to draw pictures of the future which crown it all. I am, besides all else, an optimist

May 21, 1918

I am in the very thick of the struggle. The life of a soldier who knows no rest, for it is necessary to save our home. There is no time to think of my own people and myself. The work and the struggle are hellish. But in this struggle my heart remains alive, the same as before. All my time is one continual round of activity....

My thoughts force me to be merciless, and I have the firm win to follow my thoughts to the end...

The ring of enemies presses harder and harder round us, approaching the heart.... Each day forces us to resort to increasingly resolute measures. Now our greatest enemy faces us – stark famine. In order to get bread, it must be taken from those who have it and given to those who have none. The civil war must flare up on an unprecedented scale. I have been moved up to a position in the front line of fire and my will is to fight and to look with open eyes on all the danger of the grave situation and to be merciless myself....

August 29, 1918

...We are soldiers on active service. And I live by what stands ahead of me, for this demands the greatest attention and vigilance in order to win victory. My will is to win through and, although a smile is very rarely seen on my face, I am confident in the victory of the idea and the movement in which I live and work....

Here we have a dance of life and death – a moment of truly sanguinary struggle, titanic effort....

To A. E. Bulihak

April 15, 1919.

Today as before, love is everything for me. I hear and feel its song in my heart. This song calls to the struggle unbending will, to tireless work. And today my actions are determined only by the idea – the striving for justice. I am finding it difficult to write.... As a perpetual wanderer, I am always in motion, in the thick of the changes and of the creation of a new life.... I see the future, and I want and must take part in its creation – to be in the movement, like a stone hurled from a sling, until I reach the end – eternal rest. Have you ever thought what war in actual pictures is like? You have pushed aside pictures of human bodies torn by shells, of the wounded lying on the battlefield and the crows pecking out the eyes of men still living. You have pushed aside these terrible pictures which daily meet the eyes. You cannot understand A soldier of the revolution fighting so that there will be no more injustice on the earth, so that this war will not put millions upon millions of people at the mercy of the conquering rich. War is a horrible thing. The whole world of the rich has moved against us. The most unhappy, most ignorant people are the first to have risen up in defence of their rights – and they are repulsing the entire world....

From the Article ’Citizens! Railwaymen!’

December 6 1921.

. ..Wherever the scoundrel plants himself – in an office behind a green-baize desk or in a watchman’s hut – he will be discovered and brought before the court of the R[evolution] Tribunal, whose punitive hammer will fall with all the devastating might and anger of which it is capable, for there is no mercy for the deadly enemies of our revival. No circumstances will be taken into account when sentence is passed on people who take bribes. The sternest punishment awaits them.

At the same time, the Soviet Government calls on all honest citizens, in whom painful consciousness of the indelible shame and corrupting influence of bribes is alive, to give their in the seeking out and discovering bribe-taking scoundrels.

Be keen-eyed and vigilant! Proletarian hands should not and cannot be sullied by bribes!

From the Article "Waifs and the Vecheka" [9]

July 22, 1926.

I want to throw part of my own efforts and primarily the forces of the Vecheka to combat the problem of homeless children... Two considerations have prompted me to this conclusion. Firstly, this is a terrible calamity! For when you look at the children, you cannot fail to think – everything is for them! The fruits of the revolution are not for us, but for them. And yet, how many of them are crippled by the struggle and by want! It is necessary to rush at once to their rescue, as we would if we saw children drowning. The People’s Commissariat for Education cannot cope with the situation alone. Extensive assistance from the Soviet public is needed. A large committee must be set up under the All-Russian Central Executive Committee, with the immediate participation of the People’s Commissariat for Education, and including representatives from all departments and all organisations that can be useful in this work. I have already spoken to a few people. I would like to head the commission myself; I want the apparatus of the Vecheka to be actually included in the work. Here I am prompted by the second consideration: I think our apparatus is one of those that work most efficiently; it has branches everywhere. People reckon with it. They are rather afraid of it. And yet, even in such a thing as the salvation and provisioning of children, one meets with negligence and even pilfering! We are steadily going over to peace-time construction, and so the thought has struck me, why not use our militant apparatus to combat such a calamity as homelessness among children?...

