Single Moms College On Line Scholarships are Doing the Trick (loans)
No commentsBy rl707
President Obama is urging moms to get back in school. Scholarships for Moms has been established to aid in the attack against the dismal economical outlook.
To start, he has raised the Federal Pell Grant to $5,500. Moms, single or not maybe able to afford the college costs with the additional assistance.
He is also handing out multi-thousand dollar scholarships to help lift the financial burden of college. Many moms will qualify for the $5500 Pell grant and realize the dream of a higher education, a better paying job and contributing to the rebuilding of the economy. Moms are real busy either as stay at home moms or working so the option of taking on line courses makes time and money sense. When the kids are asleep mom goes into motion as a college student. Many colleges and universities have this option, along with schools that are primarily on line.
If the Pell grant was not for you, then looks at the $10,000 scholarship that is being offered. Only a small amount of moms will receive this scholarship because there are so many moms applying for the prize. These scholarships will be very useful to any mom who is considering going back to school but does not have quite enough money. Moms who earn a college degree and ultimately a job taking advantage of the Obama scholarship programs also add to the pool of employed and strength the poor economy. The $10,000 scholarship will most likely not pay for the entire tuition for all moms, so they will in turn invest their money in education, helping to bring the economy back to a thriving state. The higher the degree the higher the salary in most businesses. Obtaining a college degree for a single mom is difficult and yet so worth while since it also betters their family as well as the graduate. This scholarship program is so popular that it has a very positive image attached to it.
The America dream seems reachable to many moms when they pursue their college career later in life through the scholarship program. Taken literally, the American dream is achieved when one owns a home. A mom knows that a solid job is required to purchase a home and that can come about when you get a better education that demands a greater salary. When the moms scholarship program gets rolling the overall shape of the US economy will show progress.
Hope and dreams come alive when moms see the possibility of a gift to educate and reach a goal that was off the screen just a moment ago. Obama rejuvenating the moms scholarship and grant program has contributed to making better, wiser and more educated moms able to take care of their families and building a bridge to the business world. Drawings will be held for moms to win scholarships each month, so anyone interested should not hesitate to register.
Moms going to college while raising a family on a tight budget, no way, but stop and think what are my options, then drop everything and register now, you could be the next winner.
Article Source : Article King Pro - Free Reprints and Distribution
RBLawrence is an Ezine Expert author and webmaster. Click here to register free and win a $100,000 scholarship for college. Don’t procrastinate, this offer is only available for a limited time.
Obama: To Make Scholarships Available to Single Mothers
By Fred Jackson
Having to take care of their families on their own, single, working mothers have perhaps the toughest job of all. For many moms higher education is only a wish or a goal that has to be put on hold in order to take care of other responsibilities. President Obama, together with his new administration, is, however, encouraging moms to make their education a priority. Obama scholarships are giving working mothers a great chance to improve their futures.
Obama is urging working moms in particular to participate in his Scholarships for Moms program, whilst still encouraging people of all ages to seek higher education. Building on The Scholarships for Moms program, is the federal government’s long-standing offer of Pell grants. Applied for through FAFSA (Free Application for Federal Student Aid), Pell grants are the most commonly applied for forms of aid for students going to college. To encourage more mothers to return to school, the Obama administration is making some changes now.
For the Scholarships for Moms program, the biggest incentive is in the amount of money that is being offered. $4000 per student is the maximum amount awarded through Pell grants, but that amount is increased to $5,000 for mothers who apply to the program. The purpose of these grants is to allow working moms to return to school and earn a degree. In turn, that will allow them to better provide for their families now as well as in the future. In addition, the administration hopes that equipping mothers to earn more money as working professionals will also be a stimulus to the economy. Moms can receive an education without worrying about the costs of school or having to pay back money for a loan.
Another great incentive for moms in considering this program is that it applies to enrollment in almost any type of higher education institution. Both four-year universities as well as smaller community colleges, are covered. You can choose to go to a private school or a public one. For busy moms where staying on campus isn’t an option, online course study is offered. Basically the government’s Scholarships for Moms program is a comprehensive attempt to get mothers who are keen back into the classroom.
With the Obama scholarship, the worry of returning to school is removed. Working moms can earn a degree in almost any area of interest. This means that they can be fully equipped to provide for their families. Higher education no longer has to be an unfulfilled wish or an unobtainable goal. The Scholarships for Moms program is designed to help create a brighter future for mothers and their children.
So what’s holding you back? Take advantage of a $100,000 scholarship drawing. Registration is free if you visit http://www.scholarshipsformomsfinder.info/
Learn More About Energy Conservation
How Children Develop Language
By Hong Kirby
Brenda Geier K-12 Reading Specialist - The research tells us that with the support of parents, caregivers, and early childhood educators, as well as exposure to a literacy-rich environment, children progress from emergent to conventional reading. By interacting through reading aloud and conversation, children are exposed to learning early. It is very important to read aloud to children and provide opportunities for them to talk about the stories that they hear. As Anderson, Hiebert, Scott, and Wilkinson (1985) state, “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children, especially during the preschool years”. It helps them develop oral language, cognitive skills, and concepts of print and phonemic awareness.
