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Bethlehem, PA (Vocus) May 16, 2007

Two College of Education researchers at Lehigh University have developed what they believe is the first comprehensive, K-12 curriculum designed to address sexual abuse and prevention education.

Sexual education continues to be a controversial subject matter. Recent reports indicate that nearly 20 percent of all girls and upwards to 10 percent of school-aged boys experience some sort of sexual abuse; many more cases go unreported. One-half of all victims are under the age of seven.

It’s against that backdrop that public officials in Colorado, Kansas and Maryland, among other states, continue to argue whether the public classroom is the appropriate forum to provide sexual education.

The ongoing debate prompted members of the College of Education to learn what resources are available to educators, parents, and school administrators. Nick Ladany, chair of the education and human services department with Lehigh’s College of Education, and Roger Douglas, associate director of Lehigh’s Office of International Programs, devised the innovative curriculum after failing to find a long-term educational approach to tackling the issue.

Their curriculum features specific content created for each grade level, along with corresponding tools and resources for counselors, teachers, parents and administrators. Typically, sexual abuse prevention resources are readily available, but more often that not, they are targeted at a specific age group with little continuity between grades.

That means that students are getting a fragmented introduction to sexual abuse prevention–if they’re getting any introduction at all.

Ladany and Douglas answered the challenge by creating a curriculum that evolves along with a child’s age and physical and emotional development. It’s written for the long-term and is designed to progress with students throughout their formative years.

“To put it simply, if 20 percent of all kids had a cold, we’d be all over it,” said Ladany. “When the issue is sexual abuse, though, we tend to think of it as a private matter–which, to a large extent, it is–but we fail to explore what’s at the heart of the matter. The lack of information about how to approach the issue is astounding.”

In the curriculum, children in kindergarten are introduced to “safe touches,” while 2nd graders are taught the “ask first” rule. Cyber safety is introduced to 4th graders, while 6th graders learn how to safely talk in a virtual environment.

“This curriculum is a step-by-step approach that evolves along with the child and builds upon itself,” explained Ladany. “Our philosophy is to create as safe an environment for children by strengthening the lines of communications between children and those they can trust.”

For nearly 140 years, Lehigh University has combined outstanding academic and learning opportunities with leadership in fostering innovative research. The institution is among the nation’s most selective, highly ranked private research universities. Lehigh’s four colleges – College of Arts and Sciences, College of Business and Economics, College of Education and the P.C. Rossin College of Engineering and Applied Science – provide opportunities to 6,500 students to discover and grow in a learning community that promotes interdisciplinary programs with real-world experience. Lehigh’s campus is located in Pennsylvania’s Lehigh Valley – in Bethlehem, PA (50 miles north of Philadelphia and 75 miles southwest of New York City).

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Deerfield Beach, FL (PRWEB) May 7, 2005

Platinum Television Group is pleased to announce the selection of Barnard College, the liberal arts college in New York City for high-achieving young women, for its innovative, educational television series, Today’s Family. The school will be featured in a segment on “The Importance of Choosing the Right College” in a three-part series.

A residential college on four leafy acres on Manhattan’s Upper West Side, Barnard is the most sought-after and most selective liberal arts college for women in the country (receiving more applications from women than any private liberal arts college) and is unique in all of higher education. An independent college with a long tradition of excellence, it has an historic partnership with Columbia University, a great research university that allows undergraduates at both institutions to take courses at either one. The close mentoring of students on a small campus by faculty committed to the achievement of women, combined with the larger and cosmopolitan atmosphere at Columbia and the immersion in the challenging and sophisticated life of New York City, has a transformative effect on Barnard students. Learning to navigate these unique and complex worlds creates a savvy, self-assured, cultured “Barnard woman.”

Founded in 1889 as the first secular college for women in New York City, and one of a very few in the nation then, where women could have the same rigorous education as men, Barnard has become known for its distinctive academic culture. The College was named after Frederick A.P. Barnard, then the tenth president of Columbia, who argued unsuccessfully for the admission of women undergraduates. One of the original Seven Sisters, Barnard was, from the beginning, a place that took women seriously and challenged them intellectually.

In 1900 it was affiliated with Columbia with provisions unique among women’s colleges: it was governed by its own trustees, faculty, and dean (later president), and was responsible for its own endowment and facilities, while sharing instruction, the library, and other services.