From a Circular Letter to the Managements of Syndicates and Trusts and to Red Directors

June 19, 1924.

... One must not fear criticism, or gloss over shortcomings; on the contrary, it is necessary to help to make them known and to see nothing discreditable in doing so. Only he can be discredited who conceals his shortcomings, who is unwilling to fight against evils, that is, precisely the man who ought to be discredited. It is necessary to be able to see the truth and to imbibe it from the masses and from all who are taking part in production. There is nothing worse than self-praise and self-satisfaction. It is possible to go forward only when, step by step, evils are sought out and overcome. At the same time, an end must be put to our established practice of humouring the masses – the workers. It should be remembered that in our country the workers, like ourselves, are not yet cultured, that often their group interests outweigh the interests of the working class as a whole; often they do not sufficiently realise that only their own useful labour, the productivity of their labour, can create the communist state, maintain their Soviet power. Every economic manager should wage a struggle to win prestige, to win the confidence of the working masses, but the struggle for this confidence should on no account employ the instrument of demagogy, of humouring the masses, satisfying them to the detriment and at the expense of the state, of the interests of the alliance with the peasants, of parochial requirements. The path of demagogy is perhaps the most harmful path, lulling the masses, deflecting them from the main tasks of the working class in production, diminishing the sacrifices the working class has made and, in the final analysis, one which is harmful for our industry....

1. “Proletariat” – the first revolutionary workers’ party in Poland formed in the eighties of last century.

2. The reference here is to the thoughts aroused in F. E. Dzerzhinsky by the confirmation of the sentence to exile him, which meant that he had to leave the prison.

3. Letters written between 1898 and 1916 in prison and exile, except for the letter dated October 6 (September 23), 1902.

4. Edmundovna Bulhak – F. E. Dzerzhinsky’s sister.

5. G. A. Bulhak – A. E. Bulhak’s husband.

6. Sofia Sigizmundovna Dzerzhinskaya – F. E. Dzerzhinsky’s wife.

7. F. E. Dzerzhinsky’s son.

8. Vladislav Edmundovich Dzerzhinsky – F. E. Dzerzhinsky’s brother.

9. The Vecheka (Cheka) – the All-Russian Extraordinary Commission to combat counter-revolution and sabotage. It was set up on the initiative of V.I. Lenin in December 1917, as an organ of the workers’ and peasants power, to defend the state security of the Soviet Republic.

Felix Dzerzhinsky Archive

• October 3, 2022
• Bay Area , Job Post

On Call Educator, Children’s Creativity Museum

The Children’s Creativity Museum is a hands-on multimedia art and technology experience designed to build creative confidence. Our mission is to nurture creativity and collaboration in all children and families. We believe that creative expression, innovation and critical thinking are core to fostering the next generation.

Position Description

Our On-Call Educators work with the Senior Educators, other CCM Educators, and Education Interns to serve general admission visitors in our interactive exhibit spaces and facilitate special programming (including workshops, museum events, summer camps, etc.).

Primary Responsibilities

• Work with Educators and Volunteers during general admission hours to teach basic, intermediate, and advanced art and technology skills to youth and families
• Assist with special events, programs, and workshops, including field trips and camps during school breaks
• Prepare, maintain, and troubleshoot equipment and supplies in the exhibit/production areas; identify and report status of exhibits and supplies
• Responsible for opening and closing the museum floor and reporting on all issues related to running the museum
• Other related duties as assigned

Minimum Qualifications

• High school diploma or equivalent
• Experience or interest in teaching or working with youth in the visual, media, or performing arts
• Strong interest in art, education, STEAM (science, technology, engineering, art, and math) education, museum studies, or media studies desired
• Excellent customer service skills
• Outgoing, self-motivated, and creative problem-solver
• Ability to teach a variety of ages in a non-classroom setting
• Ability to learn new software programs and communicate their uses to students and teachers
• Able to interact with and manage large groups

Knowledge, Skills and Abilities:

The ideal candidate will possess all of the above minimum qualifications plus a flexible approach to problem-solving and a dedication to working in a non-profit, educational, arts environment for youth. We seek enthusiastic team players who are highly self-directed, deadline-oriented, forward thinking, and detail-oriented. Completion of or active progress towards a Bachelor’s or Master’s degree (ideally in education, arts, or electronic media) is desired.

