Sentences with phrase «courses in a local high school»

Styron's father grew up in a family of commercial fishermen, and eventually taught marine occupation courses in a local high school.

Not exact matches

Ty started out in High school in «diversified occupation course», they placed him in a local body shop.

With the help of NAF - provided course materials and the involvement of local businesses, themed academies are offered at three of the city's high schools, providing career - focused courses in addition to core classes.

After graduating high school, Pray enrolled in a bioinformatics course at the local community college.

WHAT LED TO THE PROJECT: Though Leroy Hood grew up in Shelby, Mont. — where the local high school didn't offer calculus — his father's position as an electrical engineer with the Mountain States Telephone Company gave Hood a chance to take the company's circuit engineering course.

Dr. Ganz was active in academic outreach throughout her time at Cornell, mentoring undergraduate students, co-teaching a weekly computer science course to a local high school chapter of the National Society of Black Engineers (NSBE) Jr., as well as a five - week mini-course on experiments in chemistry and biology to local elementary school students.

In Louisiana, you can take a welding course from a local professional certification and training center so that you can graduate with a high school diploma and a professional certificate.

That is the secret to the success of Florida Virtual School, a state - run high school that offers alternatives to local district courses that any student in the Florida maySchool, a state - run high school that offers alternatives to local district courses that any student in the Florida mayschool that offers alternatives to local district courses that any student in the Florida may take.

By 1996 the virtual fire was beginning to blaze: an experimental WebSchool in Orange County, Florida (a precursor to the Florida Online High School), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.chigh - school courses (later marketed by a for - profit enterprise called Classschool courses (later marketed by a for - profit enterprise called Class.com).

Other hospitals in the Boston - area have already contacted Mowschenson about bringing the course to their local high schools and facilities.

Eligible high school students can earn college credits on select courses through concurrent enrollment available in partnership with local colleges.

(Students allowed to take (without local district approval) online courses for credit and use them to meet high school graduation requirements in 2 additional states.)

As our students excel in Advanced Placement courses, thrive in dual - enrollment classes at local community colleges, and consistently reach an increasingly higher academic bar, they prove that there is no reason for alternative schools to expect anything less from their students than academic excellence.

California high school students who participate in these and other extra-curricular athletic activities may be excused by their local districts from having to take regular physical education courses required for graduation.

Faculty connect with community area partners to develop innovative service courses, such as «Persuasive Writing: Aristotle in New Orleans,» in which students mentor middle and high school debate clubs and help facilitate a citywide debate tournament, and «Introduction to International Relations,» in which students create lesson plans for pre-K and elementary school students at a local charter school.

The local school board shall require that each school has an instructional program which includes the following: (g) A policy encouraging students to pursue and demonstrate advanced course work, including advanced placement courses in high school;

Dual or concurrent enrollment programs are partnerships between local educational agencies (LEAs) and Institutions of Higher Education (IHEs) that allow high school students to enroll in college courses and earn transferable college credit, setting them on an accelerated path to postsecondary success.

The former NCTE High School Teacher of Excellence for the State of Colorado (2008), Joshua has led staff development courses in both American (local, state, and national) and international settings.

Provided, of course, you're ready for the attention — like the four high school kids who followed me to a local grocery store in their Fiat 500X just to take pictures of the car.

In July 2015, eight high school students participated in a two - week course providing interactions and presentations by seasoned professional curators, architects, local historians, and public art organization representatives, and opportunities to visit public art siteIn July 2015, eight high school students participated in a two - week course providing interactions and presentations by seasoned professional curators, architects, local historians, and public art organization representatives, and opportunities to visit public art sitein a two - week course providing interactions and presentations by seasoned professional curators, architects, local historians, and public art organization representatives, and opportunities to visit public art sites.

To counter criticism of the business community from college campuses, business organizations such as the Chamber of Commerce should support scholars who will defend the free enterprise system, develop speakers and support speakers» bureaus that will counter the liberal rhetoric coming from college campuses, subject textbooks to ideological review, insist on equal time for speakers exposing the views of the business community for speakers on campuses, insist that college faculties be balanced by those who will defend the free enterprise system, request that graduate schools of business include courses that support the free enterprise system, encourage local chambers of commerce to provide the views of the business community in high schools, establish staff who work with the media to communicate to the general public the views of the business community, monitor and criticize television programs that unfairly criticize the free enterprise system and where appropriate file complaints with the Federal Communications Commission, monitor radio and other media and pressure them to cover the views of defenders of the free enterprise system, support scholars who support the free enterprise system to publish in scholarly journals, establish incentives for scholars to publish defenses of free enterprise in books, papers, and pamphlets, spend more money on advertising that expressly supports the free market system.

In 2011, 35 Intel volunteers took the NWEI discussion course program into 20 local high schools, engaging over 400 high school students in the Greater Portland areIn 2011, 35 Intel volunteers took the NWEI discussion course program into 20 local high schools, engaging over 400 high school students in the Greater Portland arein the Greater Portland area.

We have had students from every major high school in California enroll in our course because we can offer it today while your local high school may make you wait until next semester.

Driver's ed used to be limited to local high schools, but recently there has been an influx of independent private instructors and classes, in addition to online courses.

Traditionally, students could take this course in high school or from a private local school like us.

Qualifications Volleyball Referee Assignor for MOVBL 6 years Certified Volleyball Official for High School, NCAA, Assist in assigning referees for Special Olympic USAV, and pro beach volleyball New Jersey CJVOA course clinician / rater for 8 years CJVOA Board of Trustee member for 6 years Run local volleyball leagues for 10 years Vice President and Rating Chairperson for NJBVO Volleyball Clinician / coach for middle school and (college officials) for 3 years high school aged players Special Olympic Unified Volleyball Head CHigh School, NCAA, Assist in assigning referees for Special Olympic USAV, and pro beach volleyball New Jersey CJVOA course clinician / rater for 8 years CJVOA Board of Trustee member for 6 years Run local volleyball leagues for 10 years Vice President and Rating Chairperson for NJBVO Volleyball Clinician / coach for middle school and (college officials) for 3 years high school aged players Special Olympic Unified Volleyball HeadSchool, NCAA, Assist in assigning referees for Special Olympic USAV, and pro beach volleyball New Jersey CJVOA course clinician / rater for 8 years CJVOA Board of Trustee member for 6 years Run local volleyball leagues for 10 years Vice President and Rating Chairperson for NJBVO Volleyball Clinician / coach for middle school and (college officials) for 3 years high school aged players Special Olympic Unified Volleyball Headschool and (college officials) for 3 years high school aged players Special Olympic Unified Volleyball Head Chigh school aged players Special Olympic Unified Volleyball Headschool aged players Special Olympic Unified Volleyball Head Coach

Elspeth, who also sits on the Board of Bright Light Relationship Counselling, has a background in academic teaching and, as Director of Lothians Equal Access Programme for Schools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cSchools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cschools and universities to support young people disadvantaged by economic, social or cultural factors into higher education courses.