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How to Become a Criminal Investigator in the Federal Government
Chiara Sakuwa
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Food Preparation ... $21,440/year 2012-2016 -0.3%
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Criminal investigators in the federal service perform a variety of critical functions in the interest of national security and public safety. Federal criminal investigators work in a number of agencies, such as the FBI, the IRS, the Office of Personnel Management and the Department of Homeland Security. Criminal investigators use specialized software applications and tactical strategies to curtail financial crimes, cyber crimes, human trafficking, terrorism and tax fraud. Federal criminal investigators must be in good physical and mental health, have the appropriate education and experience credentials, and successfully complete agency training.
Qualifications for the Job
Criminal investigators must be U.S. citizens at least 21 years of age and have a minimum of a bachelor's degree in law enforcement, criminal justice, finance, forensic science or other related concentrations. You must have a valid state driver's license with a clean driving record. You must also be able to pass agency-mandated medical exams, drug tests and a background investigation. Ability to gain and maintain a top secret clearance is a requirement for most federal criminal investigative positions.
Aspiring federal criminal investigators must complete an online application and security questionnaire package. Job announcements on agency websites direct you to apply for criminal investigator positions on the USAJobs website. You need to set up a personal profile including your federal resume and supporting documents, such as your veteran's documents, passport, college transcripts and professional licenses, which can be uploaded to your account. Once you complete the application and security questionnaire, the agency starts your background investigation. Once cleared, you are scheduled for testing and interviews. You are assigned a reporting date to begin criminal investigation training.
Certifications and Credentials
Most federal criminal investigators train at the Federal Law Enforcement Training Center, or FLETC, near Brunswick, Georgia, over a 22-week course. FBI special agents, however, train at the FBI Academy in Quantico, Virginia, for roughly 20 weeks. The training courses in both programs cover critical subjects such as investigative techniques, firearms qualification, physical fitness, defensive driving, narcotics and counter terrorism, and federal and state law enforcement regulations. Once completed, you receive your badge and credentials as a criminal investigator.
Due to increasing national security and public safety concerns, the need for federal criminal investigators, along with law enforcement officers in general, is expected to remain relatively stable. According to the U.S. Bureau of Labor Statistics, the demand for law enforcement officers, including federal criminal investigators, is anticipated to grow by 7 percent between 2010 and 2020, about half of the 14 percent average expected growth for all occupations combined. One factor attributing to this slow growth is the stiff competition for federal law enforcement investigative positions. The positions come with above average salaries and comprehensive benefits packages. According the BLS, the average salary for federal executive branch investigators was $100,290 in 2012. The IRS reports that their special agents may earn between $41,167 and $64,894. The FBI reports that new FBI special agents earn between $61,000 and $ 69,000.
How Much Does a Criminal Investigator Make a Year in the US?→
How to Get TS SSBI Clearance→
The Salary of an FBI Detective→
How to Get OPM Credentials for Investigation→
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U.S. Bureau of Labor Statistics: Police and Detectives
ICE: Application Process
FBI: The FBI Academy: New Agent Training
IRS: IRS Criminal Investigation Special Agent
U.S. Bureau of Labor Statistics: Occupational Employment and Wages, May 2012, Detectives and Criminal Investigators
Chiara Sakuwa has been a writer since 2005. Her work has appeared in publications such as the "Liberty Champion" newspaper and "The New World Encyclopedia" project. She is also the author of the novel "The Lady Leathernecks." She holds a Bachelor of Social Sciences from Campbell University and a Master of Criminal Justice from Boston University.
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is it possible to know what happens when Ethernet Expansion Onion 2 is used Does the Onion 2 wifi module will emit visible on wifi network or stopped?
Is it possible to stop to emit it when ethernet expansion is used?
Interesting question... Do you have the Omega2 now? If so could you list the content of your /dev directory?
The doc says that 2 virtual interfaces are used for the WiFi, but the devices name are not (yet) mentioned. The Ethernet Expansion uses the eth0 interface. So, if the WiFi interfaces have a different name, they all can work simultaneously.
It's possible to stop WiFi from the configuration file. I personally intend to do that myself. There are possibly other ways that would not require a reboot (or the Internet service restart), but I have no idea at this time.
From the doc... one of the WiFi interfaces is wlan0. That's great! What that means is that Ethernet wire, WiFi Access Point and WiFi WAN can all work together. Wow!!! Powerful router capabilities!
No I do not have a board yet.
I will try to stop wifi to have only ethernet for my needs. If someone has a feedback it could be interesting to know.
The doc says that you can disable WiFi and WiFi Access Point independently from the web console. Very easy!


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The Way of All Fish
By Martha Grimes
An "absurdly amusing" (The New York Times Book Review) sequel to Martha Grimes's bestselling novel, Foul Matter, this wicked satire of the publishing industry is "comic, caustic, and relentlessly readable" (Booklist).
Writer Cindy Sella is having trouble with her new novel. Aside from her paralyzing writer's block, she's faced with a lawsuit from her ex-agent, L. Bass Hess. Hess will stop at nothing to collect a commission from Cindy on her previous novel, which he did not represent since she had fired him long before it was published.
Hitmen Candy and Karl—first introduced in Foul Matter—are asked to "get rid" of L. Bass Hess. They join forces with a publishing mogul, a bestselling author, an out-of-work Vegas magician, an alligator wrangler, a glamorous Malaysian con lady, and Hess's aunt in the Everglades who has undergone a wildly successful sex change, and concoct a plan to save Cindy Sella from the odious machinations of Hess by driving him (slowly, hilariously) crazy.
Grimes's fans will delight in the return of several colorful characters from Foul Matter, including Senior Editor Clive Esterhaus, unprincipled publisher Bobby Mackenzie, and ex-mobster and author Danny Zito, currently under the witness protection program. New readers will find that these characters and their escapades shed an amusing light on the New York publishing scene. Informed and influenced by the author's own publishing adventures, "The Way of All Fish is a goofily offbeat delight" (The Washington Post).
Bestselling author Martha Grimes is the author of more than thirty books, including twenty-two Richard Jury mysteries. She is also the author of Double Double, a dual memoir of alcoholism written with her son. The winner of the 2012 Mystery Writers of America Grandmaster Award, Grimes lives in Bethesda, Maryland.
Publisher: Scribner (January 7, 2014)
Fiction > Satire
Fiction > Humorous
"Absurdly amusing."
– New York Times Book Review
"This sequel to Foul Matter is a caper that casts an eye on publishing that is comic, caustic, and relentlessly readable.Yes, it's Grimes lite and probably as much fun for the author as it is for herreaders."
"This novel is a madcap mystery with delight."
– BookPage
"This sendup of the book world, in which hit menapparently have more integrity than publishers, is great fun."
"[An] addictive, whimsical follow-up to 2003's Foul Matter fromMWA Grand Master Grimes…The coup de grace alone is worth the price ofadmission."
– Publishers Weekly starred review
"[Martha Grimes] goes entertainingly wonky with this sequelto her bestselling Foul Matter…delivering insider publishing stuff with acidulous wit."
– Library Journal
Martha Grimes is a very funny writer and TheWay of All Fish is a hilarious and worthy sequel to her bestselling FoulMatter. Like all great satirists, Ms. Grimes sees the world from the other side of the looking glass andinvites us to come along for a wild and wacky ride. A very entertainingand fun read.
– Nelson DeMille, bestselling author of The Quest
Few people have ever succeeded in making book publishing of all things seem funny and suspenseful, but Martha Grimes does so brilliantly in The Way of All Fish.
– Michael Korda, author of Another Life
"Martha Grimes is back with a deliciously hilarious send-up of the book business. The Way of All Fish nails all the foul matter of publishing dead on, and is a smashingly great read as well."
– Linda Fairstein, bestselling author of Death Angel
Book Cover Image (jpg): The Way of All Fish
More books from this author: Martha Grimes
See more by Martha Grimes

