terms of Association & Society

According to Merriam-Webster's dictionary, an association is "an organization of persons having a commonINTEREST," whereas a society is "an organized group working together or periodically meeting because of common interests, beliefs or profession."

Read more : http://www.ehow.com/facts_6917027_difference-between-associations-societies.html


difference-between-associations-societies

top ten Personality traits

Personality traits are distinguishing qualities or characteristics that are the embodiment of an individual’s.  They are your habitual patterns of behavior, temperament and emotion.

Skills, on the other hand, are the learned capacity to carry out specific tasks.  They are competences or the talents to do things.  These proficiencies can include critical thinking, manual, negotiation, outdoor, presentation, or technological.  Typically, skills are special abilities that are acquired through training and experience.

The building block of successful career development is comprised of four components: skills, values, interests and personality traits.  I have been a practicing career counselor for a long-time, and I have found an abundance of personality traits that are characteristic of successful people.  However, I the following is my top 10 list.  Successful people tend to be/have: 

1. Attitude – The capacity to stay optimistic and positive.  The #1 quality for career success is “Championship Thinking.”
2. Enthusiastic – The possession of intense and eager interest in a subject or cause.  It is an energy that often inspires others.
3. Ethical – The quality of having and living by a code of sound moral principles.
4. Goal Focused – The ability to have clarity on the objectives that you strive for in your personal and professional life.
5. Listener – The capacity to suspend your own agenda and deliberately and empathically allow others to be heard.
6. Networked – A well developed circle of influence of interconnected positive relationships.
7. Persistent – The ability to endure in the face of adversity.  It is a patient and relenting effort to achieve despite difficulties.
8. Self-Aware – The understanding and knowledge of who you are including your skills, values, interests, behaviors and character.
9. Self-Confident – The firm belief in your abilities.  Seek professional help if this is an area of weakness – it will be worth it.
10. Self-Discipline – The ability to control and restrain impulses.  Energy then can be focused and channeled toward your ambitions.

 It is impossible to limit the list to just 10, and so here are 25 more that represent my second tier: 

1. Adaptive
2. Analytical Mind
3. Articulate
4. Balanced
5. Collaborative
6. Committed
7. Courageous
8. Creative
9. Decisive
10. Detail-Oriented
11. Emotionally Competent
12. Friendly
13. Hard Working
14. Humorous
15. Intelligent
16. Organized
17. Prepared
18. Productive
19. Relationship-Oriented
20. Responsible
21. Sincere
22. Self-Sacrificing
23. Trustworthy
24. Visionary
25. Wise

Your list may differ and certainly, the list of personality traits could be much much longer.  As a strengths-based career counselor, I strongly suggest writing down your top 10 traits.  If you need assistance, ask three people that you know and trust what they perceive to be your best characteristics.  This will help you get clarity on what you have to offer an employer.  As a result you will be able to better answer such important questions as, “Why should we hire you?” or “How would you describe yourself?”  The right combination of personality traits can greatly assist an individual on the road to success.

Tom’s Tip: “Character is that which can do without success.” – Ralph Waldo Emerson

아프리카 교육 프로젝트 활동 현장 이야기

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The first Lady, Michelle Obama, honors youth arts programs

First lady honors youth arts programs

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Michelle Obama's power surge

The first lady is No. 1 on Forbes Magazine's list of the most powerful women.

» LAUNCH PHOTO GALLERY

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By Robin Givhan

Washington Post Staff Writer
Thursday, October 21, 2010

The annual Coming Up Taller Awards, which since 1998 have celebrated grass-roots organizations engaged in youth arts education, have been given a new name and higher profile at the White House.