Schedule:   Weekends, weekdays, evenings, and/or holidays as scheduled; especially seeking Saturday and Sunday availability

Desired Start Date:   June 1, 2022

Compensation:  $18/hr

Application Process: Send a cover letter and resume by email to [email protected]? with your FIRST and LAST NAME and  On-Call Educator  in the subject line.

The Children’s Creativity Museum is an equal opportunity employer committed to diversity at all levels. 

Content Strategy Manager, Computer Science & Technology, Coursera

Coursera can hire people in any country where we have a legal entity, assuming candidates have eligible working rights and a sufficient timezone overlap with

Business Development and Partnerships Associate (100% Remote)

CodeCombat is looking for a Business Development and Partnerships Associate to join our growing startup. If you have experience prospecting targets, initiating outreach, assessing opportunities

Software Engineering – Internship, Clever

Founded by educators and technologists passionate about improving education, Clever is on a mission to unlock new ways to learn for all students. Already used

On-Call Educator, Education

Position Title:   On-Call Educator

Reports To:  Senior Educator

Status:  On-call, non-exempt, at-will, hourly

Organizational Description

The Children’s Creativity Museum is a hands-on multimedia art and technology experience designed to build creative confidence. Our mission is to nurture creativity and collaboration in all children and families. We believe that creative expression, innovation and critical thinking are core to fostering the next generation.  

Position Description

Our On-Call Educators work with the Senior Educators, other CCM Educators, and Education Interns to serve general admission visitors in our interactive exhibit spaces and facilitate special programming (including workshops, museum events, summer camps, etc.).

Primary Responsibilities

• Work with Educators and Volunteers during general admission hours to teach basic, intermediate, and advanced art and technology skills to youth and families
• Assist with special events, programs, and workshops, including field trips and camps during school breaks
• Prepare, maintain, and troubleshoot equipment and supplies in the exhibit/production areas; identify and report status of exhibits and supplies
• Responsible for opening and closing the museum floor and reporting on all issues related to running the museum
• Other related duties as assigned

Minimum Qualifications

• High school diploma or equivalent
• Experience or interest in teaching or working with youth in the visual, media, or performing arts
• Strong interest in art, education, STEAM (science, technology, engineering, art, and math) education, museum studies, or media studies desired
• Excellent customer service skills
• Outgoing, self-motivated, and creative problem-solver
• Ability to teach a variety of ages in a non-classroom setting
• Ability to learn new software programs and communicate their uses to students and teachers
• Able to interact with and manage large groups

Knowledge, Skills and Abilities:

The ideal candidate will possess all of the above minimum qualifications plus a flexible approach to problem-solving and a dedication to working in a non-profit, educational, arts environment for youth. We seek enthusiastic team players who are highly self-directed, deadline-oriented, forward thinking, and detail-oriented. Completion of or active progress towards a Bachelor’s or Master’s degree (ideally in education, arts, or electronic media) is desired.

Schedule:   Weekends, weekdays, evenings, and/or holidays as scheduled; especially seeking Saturday and Sunday availability

Desired Start Date:   June 1, 2022

Compensation: $18/hr

Application Process: Send a cover letter and resume by email to ? [email protected]? with your FIRST and LAST NAME and On-Call Educator in the subject line. 

The Children’s Creativity Museum is an equal opportunity employer committed to diversity at all levels. 