redpajama_set_name: RedPajamaCommonCrawl


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Book Spotlight – The Harvest: Follow The Heart, by Rod Palmer
AVAILABLE NOW ON AMAZON
Loraine has serious quams with God. Sick with grief for her son lost to gun violence – with loneliness and financial struggle for her husband lost to a spineless thot – she prays, yet there is no small-still voice to give her peace; all she could hear, in the quiet of her home, is the hum of the refrigerator. Hope comes by a mysterious note: Follow the heart.
She encounters a proverbial dark stranger. A sharp dressed man enters her boutique, drops a third her year's salary on a heart-shaped pendant and, out of the blue, presents information that muddies the facts of her son's murder. A disinterested Chicago P.D., however, sits on the investigation, satisfied with the young man they already have in custody.
Loraine, investigating on her own, learns that a hidden enemy threatens from the shadows, wanting the truth to remain hidden, but Loraine is a woman on fire. Obligated to no one and wronged by everyone, Loraine transforms into the most formidable entity known to man: a woman with a vendetta and nothing to lose.
When the dark stranger, a gentle drug king named Face, returns after having the chain adjusted on the heart-shaped pendant, Loraine has an epiphany. She remembers the omen, Follow the heart, so she does, literally. Determined to uncover what more Face knows about her son's murder, she follows the sapphire heart out of the boutique, tailing the crime boss, by car, into his crime world where she is later surrounded, guns drawn. From there on, the life Loraine once knew would never be the same.
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Newly opened in the food court next to Wendy's in May 2018; you are now able to enjoy breakfast all day!
We offer pancakes and french toast with sausage, waffles with ice cream, sundaes, milk shakes and maple hot dogs!
Be sure to try one of our new flavoured syrups in your shake or on your sundae. We offer vanilla bean, cinnamon and butter rum…YUM!
Please contact Margaret Finen for additional hours and information.


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Fran Rhodes: Holding Government Accountable
Fran Rhodes advocates tirelessly for limited government as an effective voice for the taxpayers.
By Reagan Reed|February 5, 2017
Born in Macomb, Illinois, Fran Rhodes lived in multiple states for her husband's job before finally moving to Texas from California in 1994. Though she is now retired from a career in sales and marketing, Rhodes worked for about thirty years in the office furniture industry, and holds a BA in Business Management from Our Lady of the Lake University in San Antonio.
Rhodes first became interested in politics during the Bush administration, writing letters to legislators on various bills. However, when Obama was elected, she decided that she needed to do more. She attended a tax day rally in 2009, and joined several grassroots groups, subscribing to their online newsletters.
After an invitation by a friend, Rhodes attended a meeting of the Northeast Tarrant Tea Party that summer. She stayed involved, and before long found herself the Liaison Coordinator for the NETTP. As Liaison Coordinator, Rhodes oversaw a NETTP program which appointed a grassroots activist to act as a liaison to each elected official in the region.
Eventually she became a member of the NETTP steering committee, then a board member, and is currently the VP of Fundraising.
In 2013, Rhodes launched the Citizen Advocate program, leading a small group of dedicated activists to the state capitol regularly during the 83rd legislative session to testify on bills and make their opinions known to legislators through position papers, phone calls, and emails. She has continued the program ever since, and is gearing up to begin it again for the 85th session.
"I enjoy leading this group because it's the place where I see that we can actually make a difference, influence what goes on in our government, and really make our voices heard." said Rhodes, "Even when we don't get the outcomes we want, people see that we show up, we put in the time, we do the work, and we are not going away!"
In addition to her activism with the NETTP, Rhodes is also very active in the GOP, and was a delegate to the Republican Convention in 2016. She is a volunteer with the Humane Society of North Texas, and involved in the music and fine arts department of Keller United Methodist Church.
Rhodes is both a Heritage Action Sentinel and an Empower Texans Torchbearer.
Rhodes' ultimate aim in politics is to restore government to its constitutional limits and inspire the next generation of activists:
"I hope that my involvement in these political activities will have an impact on all levels of our government returning to their constitutions or charters, and that our efforts will make governments and politicians more accountable to their constituents. But more importantly, I hope that my efforts will educate and inspire others to become activists and leaders, and continue to carry the work forward."
When she is not volunteering for some political cause, Rhodes pursues her hobbies: music, sewing, and quilting, among other arts and crafts. She is also an avid gardener.
Reagan Reed
Reagan Reed is the East Texas Correspondent for Texas Scorecard. A homeschool graduate, he is nearing completion of his Bachelor's Degree in History from Thomas Edison State College. He is a Patriot Academy Alumni, and is an Empower Texans Conservative Leader Award recipient.


Radiohead guitarist, knob-twiddler, and introvert Jonny Greenwood. Credit Wikimedia Commons.
Radiohead guitarist and Krzyszstof Penderecki junkie Jonny Greenwood debuted a new piece of music at the Wapping Hydraulic Power Station in London on Sunday. It's called "Loop." London Contemporary Orchestra handled backup duties.
This isn't Greenwood's first foray into the classical realm. If you've seen Paul Thomas Anderson's shattering There Will Be Blood you've heard Greenwood's handiwork.