Barnard graduates are trailblazers in many fields and include pioneering anthropologist Margaret Mead; Judith Kaye, Chief Judge of the State of New York; entrepreneur Martha Stewart; Ellen Futter, president of the American Museum of Natural History; Phyllis Grann, CEO, Putnam book publishers, choreographer Twyla Tharp; cancer researcher Jacqueline Barton; decorated World War II spy Virginia Hall; and performance artist Laurie Anderson, the first artist-in-residence at NASA.

The extraordinary quality of the Barnard experience accounts for the fact that more MacArthur “genius” fellows have been awarded to Barnard graduates (nine) than alumnae of any other liberal arts college. The College alumnie include many admired writers; among these are eight Pulitzer Prize winners. Newsweek columnist and author Anna Quindlen, winner of a Pulitzer for commentary and a 1974 Barnard graduate who chairs the Board of Trustees, has summed up the challenging intellectual atmosphere that she found at Barnard, thusly: “I majored in unafraid.”

At Barnard, intense intellectual discussions don’t end at classroom doors, but spill out into hallways, faculty offices, and dorm rooms. Through these experiences, Barnard students, most of them women, gain the creative and analytic skills, the discipline, and the confidence to take on any challenge.

For more information, please visit: www.barnard.edu

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A degree from a university means many thing to many different people. Only you can define the importance of a degree such as this to you and only you can determine whether or not now is the time for you to pursue a university degree.

If you are unsure about how advantageous a university degree could be to your life let’s look at some of the advantages to a university education in relationship to a community college education.

Money. The first obvious advantage of a university education would be in future earning potential. A four-year degree trumps a two-year degree almost every time.

There would have to be exceptional circumstances for someone with a two-year degree to earn more over the course of a lifetime than someone with a four-year degree in the same exact field.

While a degree does not guarantee employability, it does improve the odds as well as the income potential that is associated with the field you are entering into. If you have a two-year degree the decision to continue your educational pursuits can be a tough one but it is well worth the effort in the end.

Housing. This is another distinct advantage that universities offer over community colleges. In fact, many universities are now offering housing opportunities to students with families in addition to those students who have no families.

Colleges and universities are offering all kinds of value when it comes to housing and meal plans. A great deal of the college experience is missed when you do not live on campus. For this particular reason students wishing to enjoy the experience that dorm life provides often consider universities over community colleges.

Diversity. This is another key component that is often missing at the community college level. International students find no real price breaks between universities and community colleges so they tend to opt for the housing and cultural atmosphere that universities present rather than going with the limiting educational, residential, and cultural experience offered by many community colleges.

You will find students of different races, religions, cultures, and nations on the university level-far more than will typically be seen in a community college unless you are attending community college in a very culturally diverse city such as New York.

Culture. This is something that is often lacking on the community college level, as they are largely commuter campuses. You will not see quite the opportunity to experience art, music, the theater, and other wonderful experiences that universities pride themselves in offering to their students.

There is nothing quite like the cultural offerings of most large universities and if you get the opportunity I hope you will take the time to stop and experience some of the wonderful things that being in a university community present you with an opportunity to experience.

Research opportunities. On a university level you will have the opportunity to participate in research projects with certain professors if your prove yourself worthy and express an interest. This is something that isn’t as likely on the community college level as most professors in a community college are dedicated to teaching rather than research. You will find that the experience of working on a large-scale research project is unlike anything you are likely to experience again if you ever get the chance.
Confidence. There is nothing quite like a college degree from a university to help you become a more confident person both personally and professionally. This is something that really can’t be achieved on the community college level but can only be experienced by getting a degree from a university.

If you lack confidence when dealing with others or in your career, I hope that you will find that your university education is just the thing to help you feel more confidence on all levels of your life.

These are just a small sampling of the many benefits of attending a university over a community college education. I hope you will carefully consider these when making your decision about which is best for your personal education needs.

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Mild traumatic brain injury (TBI) occurs quite frequently in high school and college athletics. Impaired cognitive functioning is often observed in athletes who have had multiple concussions.

Younger Athletes Recover Less Quickly

Athletes at several colleges and high schools participated in a recent study to compare cognition pre and post concussion. Concussions were defined by loss of consciousness and the length of time needed for changes in mental status to substantially improve. Study results showed that college athletes had lost consciousness at a higher rate than their high school athlete counterparts. Twenty-four hours after injury, athletes with concussions and control subjects had substantial memory differences. However, injured high school athletes experienced longer memory difficulties than did the injured collegiates. The researchers speculated that less mature brains are more vulnerable to brain injury and recovery less quickly.