Global Education Monitoring Report

Q&A on the call for proposals for the 2025 GEM regional edition on distributed leadership in Latin America / Edición regional GEM 2025 sobre liderazgo distribuido en América Latina

[EN] Any requests for additional information should be addressed in writing to [email protected]. All responses to any queries or clarification requests will made available to all applicants by 19 April 2024. [ES] Cualquier solicitud de información adicional debe dirigirse por escrito a [email protected]. Todas las respuestas a cualquier consulta o solicitud de aclaración se pondrán a disposición antes del 19 de abril de 2024.  

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Researchers warn of danger, call for pause in bringing AI to schools

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In K-12 schools across the country, a new gold rush of sorts is underway: Classrooms nationwide are racing to bring the latest artificial intelligence tools, such as platforms powered by the chat bot ChatGPT, into the classroom.

Alex Molnar, a director of the National Education Policy Center (NEPC) at CU Boulder, sees a danger in this hurry to introduce AI to schools. These platforms, he said, use opaque and usually proprietary algorithms—making their inner workings mysterious to educators, parents and students alike.

“What you have is a pocketful of promises that AI will deliver as promised,” said Molnar, a research professor in the School of Education . “The problem is there is currently no way to independently evaluate the claims being made.” 

In a new report, Molnar and his colleagues highlight the potential pitfalls of AI in education and call for an indefinite “pause” in integrating AI into K-12 learning. Co-authors included Ben Williamson of the University of Edinburgh in the United Kingdom and Faith Boninger, assistant research professor of education at CU Boulder.  

Molnar gives his take on why AI is a risky gamble for education—and what concerned parents and others can do to get involved.

Alex Molnar

Does new technology pose risks to K-12 education?

There have been all kinds of issues associated with the use of digital platforms in schools, even before the widespread adoption of artificial intelligence. 

Student data are often not properly protected. For example, there have been all kinds of leaks from third-party vendors, and there's no law or effective policy that holds them accountable. You also have an awful lot of beta testing going on in schools. Marketing claims sound good, but digital platforms often don't produce the promised results and are riddled with technical issues.

Digital technologies have made it difficult or impossible to answer fundamental questions, such as: Who's deciding the curriculum content that gets built into these platforms? Who's reviewing their work?

Could AI make those issues worse?

All of the issues related to digital technologies tend to be amplified by artificial intelligence.

So-called AI uses algorithms and massive amounts of computing power to produce results based on countless calculations of probabilities. For example, what is the probability that the next word in a sequence will be ‘juice’? These calculations do not produce ‘truth’ or even, necessarily, accuracy. They produce probabilistic output. 

Currently, the construction and operation of AI algorithms is largely outside of public view and without any public accountability. Nevertheless, school people are being pushed, both by marketers and government entities, to be seen to be in the forefront of this alleged digital revolution—turning more and more school processes over to technologists with little or no knowledge of pedagogy or school curriculum.

A lot of people call AI tools a ‘black box.’ What does that mean?

To use an old-world explanation, imagine if you said, ‘I’d like to see my child’s geography textbook.’ You might say, ‘I have some issues here.’ You could talk to somebody about it, somebody who could possibly explain those issues. But with AI, you can’t do that.

You can’t go in and say, for example, ‘How did the scoring on this work?’ The answer would be, ‘Well, we don’t know.’ ‘How do we know that this content is accurate?’ ‘Well, we don’t know that, either.’ 

Is the concern, then, that AI might make decisions in place of educators or parents? 

You can use AI to assist you in determining if a child cheated. You use it to determine whether or not a child should be in this program or that program. You can use AI to decide all kinds of things about a child, and the child is locked in with little or no recourse. Parents can complain all they want. They still can’t get the information about the basis for a decision made by AI because the principal doesn’t have it. The teacher doesn’t have it. The superintendent doesn’t have it. It’s hidden behind a proprietary curtain by a private vendor.

You advocate for a ‘pause’ in the use of AI in schools. What would that look like?