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The Bloodiest Battle In History
The Battle of Stalingrad was arguably the bloodiest battle in history, claiming a total of 1,971,00 lives, of which 841 000 on the German side and 1 130 000 Soviet. Fought during WW2, between August 1942 and February 1943, this battle was all about gaining control of Stalingrad (now known as the city of Volgograd.)
The battle started when the German Luftwaffe bombed the city, leaving many buildings in ruins. When the German army advanced, they ended up fighting the Soviets building-to-building, ruin-to-ruin. Although the Germans controlled over 90 percent of the city, they just couldn't get rid of the remaining Soviet soldiers. With the cold of winter came a two-pronged attack from the Red Army and the German 6th Army found themselves in dire straits. Continual attacks, cold and starvation began to take its toll, but Hitler refused permission to retreat. In February 1942 the Germans tried to break out but, with all supply lines severed, they were crushed.
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home » cd catalogue » Yells At Eels + Pinkish Black » Jeremy Hallock, The Dallas Morning News
Yells At Eels + Pinkish Black - Vanishing Light...
Jeremy Hallock, The Dallas Morning News
A long-awaited project between two of North Texas' most unique and noteworthy bands is suddenly seeing the light of day. Yells At Eels and Pinkish Black recorded an album together in April 2018. At the time, both groups had members facing life-threatening health issues. Two years later during the COVID-19 pandemic, the album was quickly prepped for release after a French label showed interest.
Yells At Eels has been at it for over 20 years, and the band is not your typical free jazz family band. On trumpet is 65-year-old Dennis Gonzalez, a retired schoolteacher who has performed all over the world with countless musicians. His sons, drummer Stefan and bassist Aaron, have been in numerous punk, metal and experimental bands. The two have also been leaders of the local music scene for several years.
On Monday nights at RBC in Deep Ellum — before the coronavirus pandemic, anyway — Aaron hosted Outward Bound Mixtape Sessions, a live music series for strange local acts and touring bands. Now in their 30s, the brothers have performed at virtually every DIY music venue in North Texas since they were teens.
Dennis Gonzalez takes a photo of Aaron Gonzalez, Stefan Gonzalez and Daron Beck after a photo shoot in the backyard of his house in Dallas on Tuesday, April 28, 2020. Yells at Eels and Pinkish Black recorded an album together while members from both groups had life-threatening health issues.(Vernon Bryant / Staff Photographer)
A national touring act signed to Relapse Records, Pinkish Black has a heavy-rock-with-synthesizers style that is difficult to pigeonhole. Imagine an '80s horror film soundtrack that is progressive and influenced by post-punk as well as early metal like Black Sabbath. The duo, Daron Beck and Jon Teague, both in their early 40s, have also been part of the North Texas music scene for decades.
"To me, it's just pop music," Beck says. "It's just really dour, depressing, complex pop music."
Back when the album was recorded, Dennis was wrestling with congestive heart failure and diabetes, and Beck had recently suffered two heart attacks.
"I've never been the healthiest person physically," Beck says. "But mentally I never really recuperated from that. Anytime I wake up, I have to assess my health and take about seven pills throughout the day. I wonder if every little pain is a heart attack, but it seems like everyone is kind of experiencing that now, wondering if every cough is COVID-19."
The two groups had wanted to work together for a long time, and with a lull in their schedules, they took the opportunity to book some studio time just over two years ago, improvising the recordings in a day. The results of the collaboration convey understated tension with a mysterious, cinematic vibe.
"When people you care about are facing life-threatening issues, it definitely puts a different spin on things," says Teague, who recently moved to New Mexico as the album was being prepared for release. "But in this case, I think it was positive. It was good for those guys to be able to play and remain productive, even while they were recovering."
"Being able to still do music is life-affirming," Aaron says. "If you are having a hard time, mentally or physically, the freedom of how we play still allows for some really beautiful, transcendental musical moments, because of that or in spite of that. You just plug into the system and play what you can play. I think there was a lot of that going on with everybody in this session."
"Daron and I had similar problems," Dennis says. "But in my years of playing, I have learned how to play in a lot of situations. I was breathing carefully and thinking slowly, just trying to find the same language and glue these two pieces together. When I listen to it now, I am quite pleased and wonder how I did that."
Pinkish Black provides the dark synths one would expect, but Teague's thunderous drum work is prominent and accentuated by Stefan playing auxiliary percussion with a marimba on a couple of tracks. Stefan also provides industrial percussion by playing a shock coil. But the two bands often sound somewhat hesitant to interact with each other.
"Me and Jon are not an improv band," says Beck, who recently mixed and mastered the recordings in his living room. With no label and talk of maybe doing another session, the project was shelved until a few weeks ago, when it was scheduled for release on May 22. "Dennis, Stefan and Aaron are masters of improvisation," Beck adds. "It's very organic, but at the same time there's this stiff, electronic feel to it. It's like a monkey in a robot factory."
Dennis, in particular, shines throughout the record with extended techniques on trumpet, and an approach that is ambient and experimental.
"I have to sit and take it easy when I play," Dennis says. "But I used a guitar tone splitter that gives me two notes and a little more strength. I also used a Leslie speaker, the spinning speaker you would normally use with a Hammond B3 organ. You can control the speed — I prefer the slower whirl — and if you listen on headphones you can hear my sound revolving."
The bands seem to loosen up on the album's title track, "Vanishing Light in the Tunnel of Dreams," particularly with the interaction of Pinkish Black's synth tones and Aaron's bass. In addition to the upright bass we would expect, Aaron also plays electric bass on the album. He even provides the album's only vocals on the stripped-down first track, which has no bass.
"With that monotonous vibe, it's a good soundtrack for grinding boredom or existential thought," says Stefan, commenting on how the pandemic has affected his perception of the album.
For local music fans living under quarantine, this new album is an unexpected gift.
"In the midst of packing up and moving and there being a potential worldwide collapse all around, it just made me thankful that we captured that stuff," Teague says.
Ken Shimamoto, The Stash Dauber
David Fletcher, Dallas Observer
Jean-Jacques Birgé, drame.org
TheEliteExtremophile, Odds & Ends
Stef Gijssels, The Free Jazz Collective
Alex Henderson, The New York City Jazz Record


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47 n"Can anyone withhold water for baptizing these people, who have received the Holy Spirit ojust as we have?"
Ac 8:36
Ac 2:4 Ac 11:17 Ac 15:8
Acts 10:47 — The New International Version (NIV)
47 "Surely no one can stand in the way of their being baptized with water. They have received the Holy Spirit just as we have."
Acts 10:47 — King James Version (KJV 1900)
47 Can any man forbid water, that these should not be baptized, which have received the Holy Ghost as well as we?
Acts 10:47 — New Living Translation (NLT)
47 "Can anyone object to their being baptized, now that they have received the Holy Spirit just as we did?"
Acts 10:47 — The New King James Version (NKJV)
47 "Can anyone forbid water, that these should not be baptized who have received the Holy Spirit just as we have?"
Acts 10:47 — New Century Version (NCV)
47 "Can anyone keep these people from being baptized with water? They have received the Holy Spirit just as we did!"
Acts 10:47 — American Standard Version (ASV)
47 Can any man forbid the water, that these should not be baptized, who have received the Holy Spirit as well as we?
Acts 10:47 — 1890 Darby Bible (DARBY)
47 Can any one forbid water that these should not be baptised, who have received the Holy Spirit as we also did?
Acts 10:47 — GOD'S WORD Translation (GW)
47 "No one can refuse to baptize these people with water. They have received the Holy Spirit in the same way that we did."
Acts 10:47 — The Holman Christian Standard Bible (HCSB)
47 "Can anyone withhold water and prevent these people from being baptized, who have received the Holy Spirit just as we have?"
Acts 10:47 — The New Revised Standard Version (NRSV)
47 "Can anyone withhold the water for baptizing these people who have received the Holy Spirit just as we have?"
Acts 10:47 — The Lexham English Bible (LEB)
47 "Surely no one can withhold the water for these people to be baptized, who have received the Holy Spirit as we also did!"
Acts 10:47 — New International Reader's Version (1998) (NIrV)
47 "Can anyone keep these people from being baptized with water? They have received the Holy Spirit just as we have."
Acts 10:47 — New American Standard Bible: 1995 Update (NASB95)
47 "Surely no one can refuse the water for these to be baptized who have received the Holy Spirit just as we did, can he?"


