Certification of Performance School Bus Safety Drills Form Schools Nyc

Departments of education and school districts always have to make decisions about what to include in their curriculum.  There are a lot of life skills that people need that aren't taught in school.  The question is should those skills be taught in schools?I teach high school, so I'll talk about that.  The typical high school curriculum is supposed to give students a broad-based education that prepares them to be citizens in a democracy and to be able to think critically.  For a democracy to work, we need educated, discerning citizens with the ability to make good decisions based on evidence and objective thought.  In theory, people who are well informed about history, culture, science, mathematics, etc., and are capable of critical, unbiased thinking, will have the tools to participate in a democracy and make good decisions for themselves and for society at large.  In addition to that, they should be learning how to be learners, how to do effective, basic research, and collaborate with other people.  If that happens, figuring out how to do procedural tasks in real life should not provide much of a challenge.  We can't possibly teach every necessary life skill people need, but we can help students become better at knowing how to acquire the skills they need.  Should we teach them how to change a tire when they can easily consult a book or search the internet to find step by step instructions for that?  Should we teach them how to balance a check book or teach them how to think mathematically and make sense of problems so that the simple task of balancing a check book (which requires simple arithmetic and the ability to enter numbers and words in columns and rows in obvious ways) is easy for them to figure out.  If we teach them to be good at critical thinking and have some problem solving skills they will be able to apply those overarching skills to all sorts of every day tasks that shouldn't be difficult for someone with decent cognitive ability  to figure out.  It's analogous to asking why a culinary school didn't teach its students the steps and ingredients to a specific recipe.  The school taught them about more general food preparation and food science skills so that they can figure out how to make a lot of specific recipes without much trouble.  They're also able to create their own recipes.So, do we want citizens with very specific skill sets that they need to get through day to day life or do we want citizens with critical thinking, problem solving, and other overarching cognitive skills that will allow them to easily acquire ANY simple, procedural skill they may come to need at any point in their lives?

My district has a window of time that allows students to transfer to chosen schools. Almost all transfers are accepted.There is a specific procedure to do this correctly.If the student lives in a different district, they have to officially notify that district that they are planning on going to a neighboring district. Paperwork must be signed by both districts.Please contact all the districts involved. They can help you with the steps.Each year the student must reapply for the transfer. My district only denies transfers when attendance or behavior has been an issue.

Market rate for first year associates in NYC right now appears to be $190,000 per year.This information is publicly available. Go to NALP Directory of Legal Employers.Just type in a firm name, office location (NYC) and run a search. Go to compensation and benefits for attorneys. I ran a search for Skadden (AmLaw 100 firm and top global firm). It says that first year associates in the New York office start at $190k per year, base salary. You can expect the “top firms” in NYC to either match that or come close. It also lists billable hour requirements.Many firms provide this information to NALP (National Association of Law Placement). See their website, The National Association for Law Placement, for information about recruiting and what to expect as a summer law clerk or first year associate.Keep in mind, the firm “official” billable hour number on paper as reported to NALP is usually not what the associates are working. Skadden’s listed number is 1800 per year. To anyone familiar with billable hours, that number looks benign and manageable. Forget that number. A first year associate at any “top firm” in NYC will work much, much more than that.

I grew up outside of the city (parents were military) although family is all here. Most of my cousins went to the various magnet schools that educated them based on doing well on the SHSAT (I took the SSAT). I understand the reasoning behind flattening the admissions to these select city schools and opening the door to more students.I understand philosophically that tracking students (testing them and classifying then allowing them into certain programs) closes doors to them. I agree philosophically this is wrong & probably discriminatory.In practical terms what I think happens is by pretending all students have the same abilities and are at the same level makes those trying to teach and those trying to learn miss out by moving too slowly, making things too general or moving too fast.So I understand why he did it but I din’t think It will have the desired effect. If I believed it would, I would support it fully but I don’t.