The solution would be for state legislatures to, by statute, say, in essence: Public schools in this state may not adopt artificial intelligence programs unless and until those programs are certified by this governmental entity—they’d have to create the entity. It has reviewed these programs. It has said they are safe for use, and it defines what the appropriate uses of the program are and for whom.

In other words, nothing goes in the schools until we have the statutory and regulatory framework and institutional  capacity in place to independently assess AI platforms that are proposed for school use.

What can parents, or anyone else, who are concerned about this issue do?

Demand that your representatives take these issues seriously—first of all, to legislate a pause in the adoption of AI in schools. Period. Then they can ask their representatives to create a state entity that is designed to regulate the use of AI in schools.

This is a political problem. This is not a technical problem.

We have a long history of tech companies failing to follow their own rules, which are themselves laughably inadequate. For anybody who's seriously trying to figure out how to responsibly use AI in education, if they're not talking political action, they're not really talking. The technologists won’t save us.

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School principals get creative to keep their staff in the classrooms

Cory Turner

Hundreds of K-12 school leaders from across the country were in Washington, D.C., recently to talk with lawmakers. One of their main messages was: staffing shortages are still a problem.

ARI SHAPIRO, HOST:

Four years ago, COVID-19 sparked the biggest disruption in the history of America's K-12 schools. Recently, hundreds of principals came to Washington, D.C., to meet with lawmakers to tell them what kind of help they still need. One problem kept coming up - staffing shortages.

(SOUNDBITE OF MONTAGE)

UNIDENTIFIED TEACHER #1: We have major shortages right now.

UNIDENTIFIED TEACHER #2: I look at the teacher ed programs. They can't keep up with the need.

UNIDENTIFIED TEACHER #3: It's the lack of candidates.

UNIDENTIFIED TEACHER #4: People that I started teaching with in 2008 - I think my wife and I are the only ones still in the profession.

SHAPIRO: NPR's Cory Turner spoke with a bunch of these school leaders while they were in town.

CORY TURNER, BYLINE: I know you're probably tired of hearing about shortages of teachers and bus drivers and cafeteria workers. I mean, they've been driving headlines for years now. And let me tell you. The dozen principals I sat down with are tired of them, too.

CHRIS BASTIAN: It's contract time, and 10 minutes ago, I got an email - found out my high school English teacher is not coming back. That's like a unicorn.

TURNER: Chris Bastian is an elementary school principal and the superintendent of a tiny North Dakota school district. Oh, and he sometimes drives the school bus.

BASTIAN: Luckily, I think, you know, driving big things is fun. So - you know, so it does help. But...

TURNER: In this way, North Dakota isn't so different from northern Illinois.

RAUL GASTON: DuPage is just outside of Chicago - so lots of applicant, big pool.

TURNER: At least that's the way it used to be. Many years ago, middle school principal Raul Gaston says he had over 400 people apply for a job he posted for a seventh-grade science teacher.

GASTON: When I had the same position open three years ago, I literally had 12 applicants. Only eight were actually qualified.

TURNER: What's the problem? Well, a few things. First, teacher supply hasn't been great because, principal Beth Houf in Jefferson City says, the pay is often so low.

BETH HOUF: Our starting salary in Missouri is $38,000.

TURNER: At least that's the minimum. And it would be even lower if it weren't for a special statewide grant program meant to boost pay.

HOUF: That's the huge reason why. You don't attract the best and brightest for $38,000.

TURNER: During the pandemic, the demand for teachers also went way up. Schools all over the country tried to help students recover from the pandemic by using federal relief dollars to create new jobs and hire more people, and that created a kind of frenzy in the teacher labor market.

MATT HANEY: I have a neighboring high school who had two math openings for two math positions.

TURNER: Matt Haney, a high school principal in Maine, said one of his fellow principals had to get really creative to fill those open jobs.

HANEY: And the principal couldn't find anyone. And he wound up at dinner with his wife one night, and the waitress was really engaging and doing a good job. He said, have you ever thought about being a teacher?