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Dedicated to the wonder of discovery
Measurable changes observed in brain activity during first few months of studying a new language
March 26, 2021 by Editor
A study with first-time learners of Japanese has measured how brain activity changes after just a few months of studying a new language. The results show that acquiring a new language initially boosts brain activity, which then reduces as language skills improve.
"In the first few months, you can quantitatively measure language-skill improvement by tracking brain activations," said Professor Kuniyoshi L. Sakai, a neuroscientist at the University of Tokyo and first author of the research recently published in Frontiers in Behavioral Neuroscience.
Researchers followed 15 volunteers as they moved to Tokyo and completed introductory Japanese classes for at least three hours each day. All volunteers were native speakers of European languages in their 20s who had previously studied English as children or teenagers, but had no prior experience studying Japanese or traveling to Japan.
Volunteers took multiple choice reading and listening tests after at least eight weeks of lessons and again six to fourteen weeks later. Researchers chose to assess only the "passive" language skills of reading and listening because those can be more objectively scored than the "active" skills of writing and speaking. Volunteers were inside a magnetic resonance imaging (MRI) scanner while taking the tests so that researchers could measure local blood flow around their brain regions, an indicator of neuronal activity.
"In simple terms, there are four brain regions specialized for language . Even in a native, second or third language, the same regions are responsible," said Sakai.
People say hi. Hello on different languages, greetings world persons and communicating people. Greetign speaking humans, american say hello or different language hi flat vector illustration
Those four regions are the grammar center and comprehension area in the left frontal lobe as well as the auditory processing and vocabulary areas in the temporo-parietal lobe. Additionally, the memory areas of the hippocampus and the vision areas of the brain, the occipital lobes, also become active to support the four language-related regions while taking the tests.
During the initial reading and listening tests, those areas of volunteers' brains showed significant increases in blood flow, revealing that the volunteers were thinking hard to recognize the characters and sounds of the unfamiliar language. Volunteers scored about 45% accuracy on the reading tests and 75% accuracy on the listening tests (random guessing on the multiple choice tests would produce 25% accuracy).
Researchers were able to distinguish between two subregions of the hippocampus during the listening tests. The observed activation pattern fits previously described roles for the anterior hippocampus in encoding new memories and for the posterior hippocampus in recalling stored information.
At the second test several weeks later, volunteers' reading test scores improved to an average of 55%. Their accuracy on the listening tests was unchanged, but they were faster to choose an answer, which researchers interpret as improved comprehension.
Comparing results from the first tests to the second tests, after additional weeks of study, researchers found decreased brain activation in the grammar center and comprehension area during listening tests, as well as in the visual areas of the occipital lobes during the reading tests.
"We expect that brain activation goes down after successfully learning a language because it doesn't require so much energy to understand," said Sakai.
Notably during the second listening test, volunteers had slightly increased activation of the auditory processing area of their temporal lobes, likely due to an improved "mind's voice" while hearing.
"Beginners have not mastered the sound patterns of the new language, so cannot hold in memory and imagine them well. They are still expending a lot of energy to recognize the speech in contrast to letters or grammar rules," said Sakai.
This pattern of brain activation changes — a dramatic initial rise during the learning phase and a decline as the new language is successfully acquired and consolidated — can give experts in the neurobiology of language a biometric tool to assess curricula for language learners or potentially for people regaining language skills lost after a stroke or other brain injury.
"In the future, we can measure brain activations to objectively compare different methods to learn a language and select a more effective technique," said Sakai.
Until an ideal method can be identified, researchers at UTokyo recommend acquiring a language in an immersion-style natural environment like studying abroad, or any way that simultaneously activates the brain's four language regions.
This pattern of brain activation over time in individual volunteers' brains mirrors results from previous research (see Figure 3E in Science DOI: 10.1126/science.1113530) where Sakai and his collaborators worked with native Japanese-speaking 13- and 19-year-olds who learned English in standard Tokyo public school lessons. Six years of study seemed to allow the 19-year-olds to understand the second language well enough that brain activation levels reduced to levels similar to those of their native language.
The recent study confirmed this same pattern of brain activation changes over just a few months, not years, potentially providing encouragement for anyone looking to learn a new language as an adult.
"We all have the same human brain, so it is possible for us to learn any natural language. We should try to exchange ideas in multiple languages to build better communication skills, but also to understand the world better — to widen views about other people and about the future society," said Sakai.
Learning foreign languages can affect the processing of music in the brain
Research has shown that a music-related hobby boosts language skills and affects the processing of speech in the brain. According to a new study, the reverse also happens – learning foreign languages can affect the processing of music in the brain. Research Director Mari Tervaniemi from the University of Helsinki's…
Tags: language, brain, news, education
Multilingual people have an advantage over those fluent in only two languages
Multilingual people have trained their brains to learn languages, making it easier to acquire more new languages after mastering a second or third. In addition to demystifying the seemingly herculean genius of multilinguals, researchers say these results provide some of the first neuroscientific evidence that language skills are additive, a…
Tags: language, volunteers, brain, activation, sakai, researchers
When English and French mix in literature
Do children learning French as a second language see benefits from reading bilingual French-English children's books? A study recently published in the journal Language and Literacy found that bilingual books, which are not often used in French immersion classrooms, are seen by students as an effective tool for second language learning. To…
Tags: language, reading, news, education
Filed Under: Education, News Tagged With: activation, brain, language, listening, reading, regions, sakai, tests, volunteers
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Ceremorphic unveils plans to build supercomputer infrastructure on 5 nanometer chips
Motion capture is guiding the next generation of extraterrestrial robots
Baidu's autonomous electric carmaker Jidu raises $400 million in Series A financing