This Story

• First lady presents awards for youth arts programs
• Michelle Obama's power surge

On Wednesday, first lady Michelle Obama presented 15 community groups with the newly named National Arts and Humanities Youth Program Award for their work in helping young people tap into their creativity through music, writing and the visual arts. In an East Room ceremony, in front of an audience of students, arts supporters and educators -- as well as members of the President's Committee on the Arts and the Humanities -- Obama congratulated the groups for their arts advocacy but also for the impact they've had in improving students' reading skills, college matriculation rates and self-confidence.
"You're doing more than teaching them to be better artists," said Obama, who was wearing a raspberry-colored jersey dress. "You're helping them become better people."
She added that this White House would do everything it could to sustain the kinds of programs like the ones being honored and to encourage young people to explore the arts and humanities.
The students themselves offered proof of the impact the organizations have had in their lives. Mariana Pavon Sanchez, 19, read an excerpt from her play, "Mariana's Wish," which she wrote through the District's Youth Playwrights' Theater. The play was based on Sanchez's longing to see her mother, who lives in Nicaragua. The story had a happy ending; Sanchez saw her mother in December 2009.
"I was a very shy student, afraid to speak out," the petite 11th-grader in a sparkly black dress said as she introduced herself to the audience. "Now here I am addressing the first lady of the United States."

The exclamation point on a morning dedicated to youthful self-expression came in a performance by members of the Artists Collective Youth Jazz Ensemble. With students jamming on piano, drums, bass and saxophone, two hoofers pounded away on the East Room's makeshift stage. They were rewarded with cheers and a standing ovation led by Obama.
This year's winners of the National Arts and Humanities Youth Program Awards will each receive $10,000. The recipients include:
After-School Playwriting Program, Youth Playwrights' Theater Inc., Washington; Brooklyn Cultural Adventures Program, Brooklyn, N.Y.; Center for Community Arts Partnerships, Chicago; Community MusicWorks, Providence, R.I.; FACT After-School Programs, Santa Fe, N.M.; Girlstories Theatre Project and Workshops, Tampa; New Directions YouthArts, Las Vegas; Project ALERTA, Boston; RiverzEdge Arts Project, Woonsocket, R.I.; San Francisco WritersCorps, San Francisco; Scripps College Academy, Claremont, Calif.; Mentors of Minorities in Education Inc., Washington; Artists Collective's Transforming the Lives of High Risk Youth: Training in the Arts & Culture of the African Diaspora, Hartford, Conn.; Urban Voices, New York; and YouthCAN, Seattle.
The Jean Baptiste Dessaix Music School in Jacmel, Haiti, received the International Spotlight Award.


washingtonpost

teach for qatar

sheikha-hind-launches-teach-for-qatar

Sheikha Hind launches ‘Teach For Qatar’

March 05, 2014 - 4:37:34 am

H H Sheikha Moza bint Nasser, H E Sheikha Hind bint Hamad Al Thani and H E Dr Mohammed bin Saleh Al Sada, Minister of Energy and Industry, at the launch of Teach For Qatar, a non-governmental organisation that seeks to attract Qatari graduates to the public education system, yesterday.

By Fazeena Saleem

DOHA: Qatar’s first non-governmental organisation for education ‘Teach For Qatar’ (TFQ) was launched yesterday by H E Sheikha Hind bint Hamad bin Khalifa Al Thani at Katara Hall in the presence of H H Sheikha Moza bint Nasser, Chairperson of Qatar Foundation.

TFQ seeks to bring Qatar’s young graduates into the public education system and make changes in the classroom and society.

It will recruit 30 talented university graduates and young professionals from various backgrounds and specialisations, provide teacher training and place them as teachers in 10 Independent schools across Qatar for a two year ‘fellowship.’

They will continue to receive additional training, mentorship, and regular reviews throughout the fellowship. Around 2,000 students are likely to benefit in the first year.

Upon completion of the two-year teaching placement, fellows can continue to contribute to the development of Qatar’s education system through career pathways developed by TFQ alongside Qatari institutions across various sectors.

“I call upon our youth who have benefited from the flourishing of higher education in Qatar to take advantage of this opportunity to give back to their community and be part of a process of change that perhaps they once dreamed of effecting when they were young students,” said Sheikha Hind, Chairman of TFQ.

“I’m fully confident that the young team and the Independent schools partnering with them will make a difference in Qatar’s education,” she added.

TFQ is the 32nd member of the Teach For All — The Global Network for Expanding Educational Opportunity with a mission that one day all children will have the opportunity to attain an excellent education.