TURNER: She actually took the job, and Haney says she's doing OK. There's another problem with hiring these days. Teaching has gotten more stressful. Teacher surveys make clear student behaviors have been more challenging in recent years, and also, in many places, the politics around education aren't helping. Lucas Pugh leads a middle school in Tempe, Ariz.

LUCAS PUGH: Honestly, my teachers are tired of getting yelled at by people and disparaged and, you know, attacked and then - you know, for what?

TURNER: Middle school principal Suzan Harris in Georgia says she's tried to tune in to her teachers' needs beyond pay.

SUZAN HARRIS: Because gone are the days when I can say, you know what? If you want to go, go.

TURNER: That includes being more flexible with time off if they're caring for a family member.

HARRIS: So now I have to really and truly look at how I care for my teachers. And because we're being intentional about how we care for our teachers, we're seeing them wanting to stay.

TURNER: The good news-bad news of this story is that at least some of these supply shortages may soon be coming to an end. That's because the federal relief dollars that help drive up demand will be disappearing in the coming months, and some of the jobs they paid for will disappear with them. Cory Turner, NPR News.

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Ready to get started? Click the link below to fill out an application form today, and someone from the Creatives On Call team will be in touch with you soon! 

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Play Minecraft Games with Game Pass

ALSO AVAILABLE ON:

Minecraft is available to play on the following platforms:

*Mac and Linux are compatible with Java Edition only.

Poisonous Potato Update

The (s)mashing update you always asked for!

Imagine being a potato. Now imagine being the potato’s less popular sibling who didn’t inherit the tuber-licious looks the rest of your family possesses. What’s worse is – you're facing the impossible decision of what to do with all this starch? Since neither French fries nor couch potato sat right with you, there's only one option remaining. Congratulations friend, you’re a poisonous potato. 

For years, Minecraft’s own toxic tuber has been neglected and underappreciated, lacking both purpose and usefulness. For years, you – the community – tried to highlight this, working tirelessly to bring it to our attention and literally begging us for more functionality. As of today, your concerns are a thing of the past. 

Mojang Studios is proud to release our most well-boiled update to date that will add so much usability to the poisonous potato that even tater-haters will become devoted spud-buds. The Poisonous Potato Update – rich in both carbs AND features! You asked. We delivered. Or maybe you didn’t ask, but we delivered anyway? In any case, it is HERE! 

GET THE SNAPSHOT UPDATE 

Snapshots are available for Minecraft: Java Edition. To install the snapshot, open up the Minecraft Launcher and enable snapshots in the "Installations" tab. You can even play the snapshot on your own Java Realms together with your friends! 

Remember, snapshots can corrupt your world, so please back up your world and/or run the snapshot in a different folder from your main worlds.  

-> DOWNLOAD THE CROSS-PLATFORM SERVER JAR

Poisonous potato add-on.

The roots of the poisonous potato run deep within Minecraft and extends far beyond Java Edition. Therefore, it should come as no surprise that the tuber-lar sensation has spread its influence to Bedrock Edition as well. With Jigarbov’s Poisonous Potato add-on , you’ll be able to experience the joy of the poisonous potato the way it was always intended – through blocks and furniture to weapons and armor.

-> GET THE ADD-ON

Gameplay & features.

• Poisonous potatoes – LOTS of poisonous potatoes! 
• A few normal potatoes too! 
• The homeland of all potato kind
• Five spud-tastic biomes: fields, hash, arboretum, corruption, and wasteland 
• Experience the life of a potato – from its inception as a raw potato picked from the fields, through cooked hash browns, to its eventual decay
• Local weather with a-mashing effects 
• Added the Colosseum, home to the lord of potato kind... 
• A whole sack of a-peeling new blocks 
• Rich in Vitamin C, Vitamin B6, and Niacin! 
• No new mineral blocks. No need! The blocks themselves contain minerals: Potassium, Magnesium, and Iron! 
• Added the frying table – everyone asked for it, so we added it. It fries potato things. It's a really nice model! 
• Added functionality to the fletching table. You can now fletch toxic resin into more refined versions of the resin. 
• Added impurities because purity is overrated 
• Added a whole bunch new gadgets that will tune your poisonous potato game up to eleven! 
• You get it by now. They’re all poisonous potatoes... 