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Checking in with TC Music and Music Education Alumni
Music & Music Education
Program commitment to anti-discrimination
Studio Music Lessons
Teachers College Community Choir
Where Our Alumni Are From
Alexander Marrero
The Music and Music Education Program at Teachers College of Columbia University enabled me to pursue pedagogical activities in the public and private sectors. After being a non-degree student between September of 2004 and May of 2005, I was granted permission to pursue a Master of Arts degree in Music and Music Education in September of 2005. TC was the one and only graduate school I applied to, and at the time I applied. I identified myself as a Hispanic/American Man on my application, in that my Father was born in Puerto Rico, while my mother was born in the Dominican Republic. I have had positions as a Keyboard Instructor for a Dance Studio, an Affiliate Facilitator for a Community College, and an Executive Director for a Youth Orchestra. I am currently a Private Teacher for Classical Piano Lessons, and I am presently a member of the Committee on Cultural Inclusion for the College Music Society.
Alexander Owen
I am currently the Lower School Music Teacher at Quad Prep, an independent school in Manhattan for twice exceptional learners. Previously, I have worked as a Lower School Band Director in New Orleans, LA, a Guest Artist Instructor at a Jazz Camp in Dallas, TX, as a Pre-K and Kindergarten Music Teacher at an independent school in Manhattan, and as a Teaching Artist in District 75. I also keep a busy performing schedule as a freelance jazz trumpet player. I found that the connections I made with other TC students to be incredibly instrumental in helping me chart my path forward. I was fortunate to student teach with two amazing TC grad students and through my spring student teaching placement found out about the opening at my current position. Teachers College helped me learn to create a culturally responsive engaging curriculum, something that has allowed me to be confident teaching in many different environments.
Andrew Pease
I am currently at Hartwick College in Oneonta, NY, where I direct the Wind Ensemble and Brass Ensemble and also teach classes in Music and Music Education. I was previously the Wind Ensemble director at Columbia University, and director of the community band Columbia Summer Winds. I also taught K-5 music for 9 years in Rockland County, NY. Teachers College started me down this road and gave me the experience and credentials to become a thoughtful teacher and musician. Even as a "band" person, I think of the lessons of TC Music (e.g. constructivism, student-centered teaching, and democracy) every day.
Brigid Moran Smitcich
I have been the Performing Arts Director at Saint Raphael School in Hamilton, NJ since 2013. I teach General Music, direct the school choir, band, and direct the Christmas and Spring Musicals. During my time at Saint Raphael School I have built an Instrumental Music Program, introduced the use of technology into the Music Classroom, built a state of the art piano lab and recording studio, and greatly increased the size of the school choir. I use what I learned during my time at TC every day. Whether it be introducing preschoolers to instruments, teaching middle schoolers how to write and create music using the latest technology, or using creativity to teach 3rd and 4th graders about reading music, the lessons that I learned at TC have served me extremely well in my career. Over the years I continue to use and build upon what I learned at TC as I grow as a Music Educator.
Bryant Montalvo
Bryant Montalvo currently serves as the founding Music teacher for a new Music program at Central Falls High School in Central Falls, Rhode Island. As an experienced educator who works with many older beginners, Bryant largely credits his studies at Teachers College, which focused on vocal pedagogy and the developing voice, for his professional success. He was previously the Secondary School Choir Director for an international school in Rome, Italy, where he coordinated multiple international choral festivals across Europe. Now back home in the States, Bryant is thrilled to have the opportunity to create a unique Music program from the ground up. In only its second year, his new program has received multiple grants and reached more than half of the student body in Central Falls, where Music education was previously unavailable. With a pedagogical foundation laid by the Music and Music Education Program at Teachers College, Bryant developed the confidence and skills needed to be successful in designing a Music program for the 21st century learner.
Catherine Butler
Caty Butler found her love of music at an early age when her mother would play the soundtrack to Jesus Christ Superstar on repeat. Though she didn't pick up an instrument until she was 10, she performed in local theaters beginning at the age of 5. That experience helped shape her current musical career by fostering a love of performing and helping others. Caty graduated with her Bachelor's in Music Education from University of Delaware and her Master's in Music Education from Teachers College of Columbia University. Though it was a little later than most after performing full time, she eventually found her home in the Bridgewater-Raritan School District. Now, she balances her time performing, teaching her 6th grade orchestra, and her ever growing private studio. Currently, you will find Caty living in Central Jersey where her school and studio are, but also performing regularly across the state and in NYC. She is also president of Hop, Skip, and a Jump – a class that uses music to teach students with special needs everything from manners to basic motor skills. TC helped shape her career as an educator by giving her the knowledge and tools to ensure a student centered, engaging environment. She gained confidence to promote herself through an entrepreneurship class, confidence in leading her classroom, and her passion for working with students with special needs.
Clayton Dahm
I appreciated my time as a Master's and certificate student at Teachers College, because while other programs felt remedial in terms of course requirements, TC classes met students where they were and with the experience they had as part of their ongoing growth and development as music educators. Being housed in a College of Education shifts the emphasis away from a fixation on method classes to a more holistic view of the work we do. After graduation, I taught general and instrumental music in public schools in Kansas City, London, and Seattle and am currently a doctoral student at the University of Washington. My research interests concern the expansion of music curricula and pedagogies to work towards bias reduction by way of applied ethnomusicological methods.
Daniel McGroarty
TC shaped me as an educator and allowed me to focus on a developmental approach to pedagogy as well as fostering creativity at all ages and skills levels of music education.
Elise Jablow
Elise Jablow (class of 2017) is a test development analyst in visual and performing arts at Pearson, where she serves as the primary in-house content expert in music. Elise works with education officials, teachers, and professors from multiple states to create standards-based test frameworks and items for teacher certification exams. Her studies at TC inform a daily laser-focus on creating content that is representative of the diversity of teacher education candidates and the future students they will serve. Prior to this work, Elise was an elementary and middle school music teacher in Springfield, MA and at Aaron School, a private special education school in NYC. In addition to her Master of Education degree from Teachers College, she holds a Master of Music from Manhattan School of Music and a Bachelor of Music from McGill University where she studied classical voice, leading her to a wide range of performance experiences as an operatic soprano. In addition to her work in assessment, Elise maintains a virtual private voice studio and is a certified yoga instructor. She resides in western Massachusetts with her husband and their dog Alvin.
Felicya Schwarzman
Felicya Schwarzman is the Orchestra and Guitar Director at Half Hollow Hills High School East where she founded the 3rd grade string program, the High School East Guitar Program, and Cello Choir. Felicya holds a Bachelor of Music Education from Ithaca College ('17) and a Master of Music Education with an Advanced Certificate in Bilingual/Bicultural Education from Teachers College, Columbia University ('21). In 2021, she received the SCMEA Music Educator Innovator Award. Her Guitar Ensemble performed at the 2021 NYSSMA All State Winter Conference and was recognized in the Long Island Music Hall of Fame High School Recognition program. Felicya is the President Elect of NY-ASTA Chapter where she helped found the annual NY-ASTA Cello Fest. Her experiences as a clinician include the SCMEA All County Festival, NYSSMA Summer Conference, and Universidad Sergio Arboleda. In these workshops, she discussed her passion for non-traditional methods of playing the cello and how to develop contemporary ensembles in public schools. TC helped inspire Felicya to continue pursuing her passion for progressing music education to be more accessible to a wider range of students by providing opportunities for non-traditional methods of music making and inviting guitar and piano playing in public schools.
Gena Greher
Gena R. Greher is Professor, of Music Education at the University of Massachusetts Lowell. She's a 2014 and 2015 Donahue Endowed Professor of the Arts. and is the Education Director of the UMass Lowell String Project/Youth Orchestra. She developed a math/music module with Jeanne Bamberger for the Herbie Hancock Institute's STEAM Initiative https://mathsciencemusic.org as well as curriculum for several other modules and apps on the site. Gena is co-author with Suzanne Burton for Creative Music Making at Your Fingertips: A Mobile Technology Guide for Music Educators, as well as co-author with Jesse Heines for Computational Thinking in Sound: Teaching the Art and Science of Music and Technology, both from Oxford University Press. Gena was Co-PI on two NSF grants in Computational Thinking through Computing and Music, and Performatics: Connecting Computer Science to the Performing, Fine, and Design Arts. Most recently she has several entries in the Oxford Handbook of Technology and Music Education and chapters in The SAGE Encyclopedia of Out-of-School Learning; Community Music at the Boundaries; and The Music Technology Cookbook. Gena is a former President of the Association of Technology in Music Education (ATMI).
Gregory Whitmore
Gregory X. Whitmore is an Assistant Professor of Instrumental Music Education, and conductor of the Symphonic Winds at The California State University Fullerton School of Music. Dr. Whitmore is in his eighth season as Music Director of the Pacific Symphony Youth Wind Ensemble (Irvine, CA). Dr. Whitmore received his bachelor's degree in instrumental music education from The University of Michigan School of Music, Theater and Dance in Ann Arbor, Michigan. Dr. Whitmore received his master's degree in music with an emphasis in wind conducting from California State University Fullerton studying under Dr. Mitchell Fennell. Dr. Whitmore holds a master's degree, and a doctorate in music and music education from Columbia University (Teachers College) in the city of New York. Dr. Whitmore has conducted concert bands extensively throughout Europe and the United States, and his research interests lie in music educator values as operationalized into pedagogy, in addition to investigating the concert band as an artistic medium. Dr. Whitmore has presented research at music education symposia in the United States and abroad. My TC education has been pivotal, and given me innovative, inclusive, and engaging pedagogical insights and perspectives that inform all of my professional endeavors in higher education.
Joanne Chang
Chang, the New York-based classical pianist, has performed extensively worldwide on five continents as a recitalist, soloist with orchestras, and in various chamber music ensembles. In 1995, she gave her recital debut in Australia, and subsequently performed at Die Stiftung Schleswig-Holstein Musik Festival in Germany, as well as at major concert halls in United Kingdom, Taiwan, China, Switzerland, South Africa, US and at the prestigious Carnegie Zankel & Weill Halls in New York City. Dr. Chang has also established herself as an interdisciplinary researcher (music and psychology). She has a few publications in scientific peer-reviewed journals such as Psychology of Music, Medical Problems for Performing Artists and Journal of Performance and Mindfulness. Currently, Joanne Chang is a Professor at Queensborough Community College of the City University of New York.
Karen S. Hall McNamara
Soprano Karen Hall is an active performer, teacher and writer. Dr. Hall received her Doctorate from Columbia University, Teachers College. She is five-time Metropolitan Opera Regional Finalist and has won awards from the Texas Federation of Music Clubs, the Vocal Arts Foundation in San Francisco, and the Eleanor Anderson Lieber Awards. She has served as the Executive Director of the Los Alamos Arts Council, is on faculty at the Tchaikovsky Association in Moscow and serves as their United States Special Projects Liaison in Moscow, and teaches voice and piano in her private studio Songwerks in Santa Fe, New Mexico. Previously, she has been on faculty at New York University, Ithaca College and East Carolina University. In addition, she is a Fulbright Specialist and, in that capacity, spent a summer at Mahidol University in Bangkok, Thailand. She continues working in the area of Vocology as a researcher, writer and editor. She has presented workshops and pedagogical presentations with NATS (National Association of Teaches of Singing), The Voice Foundation and CMS (College Music Society). Additionally, she is the author of So You Want to Sing Music Theater, a voice pedagogy project jointly sponsored by NATS and Roman & Littlefield Publishers, and the editor of 2 additional books included in the project--So You Want to Sing Rock 'n' Roll and So You Want to Sing Jazz. Teachers College was simply incredible. What I learned infuses my teaching and personal life every day. I tell everyone that I am thankful every day for my experience at Teachers College. My education at TC led to book projects, teaching in Thailand, Wyoming, Florida and more.