It’s a global network established in countries around the world, including Lebanon, the UK, Malaysia and Japan.

TFQ will begin its recruitment drive this week to attract young talents around Doha.

Interested university students and young professionals can test their knowledge of core subjects, sample teaching experience and interact with TFQ members and apply for the fellowship at informational booths to be set up at Hamad bin Khalifa University Student Centre in the Education City and Qatar University.

“We are proud of the growing collaboration between us and the Independent schools that will be taking TFQ fellows on board,” said Mohammed Fakhroo, Managing Director, TFQ.

“I thank them for their trust in the initiative, and look forward to welcoming more partner schools.”

The initiative has been welcomed by Independent schools, 10 of which have signed agreements with TFQ to hire teachers recruited and trained by the organisation.

“I also call upon other schools to join the programme to develop the education system in Qatar,” said Fakhroo.

The Peninsula

teachforqatar

Beyond 2015 education we want

unesco/beyond-2015-education-we-want-high-level-discussion-post-2015-education-agenda

Aid to education down by 10% since 2010

unesco-view/news/aid_to_education 

 

 

  Aid to education is seriously declining: it fell by just over 6% between 2010 and 2011, and a further 3% in 2012. Basic education – which enables children to acquire foundational skills and core knowledge – is now receiving the same amount of aid as it was in 2008. As funds diminish, and just one year before the deadline for achieving the global Education for All goals, 57 million children and 69 million adolescents are still out of school

These new figures are released by UNESCO’s EFA Global Monitoring Report ahead of the Global Partnership for Education’s Replenishment Pledging Conference in Brussels (25-26 June), at which donors are being asked to help raise a much-needed US$3.5 billion for education in the poorest countries.

“When so many girls and boys are still out of school and not learning, the continuing drop in funds for education is cause for serious concern,” said Irina Bokova, Director-General of UNESCO. “Increasing external support for education is an ethical and development imperative. We know the difference that well-targeted aid can make in helping countries to put quality education first.”

Julia Gillard, Board Chair of the Global Partnership for Education, affirmed that “Education is a long-term investment – not an expense. We owe it to the children of the world – particularly the poorest and most marginalized – that both international donors and developing country governments step up and commit more funding to education.”

The paper shows that aid is still vital for many countries, making up over a quarter of public education spending in 12 countries. Yet with aid flows to the sector falling by 10% – far more than the 1% decrease in overall aid levels – donors are clearly backing away from education as a development priority.

 “This worrying fall in aid is in the context of a US$26 billion annual finance gap for education. Unless this negative trend is reversed, the likelihood of reaching the global education goals is put at great risk - all the more so if new education targets are set for 2030,” said Aaron Benavot, director of the EFA Global Monitoring Report. “With aid proving so volatile, governments must urgently improve their domestic financing, including better management of their tax systems, so as not to put their country’s development in jeopardy.”

The cuts are biting hardest in those countries furthest from reaching the education goals. In sub-Saharan Africa, which is home to over half the world’s out-of-school children, aid to basic education fell between 2010 and 2011, and stagnated between 2011 and 2012. Since 2010, 12 African countries have seen cuts in their aid to basic education of US$10 million or more.

The two countries with the largest cuts in aid to basic education from 2010 to 2012 were India and Pakistan, even though both sit among the top five countries in the world with the most children out of school.

Aid to basic education for low-income countries recovered slightly in 2012 compared to the decreases felt in 2011, but levels are still lower than they were in 2010. Twenty-two low-income countries received less aid for basic education than two years before.

The EFA Global Monitoring Report continues to show that despite half of the world’s out-of-school children living in conflict-affected countries, humanitarian aid appeals neglect education needs: education only received 2% of humanitarian appeals in 2013 – only half way to the modest 4% target set by the United Nations last year. As a sector, education is suffering a double disadvantage: not only is it receiving the smallest proportion of humanitarian appeals, but it is also receiving one of the smallest proportion of requests that it makes for funding: in 2013 education received 40% of the funds it called for from humanitarian aid.