TECHNICAL CHANGES 

• The flux capacitor integration now synergizes with quantum voxelization, which enables a 360-noscope enhancing real-time RTX terrain-rendering nightshade multibox spectrum acceleration while optimizing transdimensional entity synchronization for seamless vitelotte-king edwards-russel burbank experiences! 

WHAT HAPPENS IF I DOWNLOAD THE UPDATE?

Then you will be the proud owner of the file that contains the update. 

WHAT CAN I EXPECT IN TERMS OF GAMEPLAY?  

Poisonous potatoes. We hope this article has made that perfectly clear. 

I DON’T BELIEVE I ASKED FOR THIS UPDATE, IF I’M HONEST. 

You might not have – but your brain (or maybe belly) did! 

ARE THERE CURRENTLY ANY OTHER CARB-BASED UPDATES IN THE WORKS? 

Great question! Please look forward to the Radioactive Rice Update and Toxic Taro Update in the very distant future! 

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2024 Kentucky Innovator Challenge to focus on materials, health care, circular economy

LEXINGTON, Ky. (April 3, 2024) — The University of Kentucky is set to host the second annual Kentucky Innovator Challenge (KIC) on Thursday, April 11 starting at 8:30 a.m. in Ballrooms 212 A&B in the Gatton Student Center.

The one-day summit will bring together leaders from business, service organizations and higher education to identify the most pressing challenges facing Kentucky that are best solved through collaborative research and innovation economic development.

“We are so excited to be hosting another Kentucky Innovator Challenge after receiving so much enthusiasm and support from last year’s inaugural event,” said Landon Borders, senior associate director for innovation economic development and industry partnerships for UK Innovate and executive director of Innovation Connect.

“This event aims to inspire. Bottom line. To inspire our researchers, innovators and entrepreneurs to work together to solve the most pressing problems our Kentucky businesses are facing. To inspire new relationships, collaborations and business engagements. To inspire research and innovation economic development outcomes that will make the biggest impact on Kentucky,” said Borders.

KIC 2024 is free and open to anyone interested in attending. Registration is online and the full agenda for the event can be found here .

This event was developed to forge new relationships and lay the groundwork for innovative solutions addressing the problems of Kentucky by leveraging business and academic partners.

KIC 2024 will have three unique tracks attendees can participate in throughout the day: Materials Enabling the Future of Kentucky, Innovations Advancing a Healthier Kentucky and Creating a Circular Economy in Kentucky.

Industry leaders set to speak on materials include:

• Anil Yadav, North American Stainless vice president, operations
• Doug Smith, Fischer Homes senior vice president, operations
• Ron Gregorsok, Fischer Homes, director, supply chain management
• Roger England, Valvoline vice president and chief R&D officer, Valvoline Global Operations

“Manufacturing is one of Kentucky’s top industries and advances in materials are crucial for continued success,” said John Balk, Ph.D., director of the Materials Science Research Priority Area. “We are excited to see the Kentucky Innovator Challenge once again recognize the need for materials and dedicate a space to continue the conversation, build partnerships and capitalize on this robust area of expertise here at UK.”  

Summer Goldman, the COO of the Metals Innovation Initiative (MI2) will also introduce funding sources relevant to this track.

Industry leaders focused on health innovations include:

• Lisa Morsman, UPS health care managing director, health care solutions
• Gaylene Anderson, Boehringer Ingelheim U.S. director, strategic research relationships
• Danielle Harmon, Appalachian Regional Healthcare system director, community development

"We are thrilled to have a track focused on research, innovations and partnerships for enabling a healthier Kentucky this year,” said Chelsea Ex-Lubeskie, Innovate Connect manager for the College of Medicine. “These companies and funding agencies will touch on opportunities for collaboration in six of our Research Priority Areas that span our life sciences and health care colleges.”