Kimberly Stephenson
Dr. Kimberly Stephenson is the Director of Education for The Tobin Center for the Performing Arts and the Affiliate Director for San Antonio Wolf Trap. I hold a Doctorate in Education from Columbia University, New York, a Master's in Education from Columbia, and a Masters in Music Education from Texas State. My degree in Music Education, K-12 Voice, is from the University of Texas, San Antonio. Prior to working at The Tobin Center, I taught Music, Choir, and drumming in San Antonio public schools for 17 years and Music and Education for eight years at St. Mary's University. I hold certifications in Kodály Pedagogy, World Music Drumming, and Music Leadership for Small Congregations, and have been active in community theatre since 1999. Teachers College provided me with opportunities to realize more than my own potential, I experienced the value diversity brings to our educational institutions. Working daily with the students and teachers of Columbia challenged me to rethink the roles of education, to consider Arts strategies and their relationships to praxis, and the possibilities found in active creation. Essentially, TC gave me the tools to reach for the stars while rooting me in critical thought, professional standard, and responsible choice.
Kokoe Tanaka-Suwan
Kokoe Tanaka-Suwan, violinist and educator, has performed throughout the United States and countries abroad. Formerly the Music Director at the Bronx Global Learning Institute for Girls, The Shirley Rodriguez-Remeneski School (BGLIG), Dr. Tanaka-¬Suwan developed a music curriculum where all 450 students (K-8), received daily string instruction. Under her direction, BGLIG's music program received international recognition and was highlighted in The Daily News, The Wall Street Journal, The New York Post, The New York Times, The Huffington Post, The Strad Magazine, The Guardian, NBC News, CBS News, Pix 11, News 12. Dr. Tanaka¬-Suwan was featured in the 2017 Academy Award nominated documentary film, 'Joe's Violin'. Under the tutelage of Dr. Tanaka-Suwan, BGLIG was the recipient of two prestigious grants from Mr. Holland's Opus Foundation and was recognized as one of the leading public-school music programs in the United States. Dr. Tanaka¬-Suwan led her String Orchestra at numerous concert events including New York Public Radio Station, Carnegie Hall, Montclair Film Festival, Metropolitan Museum of Art, Yankee Stadium, and for honorary guests including Sonia Sotomayor, Stephen Colbert, Jeff Spurgeon, Ed Helms. Dr. Tanaka-Suwan was a finalist for the 2020 Grammy Music Educator Award. Dr. Tanaka-Suwan received her Bachelor of Music degree in violin performance with a concentration in music-in-education from the New England Conservatory. She holds a Master of Music Education degree from Teachers College, Columbia University. She completed her Master of Music and Doctor of Musical Arts degrees in violin performance at Rutgers University's Mason Gross School of the Arts. Dr. Tanaka-Suwan is currently the Orchestra Director in the Harrison Central Public-School District and serves as Co-Chair on BGLIG's Board of Trustees. When I attended TC, I had been teaching in the Bronx for 13 years. My studies at TC gave me the opportunity to explore current practices in the field of music education and apply a variety of approaches within my classroom teaching. It was wonderful to be able to meet and collaborate educators, mentor graduate students in the NYS certification process, and hire teachers for full-time positions. I greatly enjoyed teaching applied studio lessons to graduate students and making music with them in a variety of performance settings.
Matthew Rotjan
I began at TC as an M.A. student, when the program was referred to as INSTEP. I had been teaching for a few years in public schools and wanted to expand my pedagogical practice and understanding of research in the field. As I grew interested in my own scholarship, I transitioned into the doctoral program and continued to bridge theory to practice, connecting my teaching to my studies at TC, and my studies at TC with my teaching. Emerging from the program as an educator-researcher-musician, I continue to pursue and contribute my work to the field.
Matthew Tiramani
Matthew is an educator, audio engineer, and composer currently based in New York City. He currently works as a middle school music teacher after previously working as a yearlong substitute music teacher in Pennsylvania. He also serves as the Rooke Chapel Director of Music at Bucknell University. As a composer, Matthew has completed commissions for individual musicians and full ensembles throughout the United States. Additionally, he has written for award-winning documentaries and shorts. He holds an M.M. in Composition/Theory from the Pennsylvania State University, and a B.M. in Music Composition with a Music Technology minor from Susquehanna University. Matthew holds teaching certification and an Ed.M. degree from Teachers College, Columbia University. Matthew's work in audio includes work for films, individual artists, and ensembles. He also utilizes visual coding software to create audio interfaces and programs for his students. Teachers College's Ed.M. program was pivotal to Matthew's development as a musician, educator, and thinker. Philosophies introduced by faculty and discussions with peers shaped his outlook on what music education is capable of for young learners. Practical applications facilitated by the program prepared Matthew for a career ensuring that each of his students is able to work towards a more just society.
Mark Tonelli
Mark Tonelli is a musician and educator based in Decatur, IL. He is assistant professor of music and coordinator of Guitar Studies in the School of Music at Millikin University, where he teaches applied guitar, guitar ensemble, arts entrepreneurship, and is a Coleman Foundation Entrepreneurial Faculty Fellow. He is a Road Scholar for Illinois Humanities, the state affiliate of the National Endowment for the Humanities, and as a Fulbright Scholar, he will be a visiting professor at Universidade Federal de Uberlandia in Minas Gerais, Brazil. Mark maintains an active career as a jazz performer across the country. He frequently present at conferences in the areas of jazz studies and arts entrepreneurship. He is the author of three jazz guitar instructional books published by the FJH Music Company and "Entrepreneurship in Action: The Power of Student-run Ventures," published by Edward Elgar Publishing. My time at TC was transformative. It helped me become a better teacher and professionalize my identity and activities as a teacher.
Megan Sheridan
Megan Sheridan is an assistant professor of music education at the University of Florida, where she teaches undergraduate and graduate courses. She received her Ph.D. in music from The Ohio State University, her Master of Arts in music and music education from Teachers College, Columbia University, and her Bachelor of Music in music education from Westminster Choir College of Rider University. Dr. Sheridan is Kodály certified and has completed Level II Orff-Schulwerk training. She currently serves on the editorial board for the Journal of General Music Education. Dr. Sheridan's research interests include children's vocal development, pedagogical approaches in the elementary music classroom, music for children with special needs, music teacher education, and qualitative research methods. Dr. Sheridan credits the music education program at TC with giving her the foundational experiences necessary to be successful in her present career path as an assistant professor of music education. Her coursework both within and outside of music, including courses in child development and working with families, continue to impact her thinking about music teaching and learning.
Meryl Sole
Meryl Sole, Ed.D is a music educator, researcher and french horn player. She holds her doctorate in Music & Music Education from Teachers College, Columbia University as well as a masters in Brass Performance from Boston University and a bachelors in Music Theory and Music History from the University of Pennsylvania. Currently she is teaching at New York University, Teachers College and Fordham University. Dr. Sole has held full time music faculty positions at The University of New Haven, Bergen Community College and SUNY Empire State College. She has also taught at Adelphi University, New Jersey City University, and Nassau Community College. Dr. Sole is an active researcher focusing on early childhood music where she explores musical parenting and musical development through toddlers' spontaneous "crib songs". She also studies creative approaches in music theory pedagogy. Dr. Sole's research has been published in peer-reviewed journals and she has presented her work at numerous national and international conferences.
Patricia Rogers
Patricia Rogers a native of Charleston, West Virginia earned her MA and MS degrees from Columbia Universi-ty, New York City and studied vocal technique with the famed Lola Hayes. Ms. Rogers studied the art of French songs with master coach, Hueque Cuenod, in Vevey, Swit-zerland. Her studies of German Lieder with Kelley Wyatt and Raoul Abdul in the U.S. continued at the Schubert In-stitute with famed singers Elley Ameling and Hans Hotter and drama of the Lied with Austria's Madame Kallina, in Baden, Austria. Ms. Rogers is the first African American opera singer from the State of West Virginia to become a company member of the famous New York Metropolitan Opera Company in 1974 to 1991 and the New York City Opera Company from 1976 to 2008. Currently Ms. Rogers is performing her one woman show "My Journey", insight into the world of Patricia Hancock Rogers, Opera Singer, Master Coach and Teacher, Mother (Parent), Interpreter,
She is a national as well as international performer and has appeared in opera houses in Europe, South America, Japan, Australia, New Zea-land, South East Asia, Hawaii and the United Kingdom. Her Carnegie Hall Recital was hailed by the New York Amsterdam News as a "Voice of Beauty", "Appeared in magical radiance:" Lilo Sorell, Badener Zeiting, Austria. Her multifaceted career embraces TV, radio, recordings and Broadway musicals. In June of 1995, Ms. Rogers was inducted into the Henry Highland Garnet Foundation of Charleston, West Virginia Hall of Fame. Ms. Rogers won the title of Ms. Delaware in the American Classic Woman 2002 pageant. In April 2008, Ms. Rogers was awarded the "Life Time Achievement Award" by the West Virginia All Black Schools Sports and Academic Hall of Fame. And in September 2008 the ABSSA Hall of Fame Museum presented Ms. Rogers with the "Life Time Achieve-ment – Legend Award".
Classical Productions, founded in 1978 by Directress Patricia Rogers, provides training and performance opportunities for multicultural artists. Many of our group of professional art-ists have performed with the Metropolitan and New York City Opera companies, and perform a variety of works including spirituals, operatic scenes and Broadway show tunes, a unique experience, quality and showmanship.
Sarah Chung
Teachers College was the catalyst to expanding my identity as a musician. As a classical pianist and flautist, creative ventures such as improvisation and composition were mostly foreign to me, and by extension, foreign to many of my students. TC pushed me into a brand-new musical pathway by encouraging the pursuit of a new instrument (I chose the handpan, a dream instrument of mine), and then by bringing out bravery within myself to experience the instrument through bodily instincts and improvisation. I now consider the handpan to be my primary instrument and have started sharing my work with the broader community online. I also have a new passion for helping my students express themselves through improvisation and composition. I truly believe my musical and teaching trajectory has been changed for the better through my studies at TC.
Sara Lewis is a K-8 Music Teacher located in Lyndonville, VT. She has taught private piano lessons for many years and performed for a few years as a singer/songwriter and produced an album while living in New York City. She attended Teachers College for a Masters in Music Education from 2014-2016.
Sarah M Carino
I am a 2003 graduate of Westminster Choir College, holding a BM in Music Education and Piano Performance. I graduated from Teachers College in 2010 with a MA in Music Education. At present, I am in my 19th year as Director of Bands at Spotswood High School in Spotswood, NJ. My studies at TC have been crucial to the development of my personal philosophy of education, affording me opportunities to learn from visionaries in our field, which have enhanced my students' musical and educational experiences. Through my coursework, I have established key cornerstones that guide my pedagogy. The Columbia University name carries with it a great deal of respect within academia, and I bear the responsibility of being an alumna with pride and privilege.
Sori Kim
I have had two international conference speaking engagements and presented at the 9th European Conference on Education in London, U.K. July 15-17, 2021 and at the 13th Asian Conference on Education in Tokyo, Japan Nov 25-28, 2021.
Currently, I am a Cultural policy researcher at Daegu Foundation for Culture, South Korea. Previously, I served as an Adjunct professor at Keimyung University and Former Workshop professor at Korea Entertainment Arts School. Additionally, I have Scholarly Publication at Arts Council Korea (In press).
The research technique that I learned at Teachers College and systematic academic program has developed my academic skills.
Program Director: Kelly Parkes
Contact Person: Malika Amraoui
Email: musiced@tc.edu