Children read to develop background knowledge about a range of topics and build a large vocabulary, which aids them in later comprehension and development of reading strategies. They also watch how others read and therefore become familiar with the reading process. They are constantly learning.
Still, many enter elementary school without a strong background in literacy. These are the children who are most at risk of developing reading problems. To provide high chances of success, teachers should be involved in professional development to learn more about child development as it relates to literacy acquisition.
At age 3-4, children begin to “read” their favorite books by themselves. They begin to use “mock handwriting” (Clay, 1975). Around age 5, in kindergarten, most children are considered emergent readers. They make rapid growth in literacy skills if they are exposed to literacy-rich environments (Burns, Griffin, & Snow, 1999). Children may try to recall what has been written or use a picture created with the text to reread instead of using the letter clues (Kamberelis & Sulzby, 1988; Snow, Burns, & Griffin, 1998). Although they are beginning to apply phonetic knowledge to create invented spellings, there is a lapse in time before they use phonetic clues to read what they write.
For those parents who choose to home-school their children, an enormous advantage exists to teach children phonetic knowledge, sight words and decoding before they enter school. This learning advantage gives them power with text that most will not be equipped with.
Most children will become early readers during the first grade. They commonly look at beginning and ending letters in order to decode unfamiliar words (Clay, 1991; Pinnell, 1996b; Snow, Burns, & Griffin, 1998). They know a small number of sight words.
By second grade, they are transitional readers, able to read unknown text with more independence. They use meaning, grammatical, and letter cues more fully and use pictures in a limited way while reading (Clay, 1991; International Reading Association & National Association for the Education of Young Children, 1998; Pinnell, 1996b; Snow, burns, & Griffin, 1998). Transitional spellers can apply spelling rules, patterns, and other strategies to put words on paper.
By the third grade, children are typically fluent readers. They can read for meaning while focusing less on decoding. They may use transitional and phonetic spellings to spell infrequently used words.
The child’s concept of words changes as the child’s literacy development evolves. Children construct their own knowledge thus the difference between how an adult understands reading and writing and how a child understands reading and writing.
Children progress through several categories of phonological skills from rhyming to blending. The most difficult task involves the complete segmentation of phonemes and manipulation of them to form new words (Griffith & Olson, 1992; Hall & Moats, 1999). If we begin teaching our children how to segment and manipulate phonemes at the pre-school age, they will have the tools necessary to spell correctly, understand the meaning of words and be able to write and read complete sentences with ease.
Screen and assessment are crucial tools to determine children’s literacy needs. Data helps teachers identify children who are developing at a less than normal pace and are in need of intervention. The earlier, the better to find these children. Throughout kindergarten and first grade, children can be screened for phonemic awareness, alphabetic knowledge, and an understanding of basic language concepts (Texas Education Agency, 1997a). Performance based assessments, such as observational records of reading and writing, developmental benchmarks, and portfolios can also be used to inform daily teaching (Allington & Cunningham, 1996; Burns, Griffin, & Snow, 1999; international Reading Association & National Association for the Education of Young Children, 1998; Slegers, 1996).
Teachers, parents and caregivers need to understand and support children’s emergent literacy and, in later years, children’s transition to conventional reading and writing. Teachers, administrators, and specialists must understand the developmental nature of emergent literacy and early conventional literacy and ensure that the curriculum and instructional materials are appropriate. Parents need to be educated in child development and support sharing and exploring literacy with their children. The literacy program needs to support children’s social, emotional, aesthetic, maturational, and cognitive needs. The reading program must be balanced and include quality literature, writing opportunities, development of phonemic awareness and alphabetic knowledge.
To provide opportunities for children’s literacy acquisition, schools should work with community groups and libraries to provide informational programs for parents regarding the development of literacy skills in young children. Teachers should review research on reading and young children and become familiar with Learning to Read and Write: Developmentally Appropriate Practices for Young Children. (The joint position statement of the International Reading Association and the National Association for the Education of Young Children). All teachers should develop an understanding of phonological terms and work to provide a developmentally appropriate curriculum in reading and writing that is attainable but challenging. Educators need to develop strategies for preventing reading difficulties to begin with. Libraries or resource centers should have extensive and varied resources.
Learning should be a fun process that instills a desire to learn even more. If we all work together, we can accomplish this.
Information on flowers, musa coccinea , caring for musa coccinea can be found at the Gardening Central site.
Sunday, February 28th, 2010 at 11:20 am and is filed under education. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.