Stephanie Fertig, director of the National Institutes of Health’s small business program, will provide participants in this track an introduction to funding resources.

Industry leaders to share economic insights include:

• Joshua Ravenscraft, New Frontier CEO and co-founder
• Jared Ravenscraft, New Frontier COO and co-founder
• Fran Lockwood, Solar Energy Solutions president
• Ana Carolina Félix, Dow business sustainability director, Dow consumer solutions
• Rob Samuels, Maker’s Mark managing director

“Including a track on circular economy is quite timely and very relevant. Following on our announcement of a new Materials Science Research Priority Area and an NSF Regional Innovation Engine Development Award focused on circular economy manufacturing, UK is building on its strengths of sustainable manufacturing, decarbonization and carbon-based products, and materials recovery and reuse, to tackle an important part of the waste management and emissions problem through circular design and new technologies. We hope that any company and UK researcher focused on advancing sustainability goals will find this track of high interest,” said Ian McClure, associate vice president for research, innovation and economic impact, and executive director of UK Innovate.

The U.S. Economic Development Administration’s Eric Smith, who directs the tech hub program, will give an overview of funding resources in this area.

In addition to keynote addresses and networking opportunities, attendees will also have the opportunity to listen to a panel focused on Achieving Health Equity in Kentucky. Panelists include:

• Nancy Schoenberg, Center for Health Equity Transformation (CHET) director, associate vice president for research, health disparities
• Stacey Finster, Healthy founder and CEO
• Stephanie Davis, National Heart, Lung and Blood Institute (NHLBI), small business program lead
• Serenity Wright, Office of Technology Commercialization, associate director, social innovation
• Robert Bunn, UltraSound AI, founder and CEO

About UK Innovate UK Innovate at the University of Kentucky is the innovation, entrepreneurship and economic enterprise for University of Kentucky Research. Through technology commercialization, corporate partnerships, social innovation, innovation training and economic development initiatives related to UK’s research innovations, talent and community, UK Innovate works to move ideas into the world faster, where they can make the greatest social and economic impact possible. You can learn more about UK Innovate at https://www.research.uky.edu/ukinnovate

About UK Research Priority Areas Established in 2018 and funded by the University of Kentucky Office of the Vice President for Research, the following eight areas are designated Research Priority Areas: cancer, cardiovascular diseases, diabetes & obesity, equity, energy, materials science, neuroscience, and substance use disorders. These areas were chosen based on local relevance to Kentucky, existing funding strength, sustainability and disciplinary scholarly diversity. Learn more at https://www.research.uky.edu/rpa .

As the state’s flagship, land-grant institution, the University of Kentucky exists to advance the Commonwealth. We do that by preparing the next generation of leaders — placing students at the heart of everything we do — and transforming the lives of Kentuckians through education, research and creative work, service and health care. We pride ourselves on being a catalyst for breakthroughs and a force for healing, a place where ingenuity unfolds. It's all made possible by our people — visionaries, disruptors and pioneers — who make up 200 academic programs, a $476.5 million research and development enterprise and a world-class medical center, all on one campus.   

In 2022, UK was ranked by Forbes as one of the “Best Employers for New Grads” and named a “Diversity Champion” by INSIGHT into Diversity, a testament to our commitment to advance Kentucky and create a community of belonging for everyone. While our mission looks different in many ways than it did in 1865, the vision of service to our Commonwealth and the world remains the same. We are the University for Kentucky.   

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Category : Education City (Moscow Metro train)

Media in category "education city (moscow metro train)".

The following 2 files are in this category, out of 2 total.

• Named trains 81-717/714 of Moscow Metro
• Former named trains of Moscow Metro
• 81-717/714 on Kaluzhsko-Rizhskaya Line

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