Criteria: These unit crests are worn by the 102nd Military Intelligence Battalion. Knowledge for Battle reflects their motto. Approved for wear from 1981 to 2005, this battalion provided support to the 2nd Infantry Division. Distinctive unit insignia (DUI) are worn on the Army Service Green and Army Service Uniform (ASU).


The Level 3 Award in Enterprise Mentoring is for all individuals including those sponsored by their organisations that have some existing experience and wish to improve their knowledge and skills whilst gaining a recognised qualification.
Pre-course support - Access to a range of resources including a pre-workshop self assessment tool.
Course – A face to face one day interactive accredited course. This comes with additional resources and a workbook.
Evidence – Guidance on creating your portfolio of evidence.
Assessment – Your portfolio plus a professional assessment call covering your learning.
Resources – Additional best practice help including best practice evidence tools and professional development evidence logs.
Membership – 12 month study membership of the Institute of Enterprise and Entrepreneurs.
Further support - Optional linked 6 month development programme.
and evidence of transferable skills to see leadership skills in action and benefits of the interventions for the SME supported.
regulated by Ofqual with a credit value of 5.
The Qualification Credit Framework (QCF) is the vehicle for recognising qualifications within England, Wales and Northern Ireland and, for most vocational qualifications, is a replacement to the National Qualification Framework (NQF). The QCF allows the learner to work toward credits from units or qualifications.
QCF qualifications have both a level (entry to 8) and a size allocated to them(Award/Certificate/Diploma) and each unit is awarded a credit value. The unit credit value is a direct correlation of how many learning hours should be put into the achievement of that unit, for example 10 hours equates to 1 credit value.