Girls More Vulnerable to TBI

Another recent study determined that girls appear to experience higher concussion rates than boys in sports played by both boys and girls.

Researchers reviewed U.S. high school athletes’ injuries among youths participating in the following sports: boys’ football, basketball, soccer, wrestling, baseball, girls’ soccer, volleyball, basketball and softball. They concluded that during the 2005-06 school year, high school athletes experienced approximately 135,901 concussions.

Young women participating in soccer had a 68 percent higher concussion rate than males participating in the same sport. In basketball, girls were an astonishing 200 percent more likely than their male counterparts to be injured with a concussion.

No Gain from Playing Through the Pain

The researchers expressed surprise at the huge discrepancy in injury rates, and hypothesized that boys’ larger neck muscles might serve to better absorb shock and prevent injury. They also hinted at socio-cultural reasons for the different rates of injury. Boys are taught not to let others know when they are in pain and typically continue playing while injured unless knocked unconscious.

Playing through the pain of a concussion is one of the worst mistakes an athlete can make, leading to potentially lifelong debilitating injury.

The month of May is the time of year when thousands of college graduates will receive their degrees and head into “the real world.” Studies have shown that most of these graduates will find work in fields that are not directly related to their undergraduate program of study.

This is information that those who are at the beginning of their undergraduate studies should pay close attention to when considering their choice of major.

While there has been much said (and written) about the process of choosing a major, this article is an attempt to simplify that process and put the focus on what should be the primary concerns of those who have yet to select a major, or enroll in college, by posing the following questions:

1. Is college right for you?
As simple (and to some, absurd) as this may sound, you should honestly – and carefully – evaluate whether college is right for you in terms of the investment of money, expenditure of time, and use of energy that it will inevitably cost.

I need to make one thing abundantly clear with this question: I’m not advocating not going to college. I’m advocating the analyzation of career options which may not entail a college education, or obtaining a college degree. Some may fair better attending a vocational school, obtaining a certificate in a niche area, or undergoing specific job related training. For example: Air traffic controllers make over 0,000 in some cities and their job does not require a college degree; but it does require extensive training.

Many of our nation’s top companies were started by those who did not have college degrees including Microsoft founder Bill Gates, Oracle CEO Larry Ellison, Founder of Dell Computers, Michael Dell, and entertainment moguls David Geffen and Sean “Diddy” Combs. All possessed uncanny skill, talent, and vision and were en route to millionaire/billionaire status by 19.

Do you have what they had: an idea or a belief in an idea? Extreme focus and discipline in developing your idea so that it can blossom into a real business opportunity? An opportunity that others would be willing to contribute to or pay to help develop? An opportunity that solves problems for consumers?

With modest financing, you too could be on your way to millionaire/billionaire status. And like those above, if you drop out of college and make your mark the way they did, the university that you briefly attend may give you an “honorary” degree.

2. Are you doing what YOU want? Or what someone wants you to do?
Every semester I hear my students say, “I’m here because my parents say I have to be.” Good college professors can always tell when that’s the case. Great college professors inspire students to find their own motivation and career paths. If you don’t choose a path that corresponds with your values, interests, and motivations, it’s very unlikely that you will succeed and/or find fulfillment in your vocational endeavors once you graduate.

3. Have you thoroughly researched your major?
Most students don’t. Most people put more thought and research into buying their first car or renting their first apartment. Researching your career means getting as much information on your career choice as possible including employment forecast, job prospectus, and salary range. In addition to getting real-life exposure to the industry and professionals that comprise it. Proper research should take 6 months to a year at the very least.

4. Do you know your core competency?
It’s estimated that most people will change careers four or five times over the course of their lives. Students who choose a major that speaks to their core competency (a deep proficiency that enables a person to deliver unique value to others), tend to be happier in the long term with their career choices. The best way to determine your core competency is to closely examine your passions, and closely match them against the professions which hold the strongest appeal to you.

5. What do you love enough to do for free?
This is perhaps the best question I pose to my students. Researchers say that the number one factor in developing expertise and prominence is purposeful engagement. That is found through having intense interest in something that your passions allow you to fully immerse yourself in. Larry Ellison, Bill Gates, and Michael Dell serve as shining examples. They took the motto “Do what you love” to heart and made a fortune. The money was the byproduct; not the goal.

Hopefully your choice of a college major will be contemplated with significance. After all, it’s not just your degree we are discussing, it’s your life.

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