, you will learn the inspirational story of one of basketball's premier shooting guards, Jimmy Butler. Since quickly emerging as one of the key leaders of the Chicago Bulls franchise, Jimmy Butler has established himself as one of the best two-way players to play in today's game. While Derrick Rose was the leader of the Chicago Bulls for the first few years of Butler's career, it could be argued that Butler has since become the main leader of the Bulls when Rose unfortunately came down with a series of tough injuries.
Once overlooked in the NBA Draft, as Butler was drafted with the 30th overall pick in 2011, Butler has proven all the scouts wrong on their initial assessments of his abilities, as Butler had demonstrated a high degree of athleticism, basketball intelligence, and influence over games. It will be interesting to watch as Jimmy Butler continues to develop his basketball career, what accomplishments he will be able to achieve.


text:
Warren County Airport may refer to:

 Bowling Green-Warren County Regional Airport in Warren County, Kentucky, United States (FAA: BWG)
 Floyd Bennett Memorial Airport in Warren County, New York, United States (FAA: GFL)
 Front Royal-Warren County Airport in Warren County, Virginia, United States (FAA: FRR)
 Lebanon-Warren County Airport in Warren County, Ohio, United States (FAA: I68)
 Warren County Memorial Airport in Warren County, Tennessee, United States (FAA: RNC)

redpajama_set_name: RedPajamaWikipedia


text:
Q: Is my logic correct for $f \geq 0, $is measurable, and $\int f =0,$ then $f = 0$ a.e. Step 1: since $f$ is greater than $0$ and $\int f= 0,\exists$ simple function $h$ such that $0 \leq h \leq f$ on all domain.
Step 2: Let $m(E) \neq 0 $ and $f(x) > 0, \forall x \in E $, then let $\epsilon > 0, s.t. \epsilon < f$ on all E
Step 3. Let the $h = \epsilon,$ on E,$ 0$  on $E^c$, then $\int h = \epsilon m(E) > 0$ and hence a contradiction

A: Hint:
for any fixed $\epsilon > 0$, you have
$$
0 = \int_X f \geq \int_{\{f > \epsilon\}} f \geq \epsilon \, m \{f > \epsilon\}.
$$

redpajama_set_name: RedPajamaStackExchange


Steele, Joel Dorman & Esther B. Brief History Of Rome. Barnes' OneTerm Series. Chautaqua Press NY 1885. HB G+/ Illustrated 302 pgs. Decorated boards, owners name on inside, cover worn, edges frayed o/w book is clean & tight.


Let's face it… technology today is driven by apps. It used to be software, and for some users, software is still important. But when you're dealing with tablets, and phones, and even software to some extent, many of us are getting our apps through some sort of App store.
It might be called the App Store, or Google Play or Windows Marketplace, but they're all the same. There are numerous variants of apps that do the same thing. The real question, is which app should you get — especially if there's a cost to that app!
The most natural thing to do is to look at the reviews and ratings that are associated with that app. It's logical that the reviews and ratings by users of the app would give you a good indicator of whether the app is worth the time and/or the money. And often they are — especially if you use them smartly. I usually take them with a grain of salt, however. I usually disregard the 5 star ratings and I definitely avoid the 1 star ratings.
While some of those may be legit, oftentimes a 5 star rating, especially on a brand new app, is misleading. It could be the authors' friends, or a paid service that's designed to "up the profile" of the app so that it shows up at the top of the list when you search. Call it fan-boy ratings or whatever, but they oftentimes don't reflect a real world evaluation of the app.
Then, there's the one star ratings. Those sometimes scare me. Sometimes it's the competition slamming their competitor's product. Sometimes it's because someone didn't like something the app does, versus their expectation. And sometimes, there's even organized movements to give apps a one star rating for a specific reason. I just heard of one movement to rate apps one star if they throw up a pop-up that asks you to rate the app while you're using it… I've had that happen more and more often, so I understand the frustration — but really — rate it 1 star just because of that? Let's be real.
But just as important as the star ratings are who's rating the app, what the reviews say versus what they mean, and how long the app has been around. Is is a new "flash in the pan" app, or a long time survivor. Does it do what it says? Has it been updated regularly, or has it languished through several variants of the software? Does the review say "this is a piece of crap" or "this is the greatest app I've ever used" or is there a legitimate explanation as to why it's rated high or low.
Does it draw any comparisons to an app you already know something about so you have a benchmark to work against? There's a lot that goes into a good rating and review system. Unfortunately, it sometimes takes a lot to dig through and find what they really mean. So, while ratings can be useful, it takes a bit of work to read through them and cull out the gems.
Something else to consider is that people who are "happy" with an app (or a purchase or a visit to a restaurant) typically don't take the time to review and rate. People who have a negative experience tend to be more vocal and tend to review more often, and yes, more critically. So keep that in mind as you read reviews and ratings — not just on Apps, but on Yelp, Urban Spoon and just about any non-moderated rating/review website.
And don't forget… a recommendation from someone you trust on an app can be worth more than any rating system in the world.


There's no better way to celebrate St. Patrick's Day than with a festive green bouquet! Make someone smile with an all green bouquet or a green plant from Flowers & Interiors. We can deliver your bouquet locally to Bloomington, IN or nationwide